Think before you (inter)act: What it means to be an intentional teacher

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The heated debate over child-initiated versus adult-directed instruction may be cooling down, replaced by a search for balance. In the landmark report Eager to Learn, the National Research Council (2000) ­emphasized the need for both approaches, and said teachers must play an active and intentional role in each type of learning:

"Children need opportunities to initiate activities and follow their interests, but teachers are not passive ­during these [child]-initiated and directed activities. Similarly, children should be actively engaged and responsive during teacher-initiated and -directed ­activities. Good teachers help support the child's learning in both types of activities" (pp. 8-9).

While most of us claim to act with 'intention' in our dealings with young children, it is worth pausing to reflect on what this term means. In The Intentional Teacher, the author of this article says, "intentional teaching means teachers act with specific outcomes or goals in mind for children's development and learning. ­Teachers ...