Just glancing at my last post, I crowed about the perseverance of my students and yet, this morning, I was wondering what happened.
In ELA class.
Just like that - just as the kids pass one another during those three long, luxurious minutes. What happened in ELA class? What do we do?
Nothing. Just nothing.
OK, time for reflection. What did we do? WE, that is my co-teacher and I, planned this fantastic (or so we thought) lesson around shattering the ladder of prejudice. Great idea! We have been studying the Holocaust in Social Studies, read Daniel's Story by Carol Matas, were even asked the famous question, "So why do we have to learn about this sad stuff?"
We.were.ready.
or so we thought ....
The question seemed easy enough. What should you do when you hear someone or a group of people using speech (the first rung) against their fellow man?
Eyes to the floor - without stopping.
Of course, kindergarteners can answer this question, so 8th graders ought to be able to as well? Right?
The difference is that kindergarteners don't feel peer pressure.
Eighth graders, do.
And we hadn't thought about that.
In reflecting on my experience from this morning, I realize that though we may wish to shatter the ladder of prejudice, it is no easy undertaking. The enormity of the small difference one person can make struck me in the gut as I considered that some very outgoing young people suddenly became so very quiet as I asked them to think about their experiences walking through the hallway, listening to the exchanges between their peers, feeling that teenage angst as they heard words that should never be directed at another human being. Maybe used in jest, but hurtful none the less.
What to do now?
Continue to encourage students to speak out in the small ways that they can, supporting each and every effort. This morning we also asked the stduent to write poetry, create a page of a children's book, write a diary entry from a different point of view and create a visual display .... all aimed at breaking down barriers we as humans create between ourselves.
Be a model myself... no, a role model. Conscientiously use words like please and thank you. Stop in the hallway to pick up books or papers that have fallen. Reach out to others and help before they ask for it. Stick up for those with not enough voice. Recognize and praise all efforts....
Any other ideas?
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It might be powerful to invite them to write in private and anonymous ways around compelling topics that are relevant to all of this. I find that kids often have a lot to say about these topics and long to. Asking them to do so without linking their names to it could be meaningful.
ReplyDeleteYou could ask a bunch of questions before your first one that are full of answers that are not personal--also have them write them down first. Write first, then when you ask question everyone has an answer to offer, even if you have to ask someone.
ReplyDeleteExample--Write down three things you have heard someone say in school this year to put someone down?
One other question you could ask--and I would add "You will not be sharing this...What is one thing you have said to someone this year to put them down."
Couple more questions and then ask your question. If met with silence that would actually be awesome because that is your answer. Accept silence as "What they would do." THen you go with why do "people remain silent." See--not about them yet--then you slowly transition without them knowing it into their individual reponses.
Just to add one thing...
ReplyDeleteWhat I have found with these questions is it is not so much peer pressure, but being embarrassed over their answer for what they would do. The question ultimately forces them to think about what they do--not necessarily what they should do.
Let's face it--what would your answer be? I know that I am not proud of what mine would be ;)
You question is a beautiful place to end the class ;)