A teacher who adopts the helicopter approach, much like an overbearing parent, can overshadow the classroom with their imposing presence. This method often results in children's needs being eclipsed by the teacher's own. Conversely, a hummingbird-style teacher makes a subtle entrance, swiftly addressing issues without interrupting the children's flow. They are watchful, offering assistance in conflict resolution or problem-solving when necessary, and then gracefully withdrawing. A hummingbird teacher provides information upon request and fosters curiosity by observing the children's interests and expanding on their inquiries. They subtly manipulate the environment to stimulate children's curiosity and problem-solving skills.

During one of my hummingbird teaching moments in the indoor classroom, I observed children throwing bean bags at each other, posing a risk of injury. I placed a basket near the back door and challenged the children to throw the bean bags into it from a short distance. Soon after, they called me over; one bean bag had landed on the door's opening/closing mechanism, and another had joined it in an attempt to free the first.

Cover of "I'm not Getting Them Ready for Kindergarten" by Kristen Day.

Courtesy of Routledge

They sought my help to retrieve the bean bags, but I adhered to a child-centered approach that promotes learning through trial and error. I asked them to think of ways to retrieve the bean bags themselves. They brainstormed ideas, such as standing on a chair, which was ineffective due to their height. They then tried stacking a chair on a table, but still fell short. Suggestions ranged from using a ladder to a grabber tool like their great-grandfather's. These were clear examples of problem-solving in action!

I could have intervened and offered help or stopped their chair-on-table arrangement for safety reasons. However, I understand that meaningful learning often comes from failure. I was there, quietly observing and encouraging, ensuring they were safe while allowing them to experience the learning process. In my past as a helicopter teacher, I might have shown them how to retrieve the bean bags or done it for them, missing the educational opportunity. Using phrases like "I wonder..." or "What do you think?" are hallmarks of a hummingbird teacher, who, with their quiet presence, fosters more curiosity and inquiry in children.

Imagine if I told you that people are fully capable of constructing their own learning. Or that children with diverse knowledge and abilities can co-construct learning in groups. Or that adults aren't always necessary for learning to occur. These are all truths supported by research, such as Sugata Mitra's Hole in the Wall Experiment, which demonstrated that children can learn remarkably well on their own without direct adult instruction, thanks to their innate curiosity and ability to self-organize in learning environments.

A study by Stipek et al. in 1995 showed that didactic programs, which rely on teacher-directed instruction, provided gains in reading but not in math, and these gains were outweighed by negative effects on children's confidence, motivation, and independence. In educational settings that allow children freedom to initiate and complete tasks, they tend to choose more challenging tasks, rely less on adult approval, and take more pride in their achievements.

Didactic instruction, which emphasizes performance, can suppress children's natural curiosity and willingness to tackle new challenges. Teachers should create the conditions for learning and then step back to let the children explore.

But Kristen, doesn't Vygotsky's theory of scaffolding require direct teaching? How does this work without the teacher's direct involvement?

This is where the balance comes into play. Yes, scaffolding is essential, where a more knowledgeable person provides support until the learner can complete a task independently. If a child asks for help with a task, you provide it