“My son’s high-speed adventure raised the question long asked by people who have pondered the class of humans we call teenagers: What on Earth was he doing? Parents often phrase this question more colorfully. Scientists put it more coolly. They ask, What can explain this behavior? But even that is just another way of wondering, What is wrong with these kids? Why do they act this way? The question passes judgment even as it inquires.” (Dobbs, Beautiful Brains, 2011)
I read this article on my way to work this morning on the train. I was just trying to make use of my commute time, but it actually put me in a really good mindset for my first-period 8th graders. Perhaps it’s cliché, but this article really helped me see my students in a new light.
When I was a kid, I thought I would never forget what it was like to be that way. I would look at adults and think, ‘that won’t be me.’ At thirteen, I was so sure of my identity, certain that I could bring every fiber of my youthful enthusiasm with me to adulthood (whatever that was). It’s difficult to tell yourself (even in adulthood, at times), ‘this too will pass. I will change.’ But of course, we change. Now, when placed in environments with adolescents, we can become easily frustrated and baffled by their actions and mannerisms. Why is he dancing in his seat? Why does she have marker all over her arms? What are they screaming about? Etc.
As I read this article, I also reflected on my (and my younger brother’s) adolescent experiences with reckless behavior, discipline, ill-timed laughter, awkwardness and all the other trappings of being a weird (read: normal) teenager. It’s so important in our jobs as educators and role models to be in touch with who we were as adolescents. How were we when we were 12? 14? 17? No one was perfect, whatever the definition of that may have been – perfectly studious, good-looking, socially capable. It’s not as easy as I imagined it would be to put myself in the shoes of my students, but I’m making a conscious effort at it. It goes further than having a good sense of empathy – we must have strong memories of our youth to truly see from the perspective of our students.
Darcy, I completely agree with you. As teachers it can be very difficult to remember back to when we were adolescents or children ourselves especially when we become particularly frustrated with a student or a class etc. Sometimes I find myself asking “Why in the world would they do that?” or “Were they not thinking?” because from an outside point of view our student’s actions sometimes don’t seem logical and we want to find an explanation for their behavior. But you are completely right – no one is or was “perfect”. It is much easier to judge than to put ourselves in someone else’s shoes, but as you mentioned we need to put ourselves in our students shoes and remember back to when we were their age. This may help us to understand our students a little better and be more equipped to help our students through a difficult time such as adolescence.