It’s Who You Are, Not What You Do

I am reading an excellent book called Teach Like Your Hair’s on Fire by Rafe Esquith.  Now before you run off because you are not a teacher – hear me out!  One of the best things he talked about in this book was something that all of us could use.

One of the things that has impressed me most about this teacher’s approach is that he starts off not with what is important with content, rather, what is important with relationships.  He talks about the lack of fear in his classroom because he no longer uses fear to get students to accomplish assignments.  This was a real eye opener for me as I am somewhat guilty of this.  Usually, it is in the form of, “If you don’t complete this assignment, you will lose your recess”  or “…you will not be able to participate in the “fun” activity.”  Esquith makes some very salient points through out the first few chapters of the book regarding building relationships with students based upon different motivations.

He uses Lawrence Kohlberg Six Levels of Moral Development to make the argument that there are better ways to create an atmosphere of trust to have your students perform better.  However, I found myself thinking, heck – this could help me!

Here are the stages in a nutshell as Esquith labels them:

Level 1 – I don’t want to get in trouble.

Level 2 – I want a reward. (Also known as, “What’s in it for me?”)

Level 3 – I want to please somebody.

Level 4 – I follow the rules.

Level 5 – I am considerate of other people.

Level 6 – I have a personal code of behavior, and I follow it.

Now, I don’t know about you, but I find myself bouncing between several of these.  So asking my students to put themselves in a position where they are at, say, Level 4, feels like asking a lot.  If I am going to do this, I ought to at least make sure that I am going to do it as well.  One place I need to start is taking the fear factor out of my classroom.  I can just imagine what a great classroom I would have if all of my students felt a high level of trust in me – they knew that I was there to help them, and they wanted to perform well in the classroom not because they wanted to please me, but because they knew it was the best thing for themselves.

But first, I need to be in a place where I know what I am doing is not to please someone else, but because I truly believe that what I am doing is in my students best interest.  Don’t get me wrong, I do believe that what I am doing with my students is in their best interest, but I could, I am noticing, step it up another level.  If ever their was a year to do it, this is certainly it.

I am teaching English Language Learners (ELLs) this year.  It is a challenge that was presented to me at the end of the last school year.  I honestly felt that I was more than prepared to take on this responsibility, because I felt like I had been very effective with my previous classes.  But both of those classes were mainstream students – students who are proficient in the English language skills.  Teaching only ELLs has turned out to be much more of a challenge than I had initially expected.  However, I have learned tremendously in this year.  I feel like I have positioned myself to be a very good ELL teacher, but, as with everything, there is certainly a learning curve.  I have come to see that ELL teachers have more work than mainstream teachers.  That is not to say that mainstream teachers don’t have a lot of work!  They do!  But this does not matter to me.  Whatever assignment I am given, I want to be the best teacher I can be.  However, with all the learning I have been doing this year, I sure hope I am an ELL teacher again next year!  I really want a second year to make something magical happen.  But there is still this year – and I still want to make magic this year.  That is my commitment.

I have spent most of my life at the “What’s in it for me?” level – Level 2.  Over the past couple of years, I have probably moved back and forth between Level 3 and 4.  I do find that I am moving in the direction of Level 5, but mostly in my mind right now.  Then again, that is mostly where Level 5 occurs – in the mind.  You do things with Level 5 thinking because you are considerate of others.  You don’t feel a need to advertise the fact that you are being considerate of others – it is just the way you are – it is WHO you are.  If you want to be noticed, then you are back to Level 2 and 3.  I still want to be noticed, in some ways.  But I am feeling less and less of a need for that.

Take a moment to think about your own level.  What would it take for you to move up from where you currently are?  Or are you already at Level 6?  Are you sure?  Can you articulate your personal code of behavior?  If not, then you are probably not quite there yet.  I can’t articulate mine.  But you can be sure that I will be doing just that over the next few… well – however long it takes.  Maybe there will be a blog on that in the future – then again, maybe not – advertising it might seem as though I am seeking approval.  See – work in progress!

Remember, it all comes down to who you are – not what you do.

Namaste