One of the things I miss the most about the classroom is discussing novels with students and the way that set students up to thoughtfully approach tough conversations. We’d open up The Great Gatsby or Adventures of Huckleberry Finn or Invisible Man and dive headlong into some of life’s biggest questions.
We’d talk about what it means to be valued as a person and walk through how easy it is to devalue someone and how hard it is to rebuild someone who has felt less than.
We’d spend time talking about the American Dream–what it meant to them, what it meant to characters in the text–and talk about whether it is alive today (and if it’s alive in the same way for everyone in our diverse classroom).
We’d invest time in serious conversation about those who are invisible among us. Those who might identify with the narrator of Invisible Man who declares that he is “invisible, understand, simply because people refuse to see” him.
There’s a lot there, and that only scratches the surface of everything we would get into. It was great conversation, but it was even better knowing that I was sending students out confident that they knew how to engage with their peers and their community for the better.
Though the conversations focused either on the literature or on its implications, students acquired a number of soft skills through the process that were as valuable as the content of the exchanges. Removed from those conversations, I think our students’ education is incomplete without these skills.
Don’t hear me saying that these can only be developed over in discussion of literature. That’s not reality for many teachers, and it’s no longer my reality. Still, students with these four abilities have the skills to create peace, stability, and hope where it is lacking. If that’s not worth pursuing, I don’t know what is.
4 SKILLS EVERY STUDENT NEEDS
Disagree with an idea instead of a person. Too often, we treat this as an all or nothing. We mistake an opinion for an individual, and if we’re not careful, we miss out on a chance to learn something different. I think we’re pretty bad about this as adults. We have work to do to be the models we need to be, but I think it can be done. This, like many of these traits, is remarkable when it shows up. People notice. Look for opportunities to shed light on this concept for your students and peers.
Repay wrongdoing with kindness. This doesn’t fit with much of our mythology. Ours is a story of getting the most, getting the best, getting even, getting what you deserve. But at home, I ask my boys to do this. They’re 2 and 4, and although I believe that consequences are part of our actions, they’re learning from that I don’t care who started it. When wrong has been done, they repay it with kindness (and so does the one who bit his brother, for what it’s worth). I think there’s incredible potential for modeling this as adults. What power we could bring to students. What an alternative to lashing out. I’m not asking anyone to get walked on here. I’m just trying to imagine a better way.
See a situation from another person’s perspective. I loved asking questions that teased out this conversation (especially when students thought they had things figured out). I’m not big on ranking or creating a hierarchy of soft skills, but the ability to step into another person’s point of view, see things from his or her perspective, and respond differently to a situation as a result has to be up near the top. It’s not something that can be forced, and it’s rarely developed as quickly as we would like (or as would be beneficial for those who interact with the learner). But it is an absolute necessity to have this skill. Graduation requirements should be incomplete without it.
Find hope, even when it’s tough to see it. I’m not asking you to be Pollyanna, nor am I asking you to look past a situation that calls for grief or sorrow. What I do think is valuable is to train ourselves to find hope in situations where it is apparent and to quickly move toward it after we have walked through a valley. We know that our brains like patterns, and everything I’ve seen and experienced indicates that the positive patterns take more time to develop than their negative counterparts. So take time to find hope daily. Talk about it with your students. It matters so deeply.
These skills aren’t magic. They don’t eliminate hurt or sorrow or loss, and I would never claim they would. What they do is give us the power to navigate tough conversations with human responses. Responses that need to press into vulnerable spaces in conversations where we have to pursue understanding long before we seek to respond. But these are just four ideas. What else do you believe we need to instill in our students? When they leave your campus, what do they need to be successful, productive members of society?
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