BLOG 9: Troublemakers
“Troublemakers” Shalaby
This week's reading of “Troublemakers” was intriguing. Over the past few weeks we have gone over the fact that children are deprived of many things while they are in school. These include learning opportunities, school supplies, dedicated teachers, and compromise amongst many other things. I do not deny in any way that there are students who are deprived of these things, however, this week I am choosing to be controversial in the best way possible.
Shalaby makes the great points of students not having enough freedom, choice, or encouragement. She is correct that the troublemakers could teach educators that these children are trying to tell us something by “acting out”. All of the points she makes, well… they are valid.
What I wanted to discuss is the very fact that there are patient, supportive, and understanding educators who still struggle. There are educators out there who ARE looking to learn from their students, even the ones who cause trouble. Not every educator puts the troublemaker in the hallway; they instead will listen to what they have to say, give it a try, and still be at a loss by the end of the day.
Absolutely, of course, schools should be creating room for freedom and diverse learning. What I am trying to get across here is that this is a societal reform issue that should not fall on the teachers “not supporting their students in the way that is best for them”. Let's be honest, a teacher can only do so much! She can allow the "disruption" and try it the “troublemakers” way, she can allow freedom of learning (“class: lets vote on what social studies lesson is next!”). How much is going to be taken away from that teacher? We talk about students' opportunity for freedom and choice, but we have to include the teachers' freedom as well. How can he/she teach to their best ability if they are being worn down every day from the (lets be honest again) more difficult than others behaviors?
Again, I do want to emphasize that I understand students “misbehaviors” are a call for help for more freedom and expression. However, I cannot jump on a wagon that proposes each teacher has to tolerate when the behavior is disrespectful. When it is a call for help-conform to their needs. When it is disrespectful- draw a line for yourself.
I feel as though by now, we all know the system is corrupt and THAT is where the change will begin. We all see how children can act, can most likely decipher if it is disrespectful or a cry for change. It is known teachers are becoming worn down. So my question, how do we support students learning equally and freely, while teachers supporting that change, all while staying supported by administration? We need to keep our passionate, enthusiastic educators- we cannot wear them down!!
Here is a link that emphasizes some behavioral changes that may begin at home, not because of teachers passiveness.
Hi Hope! I really enjoyed reading your blog. I think you're right that there are educators who want to listen to their students and try to help them, but are somehow still at a loss. There isn't enough support in schools for teachers to be able to have that kind of ultra-leniency with these students. Something I keep thinking about is, how are you supposed to teach students things they have never heard of if they are constantly moving around and playing with their friends? I was an honors student, but I was also a "troublemaker." All I wanted to do all day was talk to my friends and laugh and play. I was definitely a distraction to others and I had my desk in the corner a handful of times. I think if it were up to the students, they would rarely choose to learn something new over socializing with their friends.
ReplyDeleteHi Hope! I really appreciate how you framed this "controversial" take. It’s easy to look at the theory in Shalaby’s Troublemakers and agree that "misbehavior" is a form of communication, but the practical reality for a teacher in a classroom of 25+ students is much more complicated. Your point about teacher freedom is so important. We often talk about student agency, but if an educator is completely worn down by managing constant disruptions, even those that come from a place of "crying for change," their own ability to be creative and passionate is the first thing to go. You hit the nail on the head: it’s a societal reform issue. Expecting individual teachers to single-handedly solve systemic issues through "ultra-leniency" without administrative support or structural changes is a recipe for burnout. I remember being in that situation all too well.
ReplyDeleteHi Hope, I like your point at the end where you put children's behavior back on the parents and their experiences at home. I think ACEs play an important role here. This also made me think about different parenting styles- passive, authoritarian, etc. Additionally, I like that you pointed out the controversy of this topic. It's interesting to me because you would think that something like teachers mental health and capacity would not be a topic of controversy, it shouldn't be it's a necessity. Like you point out, a classroom cannot become a space of freedom, care, and responsiveness if the teacher themselves is exhausted, unsupported, or constantly managing high-intensity behaviors without backup.
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