Knowledge Speaks, but Wisdom Listens

This is a quote by Jimi Hendrix that I think speaks volumes to the plight of teachers and administrators in a time-ruled world. Taking the time to listen to others, whether they be students, parents, or teachers, can make or break the effect you can have on a conversation and in a relationship.

In a school day that is governed by lesson blocks, break times, supervision minutes and planning times, it can be difficult for a teacher to consistently find the time to actually listen to your class and their ideas. I don’t mean that teachers are ignoring their students and pushing ahead with verbally-delivered lectures, but I do mean that the core things that matter to students (unless they directly relate to the lesson or activity) can often be shuffled into the background and not given a forum for discussion.

Wisdom would tell us to sit back and listen. What we are told by students matters. It needs to drive instruction and forge lasting relationships through the cultivation of a strong rapport. Teachers have all kinds of knowledge, but it is through their commitment to listening and absorbing knowledge from others that they can truly develop a sense of strength and purpose. Taking the pulse in your room is one of the most significant ways to guide a group and develop rapport.

As a leader, wisdom can elude us. It is a challenge to exude control and yet show the strength to listen and observe. We often feel the urgency in the room when conversation slips or becomes “off track.” Yet, in my experience the most meaningful and relevant comments can come out of those digressions and interpersonal experiences. It takes a confident leader to recognize and address those digressions to get to the heart of the matter and encourage meaningful discussions. By ignoring or re-directing those interactions we are alienating people from their own ideas and motivations to communicate what is important and valid to them.

Listen intently and wisdom will find you - comments that fall on deaf ears can often be the ones most in need of volume and advocacy.

Getting Your Class Back

There are moments as a teacher when you feel that you have strayed from your plans for the class. Class conflicts, poor marks and brutal work habits are some of the ways that we recognize our struggle with how to move a class forward in their learning.

Specifically, teenagers are a difficult age to crack and maintain a good rapport with. And when you find yourself already off to a rocky start, hope it seems is your solitary comfort. In the past, when I have felt that I am losing a group, I would surprise them with an act of kindness...

Spend an entire class putting curriculum aside and find out what they're interested in. Ask them favorite movies, television shows, bands, video games, tech. devices. When they see that you are willing to put them ahead of the learning (even if just for a class period), you will gain respect as a person - not just someone doing their job.

Take what they tell you and find a way to turn it into an independent project, unit or at least a lesson focus. They will appreciate having input into their learning and want to engage more in the process of it - especially since it will be driven by THEM - not just your curriculum documents.

I hope anyone reading this (especially those who teach teenagers) find this helpful. I have a soft spot for teaching adolescents having taught them for 9 years. It is a daunting task, but so rewarding when you break through and cause meaningful change and guidance for them.

They put up walls that you don't expect, do everything in their power to hide the cracks from you, and yet, if you can find a way in, they will be awed by your interest and resilience. Teenager brains are wired to become unwired and unpredictable. They don't know why, but they crave and seek out conflict in a way that is hard not to take personally.

When all is said and done, teenagers are the most vulnerable and important age group some of us will ever teach. They need strong role models and purposeful guidance in making their life decisions - often far before they plan to or are prepared to. Be cautious, but don't show fear. They admire confidence and appreciate honesty. As such, your strength as an educator should be your best tool for success.

This post was inspired by a reader question from an article I wrote for suite101.com entitled, "Expert Teachers in the Classroom: Part 1 (The Knowledge).

Teach Me (If You Dare)

Last summer during my Reading Specialist course, my instructor (Janet Lee Stinson) shared a story that has stuck with me. She was explaining a difficult class she taught in Washington, D.C. as a beginning teacher. She showed us a picture of one of the students that was in her class. She explained the look on the student's face as one of discontent and challenge. The attitude coming through this student's stare and posture was clear: "Teach Me," it dared.

We face students everyday that do not feel that they belong in our class. Their personal lives inhibit them from investing fully in our activities. Their experiences have aged them from risk-taking in their learning. But, they are the reason that we are in the classroom. Many of our students don't even need us there. They are self-directed and goal-driven. We simply check-in from time-to-time to make sure that they are still on the right track. The ones who need our help - don't usually ask for it.

How can we teach students who approach learning as if it is a battle? How do we convince them that rather than standing on opposite sides of the battlefield; we are actually side-by-side against the world? I think the answer is cautiously, patiently and with growing focus. Start simple and build a rapport before you expect them to become a new person. They need to come to terms with powerful things before they put their trust in a teacher. But if you can get them to that point - they will thank you for it. The two best words in the teacher language are "thank you." When a student says this to you, it reminds you of the strong influence and role that you play in their life.

As an aside, I encourage you to check out Janet Lee's Webpage on "Arnie's Dream" and support her campaign to publish "Feathers of Hope." The story she tells is inspiring and it belongs in hard-cover. The instruction she gave me was part of my path to create this blog and put myself out there. I hope to give back some of the inspiration by passing on her goal and asking you to listen to Arnie's story.

Create the "Cool"

Last week something happened to me at home that reinforced things that teachers need to do. It all started when my son (who wasn't feeling well) wanted to wear his "NASCAR pyjamas." Great idea - but they have short sleeves in a sometimes drafty house. "You could wear your housecoat," Mom said. "No. I don't want to wear it," he protested. After some time sulking on the floor and finishing his fit, I got involved. Remembering that I have a housecoat (which I never wear), I put it on and starting 'selling' it. "Wow. This is SO warm and comfy! We're so lucky to get to wear housecoats at night-time. Hey, we both can wear housecoats and watch a show together before bed. That would be so cool!" I hope you sense the three-year-old tone in these comments. Being a parent causes you to build up a vast wealth of comments and tactics that work in times of crisis. After my sales pitch finished, he put on the housecoat and we went downstairs together. Fit forgotten, on with the show. It reminded me of that scene from "Billy Madison" when Sandler wets himself to protect the kid who had done it and then sells it to all the other kids as the thing they should do to be 'cool.' Luckily, I did not have to wet myself. But I did solve the problem and used a new method to do it.

We create the cool in our classrooms. Even intermediates want to fit in and belong when they sit in your chairs and rest on your desktops. If they can't be reached with your lesson - their friends maybe can. Use them as the social hook that will allow them to engage just long enough to see that they enjoy what you're doing. We can redefine 'the cool' in any situation if there is enough confidence and flare behind it. It is a sales pitch and they have all become accustomed to the techniques of advertising through countless media vehicles. They will recognize what you are attempting to do and either buy in or dismiss it. Just be prepared to move on with or without the disgruntled and wait to see if they tag along for the ride (even if solely to socialize with their friends).

"The Carrot"

For any student - there is a carrot. As teachers we strive to discover it, try to realize it, hope to find it: the thing that drives them. This carrot could be the thing that they come to school for. It could be the very thing they race through your lesson activities - to have a chance to do this. For class management and programming, it should be an integral part of your plan for that student. Over the years, I've taught drawers, writers, bloggers, readers, sports-junkies, gamers, bandies - they all have found the thing they are excited by and that gives them purpose and meaning. Teach to it. Remind them of it. Mention it as you have a minute walking by their desk. It will awaken them and give you a place in their world. Building rapport with students is nothing more than validating what matters to them. For me it has always been respecting them and expecting it back. Intermediates especially want the freedom and attention that comes from being almost-adults. Let them feel that when you speak to them - not at them. They will only remember the things worth remembering - which is 99% not taught, but experienced.