I noticed myself doing something interesting today. On Tuesdays and Thursdays I teach three sections of introductory World History back to back to back. We were doing a document analysis using my critical reading rubric. Inevitably I end up providing some of the same guidance from section to section, so that by the third section, from my perspective I’m saying the same thing for the third time.
I share a common prejudice that people who need things repeated to them three times might not be all that bright. (Actually, since I had the students divided up into smaller work groups among which I circulated, I said some of the same things way more than three times.) I know there can be reasons repetition might be needed that have nothing to do with intelligence, so I can usually intercept my first reflex reaction. But the point here, of course, is that I was not repeating myself to the same people; it just felt that way by the end of a long day. And as a result I noticed myself reflexively feeling as if the third section might be a little dim – when in fact they picked up the task and performed it every bit as well as the earlier sections.
It’s interesting to think what kinds of effects might accumulate over a long semester, or career, of letting this dynamic play out. Just a little more impatience in my body language, a little less care in explaining the ‘third’ time, or conversely the kind of elaborate patient overexplanation one may lavish on the slow. How much difference do such subtleties actually make?