Preparing Teachers for Uncertainty:  A Sample Lesson

Oppression is often a difficult topic for many to grasp.  I have had many discussions with adults on this topic for many years.  Oppression is felt and very difficult to explain when people “don’t get it”.  It certainly comes up with abusive relationships.  Others who have lived without abuse find it very difficult to understand why someone would “choose” to live in an abusive relationship.  As more and more victims of abuse are speaking about their lives and “choices” there is more understanding.  Again this has to do with voice and empowerment.  When the victim has voice, confidence and supports then they can make change in their world.

The intentional lessons stand little chance in countering the unintentional ones (p. 33).  It is the hidden curriculum which is read so well by students but left out of the thoughts of so many teachers.  Students know immediately which teachers allow late assignments, which teachers are more tolerant and which teacher should be avoided. 

Relationships with the teacher is foundational.  This was discussed when Luke Friesen spoke at our class.  He discussed the importance of maintaining the relationship between the students and their classroom teacher.  He, as an administrator, has it easy meeting with students on an one to one basis, but that is not the relationship that is the most important.  He can go into the classroom and cover for the teacher to help build that important bond.

This also comes forward in my role as attendance counselor.  The student can vent to me when they have a problem in a class, but the most important relationship is not with me.  I must find a way to help the student get back into the classroom and get the teacher-student relationship back on track.

“Challenging oppression must also involve the many ways we unintentionally teach… ” (p. 37).  This passage makes me think of the importance of being humble and reflective.  I need to think about the way students are viewing what is going on in my classroom and school.  The best way to think about this is to have a conversation with them.  This conversation can take place in many ways, but allows the students to voice their opinion.  I must also find a way to empower the student voice, especially of those who are marginalized.

We discuss bullying with students, we promote students coming forth when students are being treated poorly, but if our victims are not supported and protected when they come forward, why are they going to come forward?  We must “walk the walk” with safety in our schools and communities.  If we are going to promote safe environments it needs to permeate our lives, not just exist as a rule or school policy.  Victims need empowerment.  Sweater vest guy wrote a blog comment which inspired me to further work on creating a meaningful

Bullying is an issue for our larger communities not just the victims.  Scared kids cannot reach their full potential.  Therefore, what happens on Facebook and their cellphones affects everything they do.

I thought by having the words respect in my discussion on class rules would be enough.  However, after research and discussion with students and staff I believe I need to be more straightforward and definitive with my discussion.  There will not be any bullying in the class. We will work through concrete examples of bullying and promote a open dialogue on the topic. 

Digital Citizenship needs to be taught in classes.  Students are not learning responsible use of technology.  They are using the technology now and need to be taught ethics and responsible use to help them be responsible 21st century citizens.  This is learning for life now.