Bad and Dumb

When I worked in alternative education, those schools were all the non-traditional learners end up at some point, there was one consistent challenge that was present in every student" the belief that they were bad and dumb.  It's funny because that as a non-traditional learner myself, and an alternative school student by my sophmore year in high school, I can recognize that truth in my own journey.  By the time I was in highschool, I definitely thought I was dumb, and bad, well, I embraced my rebel side by that time and so yes, that too.

It wasn't until I went to college, that I wasn't dumb.  Then two doctorate degrees later, both from tier 1 schools, I felt pretty confident that I am indeed smart.  And so are most of our non-traditional learners.  So incredibly smart that the container of conventional education cannot fit them.  

When High Creative, sensitive children are shoved into the traditional learning container it is like being in a world where no one speaks your language.  These brilliant minded kids do all they can to fit in, sometimes tuning out and becoming invisible, so that they don't say or do the wrong thing or expose their lack of understanding.  For those who being invisible is too oppressive, they may begin to act out, trying harder to be seen as who they are and get their needs met.

So how do we help these sensitive souls dissolve these old beliefs, or even better, help them to see their own brilliance and find their rightful place in the world.  How do we create spaces that honor all kinds of minds?

We have at this time, more sensitive children entering the world, and the container they are entering in is not ready for them.  The response of the traditional schools is punishment and medication, which contributes to the child's false belief that "there is something seriously wrong with me."   

If your school is doing this, please consider taking them out.  The damage done by the medications and negative messages can be extremely debilitating.  For those who are trying to change the system, it is simple.  Create space in the classroom for self-examination.  Making emotional awareness a priority, and not in the superficial academic sense, but through integrating lessons with emotional and personal meaning.   Allow for the arts to be a form of schoolwork.  Let students direct their own learning so that they can find the connection to what they are creating.

Student directed learning leads to success.  A student following their own interest can show off what they can do.  Instead of the teacher set goals, student set goals can often exceed the limits of the rigidly defined expectations of a rubric. 

I remember once in an interview with an educational leader, he made a point about the current model of testing for understanding.  He pointed out that when you go to a library and explore everything there, you never get a test at the end to see what you understand.  The truth is that understanding is complex.  A test can never measure what we know.    

The answers are there.  The research in the realm of educational neuroscience and Mind, Brain and Education have shown us many ways to create a learning container sensitive to all students.  For leaders in the school, allowing teachers to be responsive to all of their students, rather than creating a focus on testing and standards, can make all the difference.