Education to Empower

Lindsay: “It’s interesting!”
Me: “What makes it interesting?”
Lindsay: “We’re speaking our minds! We’re speaking our minds!”
Me: “You’re speaking your minds?”
Lindsay: “Yes, and no other class let us speak. They say just shut up!”
Courtney: “Because we’ve never had a class like this before.”

I was a few weeks into a pilot philosophy program, and it was rough going.  The class was extremely enthusiastic to the point of it becoming problematic.  Everyone wanted to be the one talking, so it was tough finding space for the kids to fully express their thoughts.  Interruptions kept thoughts and conversations from developing organically.  I had racked my brains leading up to the class for ideas on how to get everyone invested.  I came up with a pair of games based on improv techniques, only to see them both fail.  We had just moved the class across the room (to avoid the newly discovered booger that plagued our former location).  I announced that anyone not seated and ready in 5 seconds would have to leave philosophy and spend the rest of the period with the larger group.  The students rushed over!  At that point I asked the kids about the hurry.  Why was this class so valuable to them?  (I’d later find out from the teacher that they looked forward to philosophy with great excitement).

Lindsay: “We’re speaking our minds! We’re speaking our minds!”
Me: “You’re speaking your minds?”
Lindsay: “Yes, and no other class let us speak. They say just shut up!”

As adults we can easily forget the significance of being listened to when it matters.

The solution to my problem wasn’t to come up with games or gimmicks (like pass the talking ball).  It was to discuss the purpose of good behavior with the children, and invite them to make their own informed choice.  Putting class behavior to a vote might not work with every group of children (or even be needed).  But what stands out is the nature of the approach.  Respecting children enough to use the tools provided by philosophical inquiry to explore behavior and its impact on the class.  Its all well and good to try and get a rowdy group of kids to settle down enough to focus and hear each other’s points.  But the more they understand the value of listening to each other (and giving themselves the space to be really heard), the more they will make an effort on their own to behave better.  I’ve already been seeing this one class out from this accidental epiphany.  Our conversations have been getting better ever since.

We’ll be at the idealist.org career fair in Chicago at DePaul University(Directions)!  If you are in the area, stop on by our table!

Update:

The fair will be held on Tuesday, May 19, 2009 from 11am-3pm and will take place at Roosevelt University, on the 2nd floor of the Auditorium building, at 430 S. Michigan Chicago, IL 60605. The event is generously hosted by Roosevelt University and cosponsored by the Young Nonprofit Professionals Network of Chicago.

You can find updated information including directions, schedule and the list of registered organizations on the main career fair page at: http://sn.im/chicagocareerfair

Proud introductions are in order!  Education to Empower would like to introduce two new members of our Board of Directors!

Megan Lieff

Megan has taught through City Year, run a Readers are Leaders program through Everybody Wins, and taught Hebrew School.  She volunteers as an advocate and hotline operator at DCRCC and has been a Camp Counselor at Camp Perkiomy.

Aniyia Williams

Aniyia serves as Program Coordinator of Major Gifts at the Wolf Trap Foundation for the Performing Arts with a specialization in fundraising and prospect research. She has previously taught classical voice, musical theatre, opera and Italian.

Both Megan and Aniyia bring a passion for education and their own expertise to the board, and I’m really excited to have them on board (ahahahah, get it?).  More updates to come!