Tool: AN Approach

"It Matters Who's There."

"Through meaningful relationships, young people can learn about themselves, gain confidence, take on challenges, build resilience, and ultimately thrive because they have a strong web of supportive adults. Previous Search Institute research shows that students with stronger Developmental Relationships with their teachers had significantly stronger senses of belonging, motivation, and GPAs. " -The Search Institute, 2023

Many have called for increased strategies to address a myriad of issues affecting our youth. Headlines signal about rising overdose cases, increased mental health crises, increased suicidal ideation, "bathroom cultures"  centered around violence and self-harm, alcohol use, youth victimization at the hands of adults, and increased violent crimes involving youth. 

Many of these behaviors speak to a generation of youth coping together, cobbling together coping strategies, but largely in silence and away from the understanding ears of truly supportive adults. By supportive, we mean adults who communicate with youth and not to them. The silence of our youth is a fitting response to adults who seemingly have forgotten what it feels like to be dealt with as a monolith, to not be believed, to not have a place, to have no control, and to deal with the trauma and crises of transitioning into an adult in an unfriendly, uncertain world. It seems like long ago, we traded the importance of authentically connecting with "who's in the room"  for the importance of the outcomes expected from simply being present in the room. This applies to our formal education institutions and community-based non-academic education institutions as well. 

Things We've Forgotten & Who We've Lost

In teaching, we have forgotten that accepting instruction relies on established and real trust and relationships. Here are a few truths we've forgotten while doing the transactional business of teaching: 

• We have forgotten that one of the most important conditions of learning is to reach a place of "disequilibrium", the space where a student comes to realize "they don't know" and can be supported through their 'zone of proximal development'. 

• We have forgotten that it's better to reach pivotal "aha" moments in a safe space among those whom we trust to build the bridge to the next level with us.

• We've forgotten that knowledge gained with those who admittedly hold space for us to have that experience is seldom lost.

• We've forgotten that the learning experience is primarily the students' to own and be supported through. 

• We've forgotten to remind ourselves that it matters who's there, because who's there matters. As a result, we are losing youth day by day as they struggle to find themselves by themselves. 

One key opportunity we have is to recraft the foundational training ground for our educators.  This recrafting must include recalibrating the starting points for our Teacher Education curricula and pedagogy with what is most certainly a forgotten opportunity, intentional and authentic community building, and developmental relationship building. These skills have led to massive world movements and change every time they've been employed, and yet they are seldom a part of the core curricula for Education programs or institutions. They are the "magic" that consistently is highlighted when an educator is invited for a TED talk, featured on the nightly news as "someone you should know" or is selected for a biopic. 

Ask "Why Not?"

Many teaching institutions, including the people and traditions, have become 'institutions' that have upheld systems more than the people participating in our education systems, public or private. We must interrogate our means if we are going to improve the "end" for our youth. Here are a few hard questions: 

1.  If we know the impact of developmental relationships on learning enough to include social-emotional developmental learning experiences for our youth in our core curriculum, why isn't demonstrated capacity and motivation to build developmental relationships with youth among the foundational criteria for choosing who will educate our next leaders and the ones who will inherit the earth we leave?

2.  What would be the harm in training our future educators to get to know their audience before attempting to partner with, support, or educate them? Or would we rather 'they just let them teach'? 

What Winning Looks Like

There is a difference in the experience and outcomes for all based on our approach to education. Here are a few indicators that the youth are being led by an educator who plans for more than the valedictorians and salutatorians to have wins to celebrate:

1. The educator who would succeed scopes and maps their academic year with relationship-building with their youth partners/student-partners and family-partners as a priority,  at the center, and the impact is proven to lead to the results we desired all along. 

2. In these blessed classrooms, when asked "and how are the children?", the educator can answer truthfully allowing the village to partner with them authentically to respond. 

Let's re-establish the norm of centering the education experience around understanding and partnering with the people in the room and not just the skills or capacities represented. Relationships are the best tool we have to actually support each other's goals and development. Simply put, it matters who's there. 

Tool: The Educator's Mindset

"Six-Tool Educators"

The concept of a "six tool player" can be applied to being an educator in several ways. Just as a six-tool baseball player has a unique combination of skills and abilities that make them highly effective on the field, a "six-tool educator" can possess a range of skills and qualities that enable them to be highly effective in the classroom. Here are some ways that the concept of a six-tool player could be applied to being an educator:

1. Pedagogical knowledge: An effective educator needs to have a deep understanding of the subject matter they are teaching, as well as the most effective methods for teaching it. This knowledge can be seen as analogous to hitting for average - the ability to consistently deliver effective instruction that meets the needs of all students.

2. Creativity: Just as a baseball player needs to be able to improvise and adapt to changing situations on the field, an educator needs to be able to think creatively and adapt their teaching approach to meet the needs of individual students or changing circumstances.

3. Empathy: An effective educator needs to be able to connect with their students on a personal level, understand their needs, and provide them with the emotional support they need to succeed. This quality can be seen as analogous to the speed tool, as it enables educators to respond quickly and effectively to the needs of their students.

4. Leadership: An effective educator needs to be able to lead and motivate their students to achieve their goals, just as a baseball player needs to lead and motivate their team to win games. This quality can be seen as analogous to the fielding tool, as it enables educators to guide and direct their students towards success.

5. Communication: Effective communication is essential for both baseball players and educators. An effective educator needs to be able to communicate clearly and effectively with their students, as well as with parents, colleagues, and other stakeholders.

6. Asset-based Approach: An effective educator needs to have a growth mindset - a belief that their students have skill and knowledge,  can improve and that they themselves can always learn and improve. This quality can be seen as analogous to the arm strength tool, as it enables educators to push their students to achieve their full potential and to continuously improve their own skills and abilities.

Overall, the concept of a "six-tool educator" can help to highlight the range of skills and qualities that are necessary to be effective in the classroom and to help students succeed. By focusing on developing these skills, educators can help to create a positive and engaging learning environment that enables all students to reach their full potential.