Existential Flexibility
I don't want to become a Blockbuster Video.
Even though I’ve been teaching for 20 years, in these last few years (post-pandemic), I’ve really worked to shift my pedagogical practice. Returning to the classroom during the pandemic forced me to see much of the systemic inequities and problems that my privilege blinded me to before. Yes, I knew that public schools were not designed for all students to succeed. Yes, I have dedicated my career to disrupting this status quo and redesigning a better classroom experience for my students.
The last three years, however, have taught me that not only is there more work for me to do, I am capable of much more, and maybe even doing things differently.
I am practicing the principle Simon Sinek refers to as “existential flexibility.” You may have heard the quote, If you don’t disrupt yourself, someone else will do it for you. It is easy to become ingrained in public education’s status quo (even while working against it).
Existential Flexibility is the capacity to initiate an extreme disruption to a business model or strategic course in order to more effectively advance a Just Cause. It is an infinite-minded player’s appreciation for the unpredictable that allows them to make these kinds of changes.
Simon Sinek, The Infinite Game
Teaching is a bold and meaningful act. It is hard. It takes a lot of emotional energy and perseverance, especially during those years immediately following the pandemic. Teachers dedicate their lives to educating children, working to dismantle a broken educational system, and redesigning it for all of today’s children, especially those most marginalized by the society. The pandemic forced the world to shift: teachers learning how to teach online, both asynchronously and synchronously, trying to connect with students via Zoom, and then returning to teach in a socially-distanced classroom. Yes, we have all shifted quite a bit. For me, however, I’m wondering how much did I actually shift my pedagogical practice?
180° Strategic Shift
When I returned to the classroom, I learned quickly that I could no longer rely on my pre-pandemic pedagogy. I could no longer assume that students would walk into my classroom either knowing how to or be willing to “play the game of school.” As much as I prided myself on pushing my students to think critically about their educational experiences, I had relied on students’ complacency for various classroom practices. For example, pre-pandemic, students did what I asked them to do, without much question. I never demanded student engagement or focus. When I would ask my students to quiet down so that I could explain some directions or teach a concept, for the most part, students sat quietly and listened. There were always a few side-conversations, but I don’t remember many students blatantly opting out of their learning. Throughout my career, I remember a few students who, traumatized by former classroom experiences, struggled to buy into me or my classroom. Today, 60% of my students not only do not buy into what I am trying to do, but actively opt out and disrupt the experience for others.
I think I have always known this, but this year has shown me that I cannot make my students be engaged or participate in class. I can force compliance. I can remove disruptive students from my classroom. I can redirect disengaged students. I can manage my students as best as I can, but I cannot force real engagement.
How do I design learning experiences for students who don’t think they need them? How can I create a classroom community when students don’t want to be at school? How can I foster the educational growth of my students when they sabotage the learning process? It’s time for me to make a 180-degree strategic shift.
My Just Cause
On paper, I profess that I create a community within my classroom through designing culturally-responsive learning experiences, present a positive role model that fosters the educational growth of teachers and children, make meaningful connections through innovative instruction and focus my passion for teaching. This verbose sentiment has been my educator moral compass for a long time. Simon Sinek calls it his WHY. When you know your WHY, all other decisions become easier because you can filter them through your WHY statement. For example, if your purpose, cause or belief is to inspire students, then it is easy to decide how you will teach a particular lesson (it will also help you decide what concept to teach). However, if you only see yourself through your HOW (strengths) or your WHAT (your role at work), then it is easy to become an automaton and deliver content instead of inspiring learning. Our WHY matters. How we approach change depends on our WHY and how we view our HOWs and WHATs.
When customers stop buying what a company is selling, that company goes out of business. Blockbuster Video’s Board refused to make a 180° strategic shift into video subscriptions and streaming services because they didn’t want to give up the money they were making from late fees. Customers stopped renting VHS videos and started getting DVDs mailed to them each week. Blockbuster Video disappeared and Netflix is a major media powerhouse that has dominated the film and entertainment industry.
So, what if my students no longer want to buy the learning that I’m peddling? I don’t want to become a Blockbuster Video, clinging to my pre-pandemic pedagogical practices.
My 180° Just Cause
I’m not abandoning my just cause for some new edtech software or device. I’m not looking to better integrate technology or a new instructional strategy into my classroom. I still design learning experiences for my students. This is my WHAT. My job is to teach students content. I will always strive to be a positive role model for my students and create a positive classroom community. I will always work to make meaningful connections with my students. This is my HOW.
