I don’t remember the exact moment that I knew that in order to help kids understand the value in what they’re doing that they needed to see a purpose in it. But understanding its value now, it’s a lesson that I’ll never forget.
It could have been after the ump-teenth meeting that we were sat down to hear that our district was adding yet another mandate to our plate. That we needed to display in our classrooms daily and in a specific manner, the learning goal for each subject in an uber-wordy manner. A statement that was already typed for us in the packets that they expect we teach from. A statement that we were already required to re-write or type in our lesson plans. A statement that makes no sense to kids. A process that we knew they would change because they do it every year. An ultimate waste of time and energy. Bottom line, it was another process that did nothing to enhance the learning process of our students and again led to me boiling over on the inside and thinking WHY BOTHER?!?!?!?
I have repeated this question over and over again to myself throughout my teaching career thus far. In the beginning of my career the question usually came out in staff meetings like the example above. WHY BOTHER mandating so many things when we are professionals? WHY BOTHER implementing so many processes that harm our students and our teachers? WHY BOTHER wasting so much time on ideas that will not help our kids in their futures?
As I started to see a pattern in the notes that I was taking at multiple trainings, meetings, and in readings in general, (W.B.?! scribbled in many of my margins) I eventually wrote it so big that it hit me in the face. It was the beginning of where I would draw my line in the sand. Where I would stand out because I would actually stand up for our kids. I have known since my first year teaching, that if ‘it’ wasn’t good for the kids, I simply wasn’t doing ‘it’. Period.
Knowing that I had to find something positive to take back to my classroom, I wrote on two post-its the words that were standing out, “Why Bother?” I placed one on my desk so that I could look at it when I created my lesson plans and I placed the other by the document camera where I led my class discussions. Those two simple post-its created a tone for me that not only focused my attention on the things that really mattered, but it also helped me transfer the understanding to my students.
Eventually I found myself asking THEM the question, “Why Bother?” almost every time I taught a lesson.
“Why bother learning how to read?”
“Why bother being kind to one another?”
“Why bother learning how to write the main idea?”
“Why bother cleaning up after we create something?”
“Why bother trying our hardest?”
And I’ll be darned if I didn’t see my students’ reactions and understandings change.
No longer was it a chore to read but it was an opportunity because it could lead to bigger and better things.
No longer was being kind just a classroom rule, but it was something that ‘we’ did because we love each other and we want to build that reputation for ourselves.
No longer was writing the main idea of an article just a classroom assignment, but it was a skill that we may need to know how to do because we will all have to write a subject line of an e-mail when we get older.
No longer was cleaning up a dreaded activity, but it was a way to show that we were responsible and cared about our janitorial staff.
No longer were challenges feared or dreaded, they were looked upon with excitement because we knew that without effort, we’d never grow.
And there it was. Another reinforcement that if we show our kids the relevancy of what they’re being asked to learn or do, it actually helps them understand and care about it.
Simply telling kids that you need to learn something because, “It will help you pass the test.” Or because, “It will help you get to the next grade.” Are completely false and irrelevant messages and do nothing to help them actually understand.
Encouraging kids to learn because they see a connection and because it is valuable or hey – even because it’s just downright fun, are the real messages that help convey understanding.
Teachers, check in. Are you using love and logic? If so, push it one step further and make the decisions for yourself, not because a district is mandating, but ask yourself what is most important for the kids in your classroom? We know that kids in every class, every school, every district, and state are different. Why should yours bother? Make it meaningful to them and don’t think twice. You’re the expert.
Parents, I’d be curious to see if this works the same for you as well. When you tell your kids that they have to do something, does it make a difference when you provide logical reasoning as to why it’s important? Do you say, “Put your shoes on, we have to go grocery shopping.” Or do you say, “Please put your shoes on, it’s time get groceries so that we can have healthy meals.” Same as the teachers, your family is different than the next – great news! Make it meaningful to them and don’t think twice. You’re the expert.
Adults, yes we know that we have to ‘bother’ doing some things to pay the bills. But if you ask yourself the question, “Why Bother?” this week around some of your daily activities or even some of the actions that are happening with your child or students. Perhaps you too will find a different perspective about its value or perhaps you’ll find that it’s time to change some things.
Good news, in either case-we have choices. Do what matters to you.