What We Learned From Baby George...
I have two children, Jackson and Aidan. Both boys. One is 15 (Jackson) and one is 13 (Aidan). Part of the reason I wanted to start to teach was because I saw the excitement that they had for learning. When they were younger, "Why?" was one of their favorite questions. They always wanted to know why the world worked the way that it does. They also used it as an opportunity to drive me crazy, asking "Why?" at almost every turn.
As they continued with their education (Jackson enters his sophomore year of high school, while Aidan enters eighth grade, his last in middle school) the "Why?" questions stopped and the conversations about school turned to answers of, "Fine" and questions about learning in school had answers of, "Nothing." The two boys began to lose their spark for education at the beginning of middle school.
Why? Why do they not have the same love for learning as they used to. Why is school something that is boring and sort of a nuisance for them?
In Dr. Michael Wesch's Ted Talk, he begins to question the "approach and purpose of learning and education." He spends a series of years having deep conversations with students during lunch (no small talk) where they discuss when learning happens and what it means to be a student. Dr. Wesch came to learn about each student's background and what brings them to school. He also learns what is important to his students. Learning ultimately was not about the grade or the score to these students, it was about what they were running to or running away from. In some cases, students were running towards a better life. In some cases, students were running away from pain, hurt and dysfunction in their own lives. As teachers, we need to try to make connections with our students so we can understand what makes them want to learn.
Dr. Wesch used the mantra in his class of, “Asking questions, taking chances, making connections took us down from the trees and took us to the moon…” When we ask questions and take chances, that's when as both students and teachers, real learning begins to happen. His parallel for his story was his son "Baby George" learning how to walk downstairs. He was persistent, resilient and expressed joy while doing his task. Baby George also never stopped. Even after the task was complete, he didn't just check off a box and move on. He continued to express joy while walking down steps.
Study after study shows that real learning occurs when we care and are invested. Listening to our students and adapting lessons to their needs will help our students stay engaged and help them to get to real learning.
Brian, I hear so many people talk about how their children or students no longer have the love for learning that they once had. It is sad that as they grow up, some of that curiosity is lost. I teach first grade and I can see the excitement for learning on my students faces. They are young and eager and want to learn all they can. However, as I look at some of the older students, I do not see that excitement anymore. I wonder if this has to do with the fact that teachers are overwhelmed with expectations to meet standards and prepare students for standardized tests. There is a lot of pressure on teachers to "prepare for RICAS," and "teach to the test" that other aspects of learning may take a back seat. By no means is this a critique of the teachers, but rather of the system that guides these ideas and pressures.
ReplyDeleteBrian, If only every teacher had the same perspective and belief as Dr. Wesch does. I notice a difference with engagement and participation in my own second grade classroom when there is a connection between my students and I. They know I am invested in their learning and I have empathy for what they are going through. There is trust and vulnerability on both sides. When there is trust and a welcoming classroom, then there is a safe, risk taking learning environment. This is a great video to show at a Professional Development.
ReplyDeleteBrian, I loved how you talked about "real learning" occurring when the students are invested and care. It is so true and that is why it is so important to make their learning authentic and relevant to their lives. There are so many days when I see my students disengaged in the curriculum that I need to teach them. It is when they are able to make the personal connections and collaborate together where they begin to become active participants in the classroom. My students get so excited when they are able to identify with the text and stories we read and see themselves in the books. We need to try to keep the drive in our students to learn and grow, just like George shows in practicing his own skills.
ReplyDeleteBrian, I loved your last sentence about how learning happens when we care and when we are invested. I can see a difference between classrooms, lessons, or even grade levels where students where it is evident that teachers do not care or are not invested. As a fellow PPSD teacher, I am sure you see similar scenarios. Sometimes ARC lessons are so dry and we have to go above and beyond to find ways to engage our students and make the curriculum adapted to students needs and interests.
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