The Ultimate Classroom... Rock On!

CHAPTER 3, Week 4:
Creative Connector & Literary Luminator - Meghan C. Koch

I really enjoyed this chapter! What I really loved about it was the way this chapter, in particular, really spoke to parents, as well as teachers. I think it's that teacher-parent relationship is important. Parents need to hold some responsibility to continue what we're doing in the classroom at home. As educators, we know that sometimes, that relationship is never going to happen... and we do need to deal with it differently. But in the long run, we need to advocate for our students more than anything else. We need to be their "person", their "go-to" for anything they might need, that maybe their parents can't. Our students have needs we need to take care of.

A couple passages that stuck out at me...

• "Does the sun grow the plant, or does the plant just wait to fully grow until the sun is present?" (p. 77) This really  just struck a chord in me. It's so important to develop that bond/attachment to our students. An experience that comes to my mind -- I was the classroom teacher for a DPP classroom with Kindergartners and 1st graders with special needs over the summer. I have spent 4 years working in this program, and have developed a relationship with these students as a para. So when I had the opportunity to be their teacher last year, I felt so blessed. I dealt with many challenges, a variety of disabilities in my room, all across the spectrum. But one little boy... 7 years old, non-verbal, undiagnosed because his parents refuse to "label" him. He became my heart. Even not being able to speak to me, we developed this bond, and it just lit him up inside. We played with the basketball, which he loves. He loves to ride bikes and loves to play chase. He grew in the 2 months we spent together, and it really just goes to show you how important that teacher/student bond is. It doesn't matter where they come from, who they are, what their parents are like... nothing else matters except who you are to them. This person in front of them is there to love them, nurture them, care for them, and teach them... that is our job.
• Bonding tips: (p. 85-86) "Listen, and then listen some more." All of the bonding tips listed on these pages, really rang true with me. Again, we're talking about building a bond with our students, and of course, we are there to listen. I have come across many kids who have been told to "shutup" and "be quiet" all of their lives, and all they want is to come into your room and be able to lay it out... dish to you all the gossip and the problems, and leave it at your doorstep. And that should be OK. They should be able to trust you, because if it can't be you, who can it be?
• "Thus, the child believed to need special education may simply need different expectations, in and out of the classroom." (p. 118) Wow. Shouldn't we all think about our classrooms in this way? So many kids have been mislabeled, misjudged... put in a special needs classroom because "they are a distraction" or "the problem child". Put on multiple medications because they just need to be "controlled". Do we hear ourselves? Are we putting the best interest of the children first? Absolutely not. The side effects of some of these drugs, even for adults, is astounding... what is it like on those little human bodies? I can't even fathom. I had a kid in one of my classes last year who was behaviorally disturbed - came from a broken home, a real sad family life. And he would come to school everyday and take it out on our staff. He really beat into us, kicked and screamed, told us that he was going to be bad and do bad things... an 8 year old, mind you. Where was he learning all this? Well, we had an idea. And things had been reported already, but what was our role in this little guy's life? What was I going to do for him to remind him that (1) I am his friend and (2) I care about him, and he is safe with me. Every adult he had ever known had let him down... so why wouldn't I? It broke my heart, but after awhile, he started to let go of that notion that everybody was out to get him. After he made a mistake, or made a bad choice, he always apologized... and became of the sweetest boys, to this day, that I have ever worked with. Sometimes, all we need is love... and as adults, we need to remember that maybe, the solution is as simple as just that. A good hug can do a lot.

A few other good quotes I came across...

"The brain needs bonding and attachment to fully grow and learn."

"In this age group [preschool], the stress is generally founded in fear of attachment loss."

"In young children, the brain needs freedom to discover varieties of information, but also an ordered environment in which to turn raw data and stimulation experience into learning, skill competence, and wisdom."

"Be genuine with children. Call each child by name. Learn about the child's world, personal life, and personal interests. Use "I noticed..." statements. Smile, touch and make eye contact. Attend events in the child's life whenever possible. Respect the child and the child's opinions. Personally describe your life as appropriate. Tell your own story. Be nonjudgemental. Listen, and then listen some more. Give the child choices and options that compel healthy decisions. Admit mistakes you have made."

All of the passages I have mentioned really hit home with me. I have come across a lot in my life - growing up in the city, seeing a lot at a young age, having the variety of friends I had, and now being able to teach and come across so many situations. This is my life. This is what I live to do, and even though this chapter mentioned things such as nutrition, discipline, in the end... the message was really this "bond" we need to create. We want them to trust us. And at the end of the day, they need to know we love them, and only want what's best for them. It's too important, my friends.

Meghan C. Koch: "Boys & Girls Learn Differently", ch. 3/week #4.