I just finished The Students Are Watching: Schools and the Moral Contract by Theodore and Nancy Sizer. Turns out it’s a great read for an evening when tomorrow’s snow day has already been called.
I’ve been thinking periodically about the hidden curriculum that all schools impart to their students, and their chapter categories resonated: modeling, grappling, bluffing, sorting, shoving, and fearing.
My mind quickly turned these categories into probing questions for my own classroom:
Where do I allow students to grapple with complex, un-solvable concepts? When do I discourage that behavior, and why?
When do I “shove” into the academic and personal lives of my students, even if they protest? Does it work, or does it backfire?
Do I induce fear in my students? Intentionally or unintentionally? Does this help or harm their work? How about our relationships?
I love thinking about this stuff. I’m fortunate to work in a building that allows me to address it explicitly with my students, and also with a staff that also wants to have these conversations.
There’s a danger, though, as well — if I think about it too much, I end up down the rabbit hole, over-analyzing every move that I make in the classroom, not to mention the hidden moral lessons being imparted by the larger school system (and in Philadelphia, that gets real depressing real quick).
And yet — in my sixth year of teaching, I can cautiously report that I’m getting better at that balance.
(Not going to try and figure out why, right now. That might ruin it. Wishing you all some balance in the new year.)