There is a problem that frequently occurs within the
academic setting, a schism between student and teacher that at once seems
ridiculous and insurmountable. It's that
age old struggle, where the teacher and the student regard each other as
rivals, turning the classroom into a battle of wills. I say this is ridiculous because this
animosity is largely superfluous, subconscious, and self destructive. I call it insurmountable because, in spite of
its ridiculous nature, the rivalry persists.
Whether trained by cultural precedent or prompted by some
contentious instinct, the rivalry between student and teacher persists, and is
occasionally taken to literal extremes.
A student may actively seek to disrupt the classroom, fail at
assignments, or otherwise work to frustrate the teacher, and feel that any
success in these endeavors is a victory.
Likewise, a teacher may force all of his or her students into lockstep
compliance with the day's activities.
Either scenario perpetuates the rivalry, generating what are often
referred to as "bad experiences".
How many students are turned off from a subject because of a "bad
experience" with a particular teacher?
How many teachers revoke their benefit of the doubt because some student
causes a "bad experience" for them?
How many of these "bad experiences" can be avoided if one or
both parties take a step back and look at what's really supposed to happen in
the classroom?
Because I've seen the opposite be true as well. I've known teachers who don't allow a
student's antics to sway them from maintaining a healthy learning environment,
and I've known students who have thrived in a class despite difficulties with a
teacher. So it seems that, for some at
least, this problem isn’t wholly insurmountable. The question then is how to prevent or avoid
the rivalries in one’s own classroom, and I don’t think there’s a simple,
one-size-fits-all answer.
My experience in this class has been somewhat unique, mostly
because I was the only English major in the classroom, and therefore much of my
education has centered on literacy in the classroom. As a result, I paid a lot of attention to
considerations many of my classmates had about how literacy might play a role
in their classrooms. Looking back on the
class, I think the most important thing I’ve learned is the necessity to avoid
the rivalries and schisms between students and teachers that I have been
talking about. As teachers, our role is
to build a bridge between what our students need to learn to grow and develop
and what they already understand. We can’t
fall into the trap of an adversarial relationship with our students, and use
techniques that help them activate their natural desire for knowledge.
Because everybody has a desire for knowledge. The student who raises his hand to ask when
he’ll ever use math in his life will often go off with friends and talk about the
finer points of sports statistics. The student who can’t find any value in the
literary analysis of a character or a plot point can talk for hours about the
comings, goings, and fashion choices of the heartthrob du jour. A student who
thinks chemistry class is pointless just might go home to manage a meth lab.
My point is that we live in the Information Age, and
students instinctively understand that in order to survive within the zeitgeist
they must find their niches, even if that niche involves intentional
marginalization from the mainstream. We
need to show our students that, whatever their dream, they can achieve it, and
that the things we have to teach them—regardless of content area—are important
for the level of critical thinking they will need to find not just survival,
but success.