So I realized that I haven't fully explained the title of my blog. The phrase "Don't just talk about, BE about it" is posted prominently next to the door of my classroom. The students heard that phrase every day at the beginning of the school year for quite a while. It gets to the heart of one of the habits I have to un-teach my students. They come to me in fifth grade with the perfect answer of what they're "supposed" to do in situations when asked. For example, "In the hallways, how are we supposed to walk?" All of my students would answer some version of "Quietly and in a straight line." There's no question about that. The question is, Why don't they do it all of the time?
So, after asking about the behavior expectations in the hallway AND discussing why we do it (because we're considerate of the other learners in our school, not because my teacher told me to or it's the rule), I follow up with, Don't just talk about, BE about it. So they now know- I can say what I'm going to do all day long (and the words are important to put the intention out there into existence) but after that, they need to actually do it for it to mean something.
This becomes tricky to teach because this means that, from now on, I can't be living under the idea of "Do what I say, not what I do." I'm held accountable for this too. If I say I'm going to do something, I need to do it. Here's a great example of a tricky situation that comes up with adults in my classroom:
During independent work time, I expect a very quiet classroom. I, personally, need silence to work, and expect many of my students need it too. The problem is, some other teachers/adults that come into my classroom didn't get that memo. I've literally had adults come into my classroom and loudly exclaim, "Wow, it's quiet in here!" At the beginning of the school year, I never addressed it. But since really hammering home this concept of not just talking about, I have to BE about my quiet classroom, no matter who is causing the noise.
So, in the name of being good to my word, living into my beliefs and really modeling this concept, I've had a few awkward interactions with adults about needing to be quiet in our space. My students get to see what it looks like to take a stand for what you're BEING about.
So, after asking about the behavior expectations in the hallway AND discussing why we do it (because we're considerate of the other learners in our school, not because my teacher told me to or it's the rule), I follow up with, Don't just talk about, BE about it. So they now know- I can say what I'm going to do all day long (and the words are important to put the intention out there into existence) but after that, they need to actually do it for it to mean something.
This becomes tricky to teach because this means that, from now on, I can't be living under the idea of "Do what I say, not what I do." I'm held accountable for this too. If I say I'm going to do something, I need to do it. Here's a great example of a tricky situation that comes up with adults in my classroom:
During independent work time, I expect a very quiet classroom. I, personally, need silence to work, and expect many of my students need it too. The problem is, some other teachers/adults that come into my classroom didn't get that memo. I've literally had adults come into my classroom and loudly exclaim, "Wow, it's quiet in here!" At the beginning of the school year, I never addressed it. But since really hammering home this concept of not just talking about, I have to BE about my quiet classroom, no matter who is causing the noise.
So, in the name of being good to my word, living into my beliefs and really modeling this concept, I've had a few awkward interactions with adults about needing to be quiet in our space. My students get to see what it looks like to take a stand for what you're BEING about.
Becca, love your commitment to your students, When I think about making a difference, YOUR IT!!
ReplyDeleteThis is a really valuable concept!
ReplyDelete