Shifting From Equality to Structure for Dynamic Instructional Balance

Key Quotes

"When I say the word balance, what comes to mind? For most of us, we picture that measurement scale, right? Like, if I do this to this side, I have to do this to the other side to make it balance out, so it's not one side higher than the other. So, it's all about balancing those two sides."

Christina Tondevold explains that the common understanding of balance, like a measurement scale, implies an equal distribution of effort or focus between two sides. This perspective suggests that any emphasis on one area necessitates an equivalent emphasis on another to achieve equilibrium.

"In my life, if I spend too much time working, I feel like I need to balance it out with family time to make it even out, right? When you're teaching, if you do too much number sense work, you feel like you need to have that same amount in practice and drill. If I spend this much time on problem solving, then I better spend equal time on fact fluency."

Christina Tondevold illustrates the pervasive nature of this "equality" mindset by showing how it applies to personal life and teaching practices. She notes that this approach leads to a feeling of obligation to match time spent on one activity with an equal amount of time on another, such as balancing number sense with drill and practice.

"But that's not actually balance. That's equality. And they're not the same thing."

Christina Tondevold directly challenges the conventional interpretation of balance, asserting that the pursuit of equal distribution is, in fact, equality, not true balance. She emphasizes that these two concepts are distinct and that mistaking one for the other leads to an incorrect approach.

"Real balance, I feel like, looks like this. And if you're just listening, here's what I'm showing. Have you ever seen those beautiful rock structures where the rocks are balanced on top of each other? Some rocks are bigger, some are wider, some are different colors, they're made of different material, different rocks. They're not all the same. They're not equal. But it's balanced."

Christina Tondevold introduces an alternative metaphor for balance, using the image of a rock structure. She describes how these structures are stable and aesthetically pleasing despite the varied sizes, shapes, and materials of the individual rocks, highlighting that balance does not require uniformity.

"The balance comes from knowing what your students need right now and adjusting accordingly. And when you really look at what your students are needing, you will find that sometimes you need bigger and smaller amounts of things to create that perfect balanced rock structure."

Christina Tondevold argues that true balance in teaching is dynamic and responsive, stemming from an accurate assessment of student needs. She explains that this understanding allows educators to adjust the emphasis on different instructional components, using varying amounts to create a stable and effective learning environment.

"Balance isn't about equality. It's about meeting your students or the teachers you're coaching where they are and giving them what they need when they need it."

Christina Tondevold reiterates her core argument, stating that balance is fundamentally about responsiveness and targeted support rather than strict adherence to equal measures. She concludes that effective balance involves providing specific resources and attention based on the current requirements of students or coachees.