“How do you build a kite Mr. Posante?” said the 4th-grade student, Layla early in my career. Layla was born with the unique ability to charm her way around trouble, with an additional combination of a heavy dash of firecrackers when met with confrontation and Nile tears when caught doing wrong. Some may call her a whirlwind of emotions, but I call her a 4th grader. “I don’t know Layla…” I speak with hesitation waiting for which combination she is going to throw at me. Surprised at the lack of response, I cautiously inch forward into the conversation with a gentle fluffy tone, “Have you ever flown a kite, Layla?” And here it comes. That was the button I was trying to avoid. Her eyes begin to swell, cheeks getting puffy, foot starts tapping, arms crossed, and there she goes out the door.
After speaking to Layla through gasping sobs and snot-filled tissues, I received the appropriate information to deduce what the hell just happened. Layla’s Dad recently was sentenced to prison, Mom is an obvious mess now, and the whole family is distraught. Layla recently watched a movie where a kid was flying a kite with her Dad. Bingo. This poor girl had an epiphany of watching this of a connection of happiness through a kite and her Dad, even though the moment never actually happened. She created a new, yet false, memory to comfort herself through this difficult time. Then it hit her, she had no clue how to fly a kite.
I wanted the students to create the atmosphere, create the experience and create the mess.
Later that evening I was really troubled by this incident. I too recently lost my Dad suddenly about a month earlier, and I was in a moment of an alternate reality. Sparked with some inspiration, I decided to start an after-school Science Club, where all could join. I whipped together fliers, contracts, expectations and a curriculum. First on the agenda; “Let’s Make a Kite.”
As the kids bum-rushed into my room, they were all expecting noxious fumes, bubbling beakers, and Tesla Coils galore; sadly their faces were evident in disappointment. You see, providing things are great for a whole host of reasons, but I wanted the students to truly experience science, starting with simple things. I wanted the students to create the atmosphere, create the experience and create the mess.
The students fabulously failed at making kites, parachutes, energy absorption materials to protect eggs and so much more. At first they showed their signs of frustrations and willingness to quit, but quietly I guided them through this process of intellectual growth and stamina of perseverance. I remember one parachute being built so well that an up-draft of wind carried it two city blocks before falling down to the ground softly. Layla’s kite ended up being built so well that she decided to walk home just to fly it all the way home.
Application of knowledge is the essence of gaining intellectual growth, and this applies too with teachers.
Layla was my guiding light through this. Layla was my inspiration and my muse. You see, some may think years of studies, articles, journals and professional development are what make us better. But as I tell my students, learning is two parts; what the teachers teach and what the learners learn. Nothing can be accomplished without both ends of the equation. Application of knowledge is the essence of gaining intellectual growth, and this applies too with teachers. Take time to use the students as a resource to help guide you through their teaching. They may not be refined and polished in the ability to fully describe what they need, but if you stop, look and listen, what follows can be wondrous.
Take time to ask your students in an informal discussion format, “What is your hobby?” “What do you want to try, but you are afraid to?” and, “How can we do this?” Create the atmosphere were the students can naturally form a brainstorm session as you guide them through ideas. Most importantly, if you know their idea is garbage and terrible do not tell them. Let them try it out and learn. Let them focus and fail. Let them at least attempt to work out the process. There is far more to learning than a final product, and our students need to learn this, as well as many teachers. I get it, it’s natural to give answers and quick fixes because you think your helping. But I question what are you actually helping? Their grade? Throw that idea away, and in fact, if you cannot resist the irresistible urge to provide perfection, do the project yourself in front of them. This will provide ideas, model patience, and most importantly it will demonstrate to the students that it is interesting and worth trying.
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