Empower Your Students, and Yourself!

When I noticed this book was blowing up on Twitter, I just had to see for myself what was going on in, "Empower: What Happens When Students Own Their Learning" by John Spencer and A.J. Juliani. I downloaded it to my Kindle, dug in and immediately identified with so many of the ideas I was reading about.

In the book we are cautioned that lessons that empower our students won't be easy or perfect on the first try. At first, the process may look a bit messy or a bit noisy but that should not discourage us from empowering our students. It gets better!

As I read, I reflected on my teaching and especially on one unforgettable moment. I was taken back to a time when I was teaching a few years back. I was doing a collaborative social studies project with my 4th graders. I allowed them choose their topic, and gave them a few choices on final products. I was excited about it- the kids were excited about it- and so we started to dig in.

Each group was working in different parts of the room- some on computers, some at a group of desks, and some on the floor. They were discussing what they were going to do as a team and planning out ideas. Just as we started this process, my principal and a district representative walked in to observe. They came in, sat at the banana table in the back- and observed and quietly chatted- and then observed some more- and chatted some more. I continued to circulate the room- stopping by and briefing with each group to check up on their progress. A few times, my computer station students would call me over when they needed help with this or that. And then I would go back to my groups to visit. 

After a few minutes- my observers got up and left without saying a word to me. I really didn't know what to think. I had hoped it was good. I had hoped they noticed that I was giving students choices- that they were collaborating- they were discussing ideas- and that in the end, no two finished products would be the same. Deep down inside, I felt really good about what they saw.

Boy was I wrong! Later that afternoon, I was summoned by the principal to go over my lesson. It turns out they did NOT like what they saw. "Too noisy" and "No direction" were cited as reasons why my "lesson" was not a good one. I was caught off guard with these remarks- I was honestly surprised my lesson had received such harsh criticism. And, if any praise was given to me about my lesson, I don't even remember- I was just too crushed to hear anything else after that. I think especially because I had been so darn excited about this lesson!

I left the office feeling embarrassed. It was my first year back to elementary after being in middle schools for a few years. Had I lost my elementary touch? Was I wrong in giving them choices? Or were her expectations to see students sitting quietly, working at their desks? A million different questions were running through my mind.

Juliani and Spencer suggest when trying things like this, we should "communicate with stakeholders". In retrospect I'm sure it would have helped if I had mentioned this type of project to my administrator before hand. Perhaps it would have put her observation into context. For sure she would have known this was something that had been planned out to some extent on my end.

In the end, my students finished their projects and they presented their works to the class. One group had decided to write a play about their topic. They even brought in props and costumes to wear. It wasn't perfect, but it was fun for us all. In fact, that group talked about their play for the rest of the school year- which made it all worth it for me.

The other night, as I tucked my kids into bed, they asked for a quick story. I didn't even have to think twice- I knew I wanted to tell them the story about Katie, Juliani's student who had wanted to learn sign language for her project, and so I did. I told them the story with all the details and especially how sweetly her story ended. 

My daughter, who is going into 6th grade said, "Mom! That's not fair! How come WE never get teachers like that?" My heart sank at her expression, and I explained that some teachers are just scared. "Scared of what?" she asked- not quite getting what I meant. I explained the following to her:

This clarified things for her. And then she just sat there silently- kind of feeling "stuck". I reminded her that here at home, we undertake many projects that are self-selected, and engaging for each of my kids. She agreed, but still, I know she wants these experiences at school, in collaboration with her peers and other adults, like her teachers. I tried to be encouraging, and reminded her that in middle school, she will have 7 new teachers, and 7 new chances of having one who isn't afraid.

My hope is that more teachers will read this book. It will help them empower their students, and themselves.