A while ago I wrote about how I used Clean Language to help a client's daughter with maths, and now we have another maths story...
A participant on one of Sharon’s recent trainings, Yuji Yamagami, has been testing Clean Language in various ways at work and with his family.
His daughter Reina, 14, had been struggling with maths, so Yuji asked her some clean questions.
As a former maths teacher I was used to dealing with closed questions that have only one right answer, while as a Clean Language facilitator, the majority of questions I ask are open questions.
One of my clients knew I used to teach maths, and that I now do some dyslexia coaching in the workplace, and asked if I would work with her daughter who has been having trouble with maths at school. I said yes, as long as her daughter wanted to, and the following week, I met Alex, who is a delightful 11-year old with a double whammy of a desired outcome:
I went to Coggeshall in Essex on Thursday to spend a day in a primary school classroom, with Julie McCracken, who has introduced her 5, 6 and 7 year-olds to the joy of Clean Language. Julie and I are writing a book together on Clean in the Classroom, so I’ve heard many tales of clean goings-on, but this was the first chance I got to see for myself how the children responded to clean questions (they call them the ‘Detail Detective’ questions). It was an action-packed day, with children both asking and answering the questions. This post is about what happened in the gym lesson.
On my very first day at infant school, I fell in love with the idea of being a teacher. How wonderful, I thought, to be standing at the front of the class telling everybody what to do. So I spent the next seventeen years working towards this ambition - and when I got my first teaching post, I walked into school feeling very proud of myself. I was a teacher at last!
But pride comes before a fall and it wasn't long before I realised that teaching mathematics in a secondary school was NOT what I really wanted to do with my life after all. I had no idea how to 'discipline' those children who saw maths as a waste of time and who would rather be anywhere than in school. I'd given up my early aspirations to be 'in charge' and I was now wanting to 'negotiate' - but I didn't know how to do so effectively, and I ended up flipping between these two positions - one minute taking a hard line with pupils, the next trying to be their friend. You can guess what happened... it wasn't nice.
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