Believing in Students: The Power to Make a Difference
I recently ran across a blog post by Dr. Richard Curwin, the architect of Discipline with Dignity, a program that is highly complimentary to choice theory. I actually ran across this short article in Edutopia, a wonderful online educational resource that focuses on what works in education. If you haven’t connected with Edutopia yet, you must do so quickly!
Here is the article – Believing in Students: The Power to Make a Difference – which first appeared in December of 2012.
by Richard Curwin
After a morning Discipline With Dignity training, the high school principal and I walked to the cafeteria to eat lunch. He said, “I love your session, but it’s not practical.” I responded with my view that it was practical because it works — but it’s just not easy.
He pointed to a girl sitting alone at a table and said, “Do you think it would work with her?” She looked like she was a character from the Mad Max movies. She had just been released from federal prison. Her look was extreme (maybe not so much today) with spiked orange and purple hair, tattoos, all black makeup including black lipstick and black rouge, and severe body piercings. The principal looked at me and said, “So what would you do?” I asked back, “What about you? How do you handle her?” He said that he would draw a line and tell her she’d better not cross it. I responded, “What if she says, ‘I’ll kill you?’ Which one of you will be more afraid, her because she crossed the line you drew, or you because she threatened you with death?” The truth is that if she’s been to prison, nothing that can be done in a school would frighten her. Detention? Calling her mother?
So he again asked what I would do. I said, “Talk to her.” And he invited me to go over and try it right then. So I did. Dressed in my three-piece suit, I sat down at her table. She looked at me for a minute and said, “Who the f**k are you, a***ole?” I was a little stunned and didn’t have time to read a book or check my notes. So I relied on two strategies I had just taught the teachers in my morning session: meet the real needs of students and use challenge instead of threat.
I said, “I’m someone writing a book on teenage violence, and I think you know better about it than me. If you have the courage to tell the truth and answer one question (challenge), I’ll put your name in my book (need to be noticed).” She asked what the question was, so I replied, “Are there any teachers who you listen to, follow directions, show respect and learn from?” She said she had one like that, and I asked her what made that teacher different from the others.
Her answer is one that I will never forget and has been one of the constants in my work ever since. It’s a movie scene that replays over and over in my mind. Right before my eyes, her answer transformed her from a tough, hardened criminal to a frightened little girl.
Because she’s stupid. She thinks I can get a job someday, that I may even be able to go to college, or be a good mother because I know all the things not to do.
Then she started crying. The tears streaked down her black make-up and made her look like a zebra with black drops falling on her white top.
I ain’t going to college and I ain’t getting a job. I’ll never be a mother. I’m a dead girl. In prison when they write your name on the wall, you die, and my name is there. I know I’m going back. But that teacher believes in me, and man, it really, really matters.
Later I put her name, Roxanne, in my book and tried to find her to give her a copy, but nobody knew where she was or how to find her.
Sometime later, I traveled the country doing trainings. I asked administrators if I could meet with about ten of their most troubled students. I did this for grades K-12, in urban, rural and all economic areas. I did it on two Indian reservations. I asked two questions: “Who is your favorite teacher and why?” I expected most to say they had no teacher who was a favorite. But they all did. Among the top reasons was, “They believe in me.”
Five Ways to Reach Out
Believing in students is not simply telling them that you believe in them. These words matter only if they are true and if you demonstrate them by your actions. There is no way to fake it, because kids have built in crap detectors (a phrase taken from Neil Postman, and Charles Weingartner, in Teaching As a Subversive Activity), and they can tell if you don’t mean it. Here are some ways to express it.
1. Stop Using Rewards
Rewards are not needed if you believe in a student. The reward implies to them that they only way you can get them to do something is to pay them. That is the opposite of believing.
2. Encourage Effort More Than Achievement
Not every child can meet the unrealistic goals of a test-mad curriculum. Every child can try to do his or her best. Ironically, the harder students are encouraged to try, the better they do on our crazy high-stakes testing.
3. Give Second, Third and Fourth Chances
In many states, the law says, “Three strikes and you’re out.” In most schools, the most troubled kids get only one strike. The message is, “Be the way we want or we don’t want you.” School is for all children and mistakes are part of the learning process, not just for academics, but also for behavior. Rather than strike them out, teach them the skills they need to overcome their deficiencies.
4. Don’t Say “You Failed” – Say “You Haven’t Done It Yet”
Encourage hope by letting students know that, no matter what they do, they can still do better. Safety always comes first in a school environment, of course. Sometimes safety concerns override points 3 and 4, but not as often as we think.
5. Increase Opportunities to Learn
The children who need recess the most are the first ones to lose it. Being removed from field trips, the cafeteria, library and all other learning opportunities only makes students less able to handle them in the future. No one would say to a basketball player, “You missed too many foul shots. You can’t practice until you get better.” It is time to stop giving more opportunities to those who have already proven they are successful while denying opportunities to those who need them the most.
If we can start reaching kids like Roxanne sooner rather than later, who knows how many lives could change?
Jim Roy follow-up — Choice theory is based on the idea that people are self-governed through an internal control system. People respond to the world about them — to their environment, to expectations, and even to external pressure or force — from this internal control system. Teachers have the special challenge of reaching students who are forced to be in school and who are often distressed because of awful life circumstances. These students, while they may outwardly put up protective walls, yearn to be affirmed. Only by genuinely honoring their internal control systems can we begin to melt the walls and get through to them.
Stay on the choice theory journey! Either you will find the answer there or you will be in the right neighborhood to find the answer.
Jim, this article really hit home. I was reminded about a student who struggled in high school and when it came time for support he only wanted two teachers to be a part of his life. I’m one of the teachers who he really came to for support. He was a struggle in the classroom, but I’m happy to say he is now in one of our Adventist colleges and doing really well. My point is that sometimes we will not see the results right away, it takes time. This opened my eyes and I give thanks to God for using me. Thank you for the blog.
My friend, Tom Amato, who is also the director of the Napa Valley Youth Advocacy Center, talks about the need for adults, especially those who work with marginalized kids, to have x-ray vision, the kind of vision that sees through the masks and barriers into their hearts. And, as you say, patience must be a part of this x-ray vision, too.
That’s great advice. I can imagine a school setting where those 5 ways to reach out are implemented, and particularly the idea of not using rewards. I remember rewards systems being used often, but it was only for short-term control, rather than long-term growth..