“Best two words, ever, Sy. ‘Let’s talk.'”

Smile on his face, earnestness in his eyes as Mark (name changed) responded to my comment and his score of “1,” an indication of a “far miss” on a performance in my classroom.

I like two things about this. One, he was not deflated by the judgment. Two, he sees the value in our having a conversation about his learning.

Though I am trying to get better at writing fewer comments for the sake of efficiency, I still find myself not only wanting to explain my position on my kids’ performances but also wanting to set their minds at ease. Of course, this time of year, in these early, pivotal moments, I find myself working overtime to undo what’s largely been done to them over last decade (and still continues) in their school experience: the stressful reality of “assessment of learning,” which is generally a one-stop, one-shot judgment in a race through the content onto a “permanent mark” on their record. As such, a large part of that undo is framing the purpose of assessment differently, with a word swap: of for as. I want my kiddos to regard our performances, our assessments as learning. Assessment as learning. It’s not just what happened on the assessment, but importantly it’s what happens after the assessment: the feedback, the discussion, the intervention, and the opportunity to redo. And of all, I believe it’s in that discussion where the learning happens. And so, I seek to create opportunities for that to happen. Sometimes, when the learning is big, I simply respond with a “let’s talk.” It, I think is the most respectful, powerful thing I can do for my kids. For my kids. I serve them.

Yesterday, I served Tom (name changed) as he worked his way through a messy redo. But with each talk and back-to-the-drawing-board opportunity, we got closer. Closer to the target. But also closer to the truth: learning is not a product; learning is a process. As well, we got closer to each other. Kids are reluctant to trust my approach. And why wouldn’t they be reluctant? It’s not what they’ve been conditioned to expect in their transactions with other teachers. But I seek not transaction here; I seek connection. And I believe with each conversation we build a connection, and when we are connected, we can trust. Kids will do great things when they trust. Sadly, in building that trust, for many, I am not starting at zero; I am starting from a trust deficit, which has accumulated over the years. Still, I have hope, so that my kids may have hope. So I work to build each day.

Yesterday, I shared my unease at this juncture of trust building. I know some of the kids were disappointed with their results, and I implored them not to get discouraged, that we would get through this together.

As Rosa (name changed) left yesterday, she paused, “Sy, I don’t think we should be sad. It’s just a chance to get better.”

Yes, Rosa. Thank you for the music, kiddo.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…say our Mindset Mantra.

…have an opportunity to redo our latest performance.

…reflect in our Journey Journals.

…end with a Sappy Sy Rhyme.

Happy Friday, all. Have a great weekend.

Do. Reflect. Do Better.