I came across this incredible story this morning:
As moving and remarkable as this story is, it makes me wonder: would this kind of response be unique to just that group of students? It seems to me that this highlights the broader goodness that is inherent in our kids, if only we give them the opportunity to rise to and express it.
And what does that take? Clearly, this teacher has taken the time to form a relationship with her students. She describes a classroom environment of shared ownership as her students step up to write on the board and pass out papers as she’s confined to a wheelchair. She gives them the opportunity to find and share their authentic voices.
Of course, it’s easy to lose sight of these things amid all the obstacles we face as teachers. Pressures of time. Pressures of curriculum. And, like in the circumstance of this Detroit kindergarten classroom with 38 students this year, pressures of resources.
We can and should do what we can to fight for improvements in our schools. But even as we wade through these limitations, we can always find opportunities for student voice/choice and agency.
This might take the form of:
- inquiry-based learning and provocations to help them make connections and discoveries.
- regular class meetings in which students help address issues and express concerns/suggestions.
- Authentic problem-based learning in which students investigate personally-relevant issues.
- Less dependence on contrived-learning (ie, boxed or computer programs that take the person out of personalized learning), and more meaningful co-constructed learning experiences.
- Teaching them ways to positively harness the power of social media and digital tools (rather than solely focusing on cyberbullying/safety).
As we work to find ways to give our students their voice and ownership, we will be astonished again and again at their ideas, their empathy, and their capacity to lead as the next generation.
featured image: DeathToTheStockPhoto