Whenever we talk about trusting our kids, reservations inevitably arise. Safety? Wasted opportunities? Wasted time?
Often, these fears grow from a convoluted interpretation of what it means to trust our kids. So I’d like to start a discussion here on what trust is not. Trust is NOT…
…negligence. Quite the opposite. When we define all the timetables, we are directors of our students, which really can take place at an arm’s length (I assign the work, you complete it by the end of class, test, repeat). When we trust, when become learners of our students, watching and listening as we immerse ourselves in their progress, offering guidance along the way. I found this approach to be beautifully captured by Faige Meller here:
We always wonder if they’re learning, if we’re doing a good job, if were covering the curriculum and if they’ll be ready for the next grade? We test, we do running records, we talk, we ask questions and we write report cards. But I have another idea! How about we also watch the kids, we listen to them as they’re doing the learning. We see how they incorporate what we’ve taught in their authentic application of the learning as they write graphic novels; how they laugh gleefully reading to each other, discovering something in the story that was new to them; how they figure out how to cut paper to make pop ups (there’s math there folks,) and how eager they are to share with their teachers all that and more!
…turning a blind eye. Sometimes, our students will waste their time, just as at times, adults waste time. But that doesn’t mean that clamping down on trust for them all is the answer. Trusting our students involves getting to know them extremely well. and then using that information to make more whole-picture decisions when they seem to fall short. This example from my friend Monte Syrie went viral on Bored Panda because people know it’s not about ignoring problems, but acknowledging the whole context with humanity.
…a total lack of boundaries. That, of course, would be educational suicide. The nature of boundaries in a trust/student-centered classroom is a much more nuanced conversation. But mostly involves a lot of conversations with our students, both on the individual level and as a whole. More on that discussion here in “Baby Gates & Boundaries.”
…insisting on too little structure too soon. Especially after years of being trained that teachers make all the important decisions regarding their learning, it’s understandable that many of our students struggle with ownership being given back to them.
I’m interested to work with them and see whether, after 3 semester together, we can push closer towards being more self-directed & self-motivated within the constraints of mainstream school. I’m thinking passion projects & community impact. Can we reimagine what school could be?
— Abe Moore (@Arbay38) May 31, 2018
We recognize that working toward greater levels of trust, along with that “gradual release,” is always an ongoing process, guided by how well we’ve come to know our kids and gaining their trust in return. (planning on centering next week’s provocation around this!)
…lack of planning. When we become more focused on following and trusting the child, we work to become experts of the mandated curricula so we can identify where to help students make connections in their own learning paths. Sonya terBorg describes this well in her post on control:
Giving control of learning to the child doesn’t mean sitting in the corner with your feet up and letting them flounder. It means becoming an observer, a guide, a road map of sorts – ready to be referenced. It means being attuned to what is going on in your classroom and being prepared to ask for clarification from the children in your class. It means posing the right questions, sharing the right provocations, providing the appropriate amount of time for them to work their magic.
…unwarranted risk. We may face the raised brow by those who claim that the system — the programs, the lectures, the testing, the teacher control — is working just fine. For the few that still believe that, it may be hard to convince them that any deviation is necessary. But for those of us who see that kids aren’t retaining information fed to them in traditional school, aren’t applying learning in ways they find meaningful, or aren’t developing the skills the 21st century (and 22nd) will demand of them, we see we really don’t have a lot to lose with making a change. You’ll find a lot of us on Educator Voices, a shared blog of teachers who “share and celebrate how we are pushing the boundaries, shaking up the system and challenging the status quo!”
Thank you to the 35 authors & 5,000 visitors who’ve shared their voice over the past 2 months since the blog launch! We’re always looking for more educators to join the conversation! DM me for details about how to get involved #pypchat #mypchat #dpchat https://t.co/OTvI5ayzOF
— Taryn BondClegg (@makingoodhumans) May 27, 2018
In the end, we may worry about what might happen if we trust our kids, but what we should be worrying about is what might happen if we do not. The benefits and opportunities far outweigh the perceived risks of trusting our students, as Taryn writes, “to make mistakes, fail, run out of time, learn, reflect and, inevitably, grow.”
(by the way, I have to throw out that this totally has #TeacherMom applications, too. See one of my favorite parenting sites, LetGrow, to learn how we can better trust kids to own their own childhoods).
featured image: DeathToTheStockPhoto