The pandemic changed everything and everyone. My WHY needs to change because my students have changed. Public education has changed. My just cause can no longer solely be the academic growth of my students. I’ve realized that my job as a teacher can no longer be to teach only content. I need to teach character.
Sinek explains, “when you discover a better strategy or a better way to advance your cause and you’re willing to make a profound strategic shift in order to advance your cause” that is a 180° strategic shift. I’m not looking to add more to my plate. As a teacher, I’m already a social worker, therapist, nurse, coach, mentor, disrupter, researcher, entertainer, and designer. I’m not looking to add character-builder to my resume.
I am prioritizing character over content. My profound shift is that I focus on my students’ humanity over their academic abilities. I can’t teach my student how to understand common denominators if she is having suicidal ideations. I can’t teach my student the scientific method if they are emotionally dysregulated because of a fight with their friends or family. I can’t teach students to analyze a poem when they are fighting in the back of the classroom.
I’m disrupting myself instead of letting my students disrupt my teaching.
I will continue to teach students academic content and center educational virtues such as perseverance, honesty, kindness, patience, helpfulness, humility, and compassion. I want my students get what they need to thrive in their world. Many of my students have suffered great tragedies, both inside and outside of school. Along the way, some of their teachers have stopped treating them has human beings. My students have lost their way and need moral guidance.
I want my students to be confident and creative; respectful and responsible; gracious and kind. These virtues mean more to me than multiplication times tables or summarizing a story in a basal reader. I find that I am spending more time focusing on these virtues instead of academic content. So, instead of trying to cram in everything, or pushing through a disrupted lesson, I’m centering virtuous educational experiences over the fifth-grade curriculum.
Be Impeccable With Your Word.
One example is I am trying to help my students talk to each other. They can be cruel and hurtful. Together, we are working every day on the first agreement from Don Miguel Ruiz’s book, The Four Agreements. I want them to be impeccable with their words and say only what is kind, truthful, and necessary.
We practice pausing in between action and reaction, or thought and action. Before they speak impulsively, they must ask themselves three questions:
Is it true?
Is it kind?
Is it necessary?
If the answer to any of these is no, then they are best to not say what they want to say.
Putting character building ahead of academic learning may seem extreme, but I believe that this is what my students need. Yes, they still need to learn how to improve in all academic areas, but what I’ve noticed is that many cannot access the content because their emotional dysregulation impedes their learning. Students who are fighting or screaming or crying are not in a safe space to learn. Instead of trying to push through and force compliance, I’m choosing to make a 180° strategic shift in how I approach teaching and learning with my students. I’m choosing to practice existential flexibility. I just hope that I’m doing right by my students.
What do you think? Leave a comment and share your thoughts.
Have a great week!
—Adrian
Resources
This case study is fascinating case study from the University of Birmingham School located on the University of Birmingham's Selly Oak campus in the United Kingdom. This school is an 11-18 secondary school that is rethinking education, helping tomorrow's citizens to flourish. I’m always looking to take model examples and adapt them to a public education classroom.
I’ve learned a lot from Christopher Perrin about virtues and education. Note that he comes from a private, parochial education background. Still, there is a lot in this Substack that I’m trying to apply to my own public education classroom.
This is a great exercise to help you find your WHY.
Dare to Lead by Dr. Brené Brown Read-Along Workbook
I know that I’ve recommend Brené Brown’s work before. If you haven’t read Dare to Lead, I highly recommend you do. It is incredible and has shaped a lot of how I approach teaching and learning in my classroom. This read-along workbook is a supplement with great activities.
Student voice is powerful! Listen to Virginia Cobbs, a ninth-grade student at Mountain Brook Junior High, talk about her experience at Camp Merrimac.
Thank you for this thoughtful piece Adrian! I think you’re on the right path and I hope you lead the way for other teachers with your example and your writing. Character is so much more important than content. These children will, after all, grow up to be the next leaders! I’m a Montessori teacher (I work with ages 3-6) and community is the core of our school culture.
Wow. I learned so much from this. I’m not a teacher or a parent. I’m a coach and so many of my conversations with clients are about how valuable it would have been to learn how to communicate lovingly with others or how to listen to their intuition or how to understand emotions in school. I hear so many negative things about schools these days, but here you are, teaching the 4 agreements!!!!! Yay! Thank you for sharing your experiences.