Many times we teachers become frustrated by our students. Sure, there is the acting up in class, talking out when they should be quiet, and general nonsense of being a teen or tween. We handle those as the minor events that they are. The real frustration comes not from the misbehavior in class but rather from the expectations that many students have for themselves. Many of my students don't believe that they have talents, gifts, or any kind of genius in them. They have not been able to identify the amazing capabilities that they have. This is both frustrating and maddening for me. What I see in them and what they see in themselves right now are two vastly different things.
I understand that these kiddos are twelve or thirteen years old. It is difficult to figure out what your passion in life is at such a young age. However, many kiddos are showing no signs of interest. School is something that is being done TO them. They do not seem to be active participants. They are simply the passive recipients of schooling. I see so many kids who are incredibly bright, articulate problem-solvers. It just seems like they have not been encouraged to take control of their learning and push their own limits.
My challenge this year is to change that thinking. My goal, over the course of the year, is to develop driven, independent learners. I want the kids to learn with or without me. I want them to spit in the face of low expectations, discover some things about which they are passionate, and pursue those things.
The framework of our class is designed to encourage independent learning. Our reading and writing so far this year have shown kids that they make the bulk of their learning decisions. They will be given even more responsibility for their learning as the year goes on. First, we must unlearn a few things. We must unlearn that the teacher is in charge of their learning. Next, we must unlearn that the expectations of the teacher are always correct. Then, we must learn. We must learn that we can do anything we want if we are passionate about it, set a goal and work toward that goal. We must change our thinking to cast off any self-imposed limitations we might have. When we retrain ourselves to believe that anything is possible, it will be. Only when that mindset is cultivated and nurtured will these kids start showing their amazing talents and gifts.
I have my work cut out for me this year. My group of kids needs a lot of challenge and cheerleading. For the better part of first quarter, the most important thing I can do is identify some gifts in each of my students, talk to them about these gifts and heap mounds of praise on them about their gifts. I have to get kids believing that they ARE how I SEE them. My picture of them must nudge out the picture they have of themselves. So many of my kiddos have been told, at home or at school, that they cannot do things. It is my responsibility to tell them that they CAN. So much of learning is risk-taking that comes from confidence in learning. Right now, my kiddos do not have that confidence.
It has been a whirlwind five weeks at school so far. We have built the framework of our class into one that gives the students a big say in their learning. Most have been unable to handle that kind of responsibility right off the bat. The thought of abandoning this type of environment never crosses my mind. We will stick to our open learning environment. It is just going to take time and a lot of coaching for kids to begin seeing themselves as responsible, self-directed learners. For many of them, this is their first experience with this type of learning environment. I believe that it is the kind of environment that will most help them become independent learners and set them up for success in life.