At school, we share our success just as freely as we share our failures. About a month ago my dear friend and colleague, Jane, popped into my room at the end of the day to tell me about her moment. And friends, it was a good one.
Like my lockdown story, it was born of necessity. She had a student who finished his work and desperately needed something to do. She decided to try something new.
“I decided to do something totally new,” she said, “I had him give compliments. I asked him to give everyone in the room a personal, genuine compliment. Happily, he’s the type of extrovert who would accept such a challenge. He walked through the rows of desks and stopped to compliment each classmate. If he knew them well, he mentioned their sense of humor, a time they were helpful, etc. If he didn’t know the person, he complimented their appearance, drawings, handwriting, or something else visible to him. Students looked surprised, then quickly pleased. Because how often does that happen in English class? 🙂 Everyone had a smile by the end of class. How simple, yet how powerful.”
Now, props here, because one has to KNOW their class for something like this to work. It also is a precise example of the transitory nature of the classroom. This cannot be planned out and placed in a syllabus, it does not need to be aligned to the Common Core Standards for Students Will Not Act Like Assholes. It is organic, and fluid, and entirely context dependent.
This, friends, is what builds the culture of a program, a school, a community.
After Jane told me about her moment, I started thinking about the risks it takes to be kind. For teachers, students, and those all around, there are significant risks to putting oneself ‘out there’ into the range of others. It is so much easier to stay within the boxes on our syllabi, the lines on our lesson plans. Students are more comfortable filling in worksheets or playing the perennial favorite, laptop solitaire, than they are interacting with each other.
Being a teenager is hard. Being a teenager behind a screen, from what I observe, is even harder. Jane’s on-the-fly assignment created an authentic interaction involving every single student in that classroom. The giving and receiving of a compliment seems so very simple, and is anything but.
So I kept thinking and kept thinking and kept thinking about how this was a radical kind of kindness, something vastly different from pay-it-forward coffee (which is awesome, not knocking that at all).
And then I was invited to speak at our National Honor Society induction, and it turns out that I have quite a lot to say about radical kindness. So I will say these things tomorrow.
I am honored and nervous and earnest and fiercely proud of these students.