When Patience Is Needed Most
I have reflected several times this year about my desire and efforts to change the way I speak to my students, how I respond to problematic behaviours, and how I want to encourage pro-social skills among my students by using truly restorative practices in the classroom. In preparing for this shift in mindset, I read a lot of books and articles, I watched TED talks and other related videos, and attending trainings.
What I didn’t really fully grasp was how much patience it would take to make the change.
You see, my students have been conditioned to expect a normal sequence of events in the classroom. Many of you are probably familiar with this:
- A student acts out.
- The teachers tells the student to stop the behaviour.
- The student acts out again.
- The teacher more firmly tells the student to stop.
- The student acts out for a third time.
- The teacher, now very frustrated, loudly and angrily tells the student to stop.
- The student argues back.
- The teacher sends the student to the office and/or calls home.
- The student misses class.
- The student comes back to class.
- The student has no idea what is going on in class.
- The student acts out again.
- And the cycle repeats, but this time the student gets suspended.
- The cycle repeats and again and again.
- The student-teacher relationship is one of anger and frustration.
So when I decided to try this new approach, my goal was to end the frustration and anger. I communicate with parents, but I try to keep it positive as often as possible. (I have still had to make the occasional call about a problematic behaviour.) I have also made an effort to not send students to the office for correction because I truly and passionately believe that my students need to be in the classroom with their peers and their teacher, engaged in learning.
What I didn’t expect is that some of my students would be frustrated with me because of this approach. They are frustrated because I am not playing the game according to the rules they are used to. They feel like I am cheating because I am not doing what they expect, what they want. As a result of all this, I am realising that this change is going to take an awful lot of patience, not just for me, but also for my students who are making the right choices all day, every day.
Sometimes this means that everyone misses out on something because a few students are making poor choices, but that is part of building a community. As I have shared before and as I will surely share again, a community is a group of people who work together to help one another.
It will take time. It will take patience. It will take courage.
I am willing to do it. Will my students and their parents be willing to go along with me on this journey?
This entry was posted on September 20, 2017 by Alex T. Valencic. It was filed under Fourth Grade and was tagged with Fourth Grade, Personal Reflection, Philosophy, Professional Development, Social & Emotional Learning, Teachers' Secrets.