CONNECTIONS: Treat Them Like Adults?
“To demand consistent, adult-level competence of all k-12 students is inappropriate. We have to help students become mature decision-makers and time managers.”
Rick Wormeli
Several years ago, we participated in a version of Instructional Rounds at an amazing middle school. Educators from around the district conducted a series of fifteen-minute classroom observations in 6th, 7th, and 8th grade classrooms. Many of the teachers participating as observers were K-5 teachers in the district. At the end of the morning, we concluded our observations and began the debriefing process in an effort to provide feedback to the school hosting the Rounds. During this debriefing, one 1st grade teacher commented that she was struck by and impressed with the way the students and teachers interacted. She said something along the lines of, “It’s amazing! The students talk and interact just like mini adults; they seem so grown up and adult-like compared to how they are at the elementary school.”
We have enjoyed the luxury of frequently observing teaching and learning at all grade levels in many states around the country and find that in some ways, interactions between teachers and students in all great teachers’ classrooms are “adult-like.” In fact, when we were observing in a Pre-K classroom one time, we commented that the teacher spoke with these 3- and 4- year olds much like she might speak with adults--yet, in a way completely appropriate to the fact that these children were not adults at all, but, instead, 3- and 4- year old preschool children.
Now, please understand; taken out of context, there is a great deal more harm than good that can come from “treating children like adults.” See Rick Wormeli’s sound advice above as but one example. No one--including us--wants teachers to expect students to make decisions, manage time, behave, or perform academically like mature adults; indeed, we expect great teachers to take children where they currently are and help them become all they can be as they move forward. Yet, in some ways, it seems that our best teachers--whether at the Pre-K or high school level--do indeed treat their students as "mini adults" in a few critically-important ways. They do this not, of course, by demanding adult-level behavior or learning performance, but simply by not treating students in a condescending manner and, instead, speaking with them respectfully, in a way that communicates high expectations for their learning and behavior along with confidence in students’ abilities to perform to such high levels.
When we observe masterful teachers “treating students like adults” in a positive, supportive, and developmentally-appropriate manner, we typically observe students flourishing. Five ways we see such teachers “treating students like mini adults” in this manner include the following:
High Expectations: When we treat students like adults (in an appropriate and productive way), we have high expectations for all learners--and ourselves. We do not expect some students to not meet standards, nor do we put any ceiling on how far any individual student can learn and grow. Instead, we view our standards as the floor for all students, but the ceiling for none.
Level of Control: When we treat students like adults (in an appropriate and productive way), we give up some of our control, and turn that over to students. Whether teaching 12th grade or 1st grade, we allow for student voice and choice and do not feel the need to be the sole arbiter of what happens, when it happens, and how it happens in our classrooms. We may observe more, but do less. When we do less, our students may do more and when we do less and students do more, everyone enjoys learning more as a result.
Respectful Dialogue: When we treat students like adults (in an appropriate and productive way), we do not speak in condescending tones nor do we speak to them as if they were babies, even at the very youngest grade levels. Instead, we speak to them with clarity, precision, and using age-appropriate language but not selling them short in terms of what they can understand. Our tone is friendly, warm, and energetic, but it also communicates seriousness about the work that lies ahead and the importance of doing it well.
Approach to Failure: When we treat students like adults (in an appropriate and productive way), we acknowledge that a certain amount of failure is not only inevitable and to be expected, but also a productive part of the learning process. We encourage risk taking and try to normalize errors--with the understanding that we reflect on our failures and grow from these.
Accountability: When we treat students like adults (in an appropriate and productive way), we also hold them accountable to established group norms, work standards, and patterns of behavior. Although we know that no student in any class will meet these standards of performance 100% of the time, we remind them of our expectations in these areas and hold them (and ourselves) accountable when we fall short.
