In The Classroom: We’re Not Just Chilling; We’re Just Chill

From Godisable Jacob on Pexels.com.

I think my teaching style comes across as unstructured and loosey-goosey. Is that a bad thing?

I’ve been an educator for a decade now and I’ve never really fit into school systems. From higher education to high school, my style of teaching is laser-focused on students. I know I’m not their friend, but I see myself as their ally. I’m with them. That’s why I’m in the classroom. That’s why I do this. I don’t think I would want to do it if I took another perspective.

So I approach this gig with an open ear, and comforting gesture, and some sort of kindness, all in the name of learning.

But …

This tends to get me in trouble with those who aren’t members of the classroom. When students ask to go to the bathroom, I usually say yes. When students ask if they can listen to their music during reading time, I usually say yes. Maybe I look like a pushover to onlookers, like administrators. Am I a pushover?

And yet, when I task students with something challenging, they still groan about it, but they do it, with or without a grade attached. When we have discussions, students seem relaxed and open. When students write, they get personal and think deeply, or so it seems.

If I were more rigid, I don’t think they would produce the same quality material. It’s all relative and part of a very thought out pedagogy. One where I can treat students with respect and expect respect in return.

So if you’re ever in my classroom and it looks like we’re too relaxed, it’s ok. We’re probably engaged in a discussion, reading, or writing.

We’re not just chilling; we’re just chill.

2 thoughts on “In The Classroom: We’re Not Just Chilling; We’re Just Chill

  1. I went to a high school like this. It was great. I think this style of teaching allowed me to understand and retain the material better.

    Like

    1. I didn’t write this comment. Why does it say I did? Weird.

      Like

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