I’ve given the book talk (by other names) a few times now, and I’m noticing some patterns of what’s really resonating. One small, but significant piece that’s fostering conversation is a section around Active Caring vs. Passive Caring. I’ve blogged a bit about this in the past, so feel free to check out those posts. There appears to be an appetite for this conversation to occur in schools. Feel free to use this chart as a starter set of active caring action moves.
One question that comes up is, “How do I find time to display active caring to each and every student?” A secondary teacher may have well over a hundred students a day, segmented into blocks of time possibly as low as 45 minutes. How is a teacher supposed to show active caring to every student every day?
The short answer is: you probably can’t. Let’s be real honest. If you have a tight schedule and a large student load it’s challenging, bordering on impossible, to take time out for every student every day. It’s a simple math problem: if a teacher has, say, 120 students and five classes of 50 minutes (250 minutes total), you can spend about two minutes per kid before even getting into the day’s lesson.
Rather than throwing up our hands and saying we can’t do it, I’d propose the opposite: we need to be structured, methodical, and intentional with our actions around active caring. Here are three suggestions for tackling this math problem.
1. Make a list.
Print out a class roster and with days of the week and record when you’ve had an interaction you’d classify as one of active caring. If you have a good memory, you could even do this at the end of the day or after a hald-a-day. Try to get around a quarter of your students every class period. That way, by the end of Thursday, you can see which students you have yet to have an active caring interaction with and you can make sure to be intentional on Friday. Keep yourself accountable to showing each student active caring no fewer than once a week.
2. Build in structured personal check-in time.
As students are working, build in, say, five to ten minutes where you are not answering questions about the assignment, but are rather floating and checking in with students. Be disciplined about it. Set a timer if you need to. Depending on the length of your class period and the way your day’s lesson is structured, consider whether you want to block off this time toward the beginning, middle, or end of the class period (or possibly bookending the class period).
3. Work as a staff or grade level team to identify personal connections
I’ve seen a few staff, department or grade level teams do this.
Print out the name of every student and place them on the wall around the room. Teachers place a sticky dot by every student they have a personal connection with. Look for patterns and anything (or anyone) that stands out. This can help a school know which students might not be receiving the level of care that we’d hope. It can prevent students from falling through the “care gap.”
What are some of your strategies for ensuring you are demonstrating active care for all students?