Teacher Insights on Practicing Generosity
The following excerpts were taken from interviews with teachers who were asked to describe instances in which their students practiced generosity, as well as times in which the teacher personally practiced generosity while implementing the Coding as Another Language-ScratchJr curriculum.
Generosity in helping each other, that collaboration, that’s really what I saw. And that kind of goes along with optimism, too, because they weren’t just like “Hey, can you help me do this?” and then the other kid would take the iPad and do it. They would talk and show them how because they know that the ultimate goal is to do it yourself.
— Alice, First Grade Teacher
Generosity, which I saw multiple times with the students in the range of the background knowledge and skills that they brought to the tasks. Generous with sharing—”Oh, I know how to do this! Let me show you!”
— Lydia, Kindergarten Teacher
Watch Generosity in Practice
Lending a Voice
Child generously helps another child record monkey noises for their program.
Guided Questions for Observation
• How does the teacher encourage generosity among her students?
• Notice the teacher and children are sitting in a group. How can this promote generosity?
Sharing Ideas
A child shows his generosity by sharing an idea to program Cat.
Guided Questions for Observation
• How does the teacher facilitate generosity among her students?
Compliments
A child shares something he likes about another child’s coding project.
Guided Questions for Observation
• How do the teachers encourage generosity among their students?
• Notice the reaction from the student who was complimented. How can this foster generosity among the children?
Guiding the Way
Child takes the time to explain the voice recording block to her friend.
Guided Questions for Observation
• Can you think of different ways in which the child demonstrates generosity to her peer?
• Notice the way the child speaks to her peer. What is her tone of voice? What is the pace of her voice?
• Notice that the child lets her peer try to program on her own. How does she continue to facilitate her peer’s learning?