Following Elona Hartjes' post 'Why', I thought I'd respond here.
It's a really good question. Why?
Why do we gravitate toward those students who will give us the most challenge and possibly the least reward for effort?
Part of this answer is 'Because we can make a difference'
Just because is good enough for me.
Was I successful in all my interactions with challenging students - no?
Did the students I work with always appreciate my interventions or my attention - no?
Did I have to do this - no ?
Did I do this for my own self-esteem - no?
Then why is it that I was, and am still drawn to the most challenging, most awkward, objectionable, oppositional, defiant and angry young people?
Because, somehow, I have realised
I do make a difference.
I am different and I use different techniques to others.
I can succeed where others fail.
I can build up where others tear down.
I can connect where others seem to disconnect.
What is it that I do? I suppose I care and genuinely believe I can make a difference. I believe that the most challenging kids are sometimes the best leaders and given the chance, they will lead and show they are strong and capable.
The challenge in schools is that the role is normally occupied by the teacher, and there can't be two dominant leaders in the class without conflict.
This is where I believe teachers can have a very different approach. If they engage the leader instead of fighting, them maybe they will have an ally instead of an opponent. In engaging the leader, they can find what makes them, tick and how to motivate them. They will not fit the normal mould and need special handling, because they are very demanding and beyond what most children require.
Some of the best experiences I have had have been with these most challenging children in challenging outdoor education environments - sailing, climbing, ski slope, ice skating, canoeing, trampolining and many others.
Where the risks are high, these children excel and enjoy pushing beyond their limits. Challenge and success drive them forward and motivate them. It's no surprise to see heavy use of practical, high energy, movement -based activities being used to re engage and motivate the disaffected and disconnected students in Pupil referal units, short stay schools, or whatever they're going to be called in the future. It's the pathway to tapping in and connecting
Often the classroom is a low energy environment and too slow to keep them engaged. Pace, challenge, success, reward, competition, recognition are all things the challenging students need to give them the drive to keep on.
'Children are thinking faster than the education we are providing them' - Sir Ken Robinson
Are you someone who also is drawn to the challenge - please add your comments
First published 24 March 2009
It's a really good question. Why?
Why do we gravitate toward those students who will give us the most challenge and possibly the least reward for effort?
Part of this answer is 'Because we can make a difference'
Just because is good enough for me.
Was I successful in all my interactions with challenging students - no?
Did the students I work with always appreciate my interventions or my attention - no?
Did I have to do this - no ?
Did I do this for my own self-esteem - no?
Then why is it that I was, and am still drawn to the most challenging, most awkward, objectionable, oppositional, defiant and angry young people?
Because, somehow, I have realised
I do make a difference.
I am different and I use different techniques to others.
I can succeed where others fail.
I can build up where others tear down.
I can connect where others seem to disconnect.
What is it that I do? I suppose I care and genuinely believe I can make a difference. I believe that the most challenging kids are sometimes the best leaders and given the chance, they will lead and show they are strong and capable.
The challenge in schools is that the role is normally occupied by the teacher, and there can't be two dominant leaders in the class without conflict.
This is where I believe teachers can have a very different approach. If they engage the leader instead of fighting, them maybe they will have an ally instead of an opponent. In engaging the leader, they can find what makes them, tick and how to motivate them. They will not fit the normal mould and need special handling, because they are very demanding and beyond what most children require.
Some of the best experiences I have had have been with these most challenging children in challenging outdoor education environments - sailing, climbing, ski slope, ice skating, canoeing, trampolining and many others.
Where the risks are high, these children excel and enjoy pushing beyond their limits. Challenge and success drive them forward and motivate them. It's no surprise to see heavy use of practical, high energy, movement -based activities being used to re engage and motivate the disaffected and disconnected students in Pupil referal units, short stay schools, or whatever they're going to be called in the future. It's the pathway to tapping in and connecting
Often the classroom is a low energy environment and too slow to keep them engaged. Pace, challenge, success, reward, competition, recognition are all things the challenging students need to give them the drive to keep on.
'Children are thinking faster than the education we are providing them' - Sir Ken Robinson
Are you someone who also is drawn to the challenge - please add your comments
First published 24 March 2009