The Seating Challenge

Every year I try to learn as much about my kids as possible. I want to know what makes them tick, what they like to read, what they do in their leisure time, what their family situations are, what their passions are, and what their personalities are like. One way to learn a lot about the kids in a short amount of time is to plan activities that show personality traits that I would otherwise not discover during regular classroom routines. One great idea I came across was the Seating Challenge. I read about the Seating Challenge in an article by Sandy Merz in Education Week (link here). In the article, Merz described five different scenarios that the kids had to fulfill in order to begin class. I loved the idea and incorporated all five. 

Right off the bat, I was able to see who instantly took a leadership role. Sadly, there were not many. Unfortunately, our kids are taught to comply from the moment they get to school in Kindergarten and that compliance can have a very negative effect. It seemed like every student was waiting for me, the teacher, to tell them what to do. It was as if they were afraid of doing something without me telling them to do it. That is so dangerous because these kids are going to have to make their own decisions very soon, and if they are constantly looking for someone else to make those decisions, then they are ill-equipped to enter high school, college, or the "real world". Every year, my goal is to make my kids more independent, able to think for themselves and problem-solve. 

Once the kids read the challenge on the board, I waited. Most kids looked at me with a "What now?" look on their faces. I just stood there and smiled. Eventually, sometimes after a torturous six or seven minutes of this, a student finally started moving kids around to satisfy the challenge. After fifteen minutes or so, the challenge was complete. Three of my four classes solved the challenge each day. My sixth hour journalism, full of excellent students, only solved three of five. I had a feeling that this would happen because the class is full of great students, not independent thinkers. Since these kids have learned to play the "school game", they excel at school. When they need skills like independent thinking and problem solving that are not in demand in our typical classroom, they flounder.

During our debrief, I talked to the kids about leadership, following, compliance, and collaboration. Together, they could solve any problem I threw at them. They noted the lack of leadership and also noted the kids who finally did step up and lead. After the first day, kids stepped up to lead quicker than on the first day, but it seemed like it was always the same three or four kids. The others had replaced me giving directions with another student. I'm not sure how much progress that shows. 

In a typical school year for me, the kids start out mousy and meek. Over the course of the year, as they come out of their shells and participate more in the classroom adventure, they learn that they have skills that have not been highlighted in school before. They find that their social or personal skills are important. They find out that leadership and problem solving are things in which they excel. By the end of the year, these kids are much less compliant and more likely to take on projects of their own invention or substitute a project for one I have assigned. These kids find their voice and use it well. Sometimes it is hard to manage. Twenty three kids want to go in twenty three different directions. I get frustrated but step back and realize that the bigger picture is a good one. While these kids could barely function on their own in August, they are taking control of their learning by April. That is how I define success.