Glazed-over eyes. Wandering minds. Fidgeting bodies.
There are endless reasons our students might be disengaged, and almost an equal number of ways to address it. There’s the good:
- Evaluating & reworking our practices (Too many worksheets? Not enough movement?)
- Ignore it and press forward with a ghostly Professsor Binns doggedness.
And the ugly:
- Blame it exclusively on the kids and technology (vocalizing with key phrases like “newfangled,” “millennials,” and “lazy.”)
In the midst of a long winter while teaching 5th grade (February can be particularly tough around here), one approach came to me in the form of this quote:
“People think focus means saying yes to the thing you’ve got to focus on. But that’s not what it means at all. It means saying no to the hundred other good ideas that there are. You have to pick carefully. I’m actually as proud of the things we haven’t done as the things I have done. Innovation is saying no to 1,000 things.” ~Steve Jobs
The lightbulb flicked on, and I immediately turned the quote into a poster above my door.
As a class, we analyzed the quote together and came to several conclusions, the most important of which was to validate those “other good ideas” on our students’ minds. The discussion went something like this:
“So, is it bad to want to play with toys? Of course not! Is it bad to think about planning your get-together with friends? Absolutely not. Those are good and important things, too. It’s just that we have to say no to those other good things when you have other important things to turn your attention to.”
This was pivotal for many of my students. The demand to “focus” had long been a struggle of good vs. bad — the things adults wanted vs. the things they wanted. This reframing helped them see that we all have to regularly choose focus by saying no to the other good things in our lives.
It became clear that this kind of validation strengthened my relationship with my students, building mutual trust. It helped them see that I am human, too, and that I, too, need to learn to prioritize my time.
One important note, however: if we view this or any other similar approach as a simple strategy to placate our students, we miss the broader picture. Rather, we should view this as one step toward greater student ownership over their learning. Only then will we move from disengagement to engagement, and then finally to empowerment.
featured image: DeathToTheStockPhoto