“Why Do We Have to Learn This?”
By Bruce J. Stewart
“Tenderness and kindness are not signs of weakness and despair, but manifestations of strength and resolution.” –Kahlil Gibran (1883-1931). Lebanese American artist, poet and writer.
“Mr. Stewart, why do we have to learn this?”
How many times have you heard a student ask this question? Do you respond to this question with sincerity, along with a compelling reason?
The Restorative Discipline mindset is about creating an environment of trust and respect. Nurturing trust and respect in the classroom begins with establishing a true sense of belonging for all students. Parker J. Palmer, in his book, The Courage to Teach, defines a sense of belonging as hospitality; and describes it further as “hospitality in the classroom requires not only that we treat our students with civility and compassion but also that we invite our students and their insights into the conversation. The good host is not merely polite to the guest – the good host assumes that the guest has stories to tell.”
Students need and deserve a true sense of belonging in the classroom. As a host, it was my responsibility to allow each student a voice in the classroom. Being a good host certainly went against a popular adage still prevalent among some teachers that you should never smile before the Christmas vacation. I found that advice peculiar, because I always stood at the door prior to each period and welcomed each student to class by name along with a smile.
I began each school year by telling my students how important they were and how important my responsibility was as their teacher. I explained to my students that I would always, each and every day, do the best job I could as a teacher. My enthusiasm for teaching was genuine and a smile was certainly the best method for each student to feel a true sense of belonging.
As a good teacher-host, I needed to demonstrate that each student was welcome and comfortable, and that everyone had essential ideas to share with the class. By doing this, I could earn their respect. Only after establishing this positive environment, could I could then motivate my students through a curriculum that emphasized the following:
• Relevance of material – relevant to the lives of students and their world, especially students from low socio-economic families.
• An expectation of quality work.
• Choices for students — to create a sense of ownership.
• An emphasis on critical thinking.
• Engagement through Socratic Dialogue – asking students to share their opinions, learning, and experiences through dialogue and writing.
By establishing a personal expectation that it was imperative to earn the respect of all students, allowed me to “sell” my curriculum and my daily lessons with enthusiasm and honesty. I welcomed the question “why do we have to learn this?” Students, like adult learners, can be quite skeptical, as they should be, if they are to become critical thinkers. Therefore, the “why” questions were always taken seriously. I responded with sincerity; never with sarcasm. The students trusted my sincerity and these questions diminished. Their engagement shifted from reluctance to a subtle eagerness.
A Restorative Discipline mindset compels us to approach each day with openness, kindness, and the highest level of preparation. This mindset inspired me to teach to the best of my ability — then and only then, could I expect the same of my students.