At each stage of the Pre-K thru 12 continuum, students are just a bit more adult-like in terms of appearance, academic capabilities, socialization, and independence. At the same time, some things about these widely-varying young people do not change, including the overarching way excellent teachers treat these students and the way students respond to such treatment. Excellent 1st grade classroom environments typically find the teacher and all students working hard, having fun, and being nice to each other every day. That recipe stays the same in effective middle school and high school classrooms. The depth and breadth of the learning experiences varies significantly, but the way students and teachers treat each other remains largely similar.
We would no sooner expect adult-level competence from our students any more than we would turn over the car keys to our 3rd grader, so we are just a bit wary when we suggest treating kids like adults in classrooms. At the same time, our very best teachers manage to do this appropriately in several critical ways without losing sight of what the developmentally-appropriate activities and expectations are at each step along the journey to adulthood. Treating our students with the respect and dignity is another way we create a positive and productive culture in our schools
Whatever your role in education, thank you for serving in the world’s most noble profession. We hope you enjoy a healthy and happy holiday season!
Teach and Lead with Passion,
Jeff and Jimmy
DAILY INSPIRATION EDUCATOR
(Please let us know about an inspiring educator you think we should highlight in a future newsletter by completing this brief form!)
WHAT’S NEW?
L.E.A.R.N.E.R. Finding the True, Good, and Beautiful in Education by Marita Diffenbaugh
We are so excited to announce that our most recent book is now in print! This book is for hope givers who thrive when helping others develop their full potential. Marita Diffenbaugh identifies seven essential components to consider when providing education as a service to learners, along with a remix for measuring learning success. Throughout each chapter, look for the True, Good, and Beautiful, for when all three of these are present, we can be sure that students are learning how to learn, learning how to help others, and learning how to contribute in their communities and in our world. This book was written for difference makers like you who strive to create an education service that Listens, Empowers, Analyzes, provides Resources, understands students' Needs, designs Experiences, and offers caring Relationships.
We think you will really enjoy this book; let us know! Check out more here
Eyes On Culture: Multiply Excellence In Your School by Emily Paschall
In this recently-released book, Emily Paschall supplies the recipe for success in today’s schools. School culture is the hidden curriculum that drives a school forward or backward, and when strong relationships and relentless passion are at its root, this is when excellence multiplies. This book is filled with a wide range of authentic stories and lessons, as well as tangible takeaways that will culturize your classroom, school, and community. Emily provides you with the necessary tools to not only live your own excellence, but to multiply excellence in others. In this book, you will learn:
How to use your lived experiences to help someone else
How to unlock the key to connecting with all kids, even those who seem unreachable
How to build partnerships with families so that they desire to work with you
How to make difficult conversations not so difficult
How to help every student, parent, and colleague achieve excellence
Check out more here
CONNECTEDD’S TAKE FIVE
Thought for the Day: “Others.” A one-word telegram sent by William Booth, founder of the Salvation Army, to all of the army staff.
Podcasts to Ponder: Tell Me Hosted by Lisa Ozalis-Graham. About This Podcast: “Walk with me as we hold sacred space and learn of ordinary people embracing their Power of One abilities to create extraordinary moments that can change a life for the better!” Learn more here.
Videos Worth Viewing: Thoughts on Toxic Culture by Anthony Muhammad. Take a few minutes to watch it here.
Teaching Technique to Try: Character Charts: This strategy involves using graphic organizers to help students organize information about major and minor characters in a text. Completed character charts are useful tools for writing essays and studying for tests. They’re often used to record information about literary characters, but they can be adapted for historical figures. Check out this link from Facing History and Ourselves for a step-by-step process for using this technique.
Eyes On Culture: We believe that culture is a true difference maker in any classroom, school, district, or organization. As a result, we focus much of the work we do on creating and maintaining positive and productive cultures. Culture Focus: Norms. In high performing schools with strong cultures, group norms have been established and are adhered to consistently. Such norms range from establishing meeting times, decision-making processes, a respect for a variety of opinions, and that participation is both a right and a responsibility. In cultures where norms are not established, collaborative efforts are less structured and, as a result, goals are more difficult to reach. What are some non-negotiable norms of high-performing teams?
Please share your thoughts about culture via Twitter: @ConnectEDDBooks We would love to hear from you!