What do our students want? We know the kids in our class well, and we can probably come up with a pretty accurate list.
More recess. Less homework. More art. Class parties with cake, candy, music, wild dancing, and pizza.
But what makes teaching so hard, fascinating, and fulfilling is that every child who walks through our door wants and needs something different from her time in our class. It鈥檚 our job to figure out those individual needs, child by child.
We can begin to do that by putting ourselves in the kids鈥� shoes, and thinking through each day from their point of view. How much do they get to move around? How many choices do they get to make? How comfortable are those hard plastic chairs?
I have always liked the 鈥済ut check鈥� question, 鈥淲ould you want to be a child in your class?鈥� But Shanna Peeples, 2015 National Teacher of the Year, made me rethink that question at a in early November at the Clinton Presidential Center. She pointed out that what a particular child in our class might want could very well be different from what we wanted as kids, 20 or 30 years ago.
My friend Steve鈥檚 3rd graders, bored of their cooperative groups, told him once, 鈥淲e want the desks in rows like Ms. Skokie鈥檚 class.鈥� He threw his hands up and said, 鈥淏ut these are child-centered!鈥�
We can try to put ourselves in their shoes, but in the end, we are not them.
There is only one foolproof way to find out what kids want: Ask them. Middle school teacher , author of Passionate Learners and Empowered 69传媒, Empowered 69传媒, has three steps for transforming our classrooms to become more child-centered: 鈥淎sk. Then listen. Then do.鈥�
Here are three ways to do that:
1. Student surveys
Make a quick if your students have the devices to take it online, or make a paper survey. Ask the kids whatever you want to know. You could have them rate how much they like different parts of the day鈥攎ath, Writer鈥檚 Workshop, Guided 69传媒. You could ask what they want to learn about, or learn how to do, for the rest of the year.
Ask, too, for ideas on how to make class better for them鈥攖he physical arrangement of the chairs and desks, what hangs on the walls, what books they read, and how they spend their many hours in your classroom.
2. Parent surveys
Parents entrust a school with the people they care most about on Earth. They deserve to have their feedback sought, and at least some of it implemented. You can email or send home a brief survey every month or two, asking parents what they like about your class, whether there鈥檚 anything they鈥檇 like you to change, and any questions they might have.
You don鈥檛 have to act on everything they say. But it鈥檚 worth finding out how your class is going from their perspective, and just making the time to ask can build goodwill and start a two-way conversation. Parents are used to being informed about all kinds of things, from upcoming school events to reminders about homework policies. But it鈥檚 rare that they are asked for genuine input, and that is often particularly true in high-poverty schools.
3. Class meetings
The day after the Presidential election, when many of my Latino students were terrified about what a Trump presidency could mean for their families, I resolved to make my classroom as positive a place for them as possible. We started by all sitting in a big circle at the rug, and I asked each child for ideas on changes they鈥檇 like to make to our class. I wrote down every idea on my clipboard, even a couple of outlandish ones, to show that I took their suggestions seriously.
Most of their proposals were completely reasonable: 鈥淒o more drawing and art to go with our writing.鈥� 鈥淕o outside sometimes for Writer鈥檚 Workshop and get our writing done out by the trees.鈥� 鈥淩ead books at guided reading without always having to fill out a little paper about the book.鈥� 鈥淏uy more beanbags so we don鈥檛 have to fight over who gets to sit on them.鈥�
The next day, we did an art project where the kids first made collage art inspired by Eric Carle鈥檚 illustrations, then did a piece of writing to accompany their art. They made all kinds of work鈥攙olcanoes surrounded by dinosaurs, huge vibrant suns, haunted houses, and a creature surrounded by actual flower petals one student happened to have in her desk.
Two things were important about that class meeting. First, I acted on what they said, and I did it quickly鈥攖he very next day. Our students need to see that we value their input. It鈥檚 not enough to do Pernille Ripp鈥檚 first two stages: 鈥淎sk鈥� and 鈥淟isten.鈥� We have to follow up with the third: 鈥淒o.鈥�
Secondly, I came to the meeting wanting to hear new ideas. It鈥檚 tempting sometimes to simply guide kids in the direction we already have in mind, to get them to think they came up with the ideas on their own so they鈥檒l be more willing to implement them. But think of how we feel as teachers when our 鈥渋nput鈥� is sought about a decision that, we find out later, was actually already made by the administration or state legislature weeks before. It鈥檚 worse than not being asked at all.
Most of us find that our students do have good ideas that would not have occurred to us. When I asked the 2nd graders to come up with several possible desk arrangements and then vote on them, the winning layout worried me. It involved groups of six desks, so that kids worked in trios rather than the pairs I was used to. Even worse, half the kids would have their backs to me when I was at the front of the room.
My worries were ungrounded. The arrangement worked beautifully.
I put a child in the middle of each trio who tended to be less engaged, and with two partners leaning in on either side, that child didn鈥檛 really have the option to stare off into space. The kids with their backs to me simply turned their chairs around when I needed to talk to them, and it occurred to me that I shouldn鈥檛 be doing much talking from the front of the room anyway.
Design Flaws
Most of us agree that we have deep problems in education, ranging from inequity to apathy. So, whose fault is it?
Buddhists have an answer to that question: mu. The word means, 鈥淵ou are asking the wrong question.鈥�
At Shanna Peeples鈥� talk at the Clinton Center, she built a compelling argument for how to fix our educational system. First, stop asking whose fault it is鈥攁pathetic students, uninvolved parents, lazy teachers, or clueless administrators. Blame doesn鈥檛 lend itself to solutions, and it shuts down innovation.
Second, approach the problems in education as design flaws, coded into the design of school itself. This is true of almost any problem you can name, ranging from short periods between bells that make it hard to get much deep thinking and complex work done, to the discrepancies in funding between poor schools and wealthy schools based on property taxes.
Third, treat those flaws as design challenges that can be investigated, analyzed, and solved.
The last part of this approach is simple: Involve students in the redesign of school, beginning with your own classroom. When your students come to school tomorrow, ask them how they might like to rearrange the desks, or what they鈥檇 like to see on the walls.
69传媒 are not inherently apathetic. When we involve them in the design of school, they become more engaged, behavior problems diminish, and the structure of school itself can be adapted to their needs rather than our own. We can stop trying to shape kids to fit our system, and start shaping our system to fit kids.
We can start small. But we can all find a way this year to make that start.
鈥淎sk. Then listen. Then do.鈥�
