Innovative educators work hard to find the best
ways possible for students to learn by tapping into their talents, passions,
interests, and abilities. However, before the learning can happen, there is one
crucial element that is necessary, but often overlooked for learning to occur.
One that is especially important when serving at-risk youth.
If there is not love, there is not learning
This is not addressed in schools of education.
This is not addressed by those critiquing schools or teachers. In fact, it is
ignored. As a result, an educator who might be a master in his or her craft
will fail in reaching these students if they are not loved.
Students raised by
“guardians”
If, like many teachers and politicians you were
loved by a parent who cared for you, it is possible this has never crossed your
mind. However, those of us who teach at-risk youth know many of our students
have not had such luck. In fact one of the first things you learn as a teacher
in such places is to STOP using the word PARENT. That’s because a large number
of our children have parents who were not prepared to raise them. Instead they
have “guardians.” It is almost without giving it much thought that we
transition to speaking and writing not about parents, but about our student’s
parent or guardian.
Teachers in inner city schools will also notice
a lot of students of ALL ages, intentionally or accidentally refer to them as
mom. They are looking for love and care.
If we unpack the term, we can start to think
about what are we saying to these kids without parents. The ones who aren’t
lucky enough to have parents, but have guardians instead. It is a constant
reminder that someone doesn’t love and parent, them, but rather guards them.
The same language used by those who ensure there is order in a prison. As a
result, we have children being guarded and protected but not parented and
loved.
Unfortunately, teachers are trained to teach all
kids the same way whether or not they have parents.
No child left
unloved
If we care about ensuring today’s youth grow up
to be productive citizens, we need to rethink the role of teachers and schools.
Chris Lehmann explains if we want children to learn, then we need to build
caring institutions. To do this, we must stop thinking of our jobs as teaching
subjects and start realizing we are teaching kids. The relationship between
teacher and student is more important than the relationship between teacher and
subject.
Maslow’s Hierarchy
To understand this from a scientific approach,
let’s review Maslow’s Hierarchy of Needs.
Schools are often positioned to help provide for
a child’s basic needs and self-fulfillment, but the psychological needs are
often completely overlooked.
No child left
behind
Rather than address the psychological needs of
children, we’ve put into effect programs that ignore this. Instead, they think
leaving no child behind means ensuring they all score well on standardized
tests. Long after this failed experiment was launched by George W and supported
by the electeds that have followed him, we see this doesn’t work.
Interestingly, President Barack Obama, realized
the importance of this and even lauded
the model that best embraces relationships: Big
Picture Learning. Here’s what they
believe:
Relationships
under gird all learning at The Met. Keeping adults and other students at bay is
not an option. Met students must build close relationships with an advisor,
community mentors, and other Met faculty, if they are to fulfill their personal
learning plans.
The Met, as it likes to say, enrolls families,
not just students. For students, this conviction poses a formidable adolescent
challenge: accepting parents and guardians as valued partners in their
learning.
His words were ones that evoked promise and
excitement for a shift and enlightened experience for students. Sadly, despite
his words, Obama embraced the common curriculum and standardized tests that
valued none of this and obliterated models such as Big Picture.
If we really want to help students to learn, we
must address this forgotten piece of Maslow’s Hierarchy with these five shifts.
5 shifts we need
When we move love to center of learning, these
are natural shifts that should result.
1) Parents, not
guardians: We must consider how we can ensure a child is surrounded by family,
not guardians. Do they have a permanent home? Permanent parents? If not, attend
to that.
2) Loving before
learning: Jeff
Bliss taught us that we must touch a
student’s freakin heart before we can reach their mind. He was right.
3) Realistic class
loads: You can not build a relationship with students if you can’t get to know
a student. That means we have to look at the science which says there is NO WAY
to know more than 150 students. Do the research. Get to know Dunbar’s
number. If you’re administrator
who values students you won’t allow unrealistic class loads. If you are a
teacher you will do your best to ensure admins know you value children and you
will encourage them to set you and your students up for success.
4) Change the role of
the teacher: When tech
teaches, teachers can do much more work when it
comes to building relationships and ensuring students experience deeper
learning.
5) Update schools of
education and teacher training: The kids are right (see what they wanted the nation to know about education). Teacher training programs
need to include training on guidance, counseling, social work, and other
support.
Good teachers know that love and relationships
are at the center of learning. They know they are set up for failure and they
are frustrated. But change is possible. The innovation we need to realize it is
nothing new. Instead, it requires that we make these important shifts that put children
at the center of learning.
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