Ken Williams argues in Chapter Eight of “Ruthless Equity” that teachers and educators alike need to adjust and change their mindsets to be truly equitable and to take responsibility for actions.
Your mood as an educator should not impact your actions and responsibilities at work. You “have to stay outcome focused” (174). As adults, life happens and things come up but one of the biggest challenges is that “you are always in control of your response, behavior, and choices” (174). You can have a bad day or morning, and things can feel bad, but ultimately, we have to try and not let that show in front of the students. I find that hard to grapple with, especially in educating teenagers. If teachers are expected to be real and honest, how does coming to work with a pretend smile help anyone? How do you push past your mood-driven demeanor and show up fully present?
I suppose that point ties into another statement Williams makes when he says “the ‘what is best for adults first’ lens exists because it’s the path of least resistance; in other words, we can get away with it” (174). He points out very clearly that it is easy for us educators to prioritize our own comfort and emotions over the students. I know Williams is not saying do not be human, he even states in his video “everyone operates on feelings” (175). Yet, for me, it is connecting and bridging that gap to become “ruthless”. Can it be as simple as naming: “I had a bad morning”, or “I am not feeling well, but I am here and we’re going to do xyz”? I am still showing up for them.
Aside from mood, Williams names another mindset shift that should occur around data and results. He says, “Do not be seduced and derailed by short-term results” (183). Everything takes time, and the work we do everyday is hard. Falling into complacency is easy. If students do not achieve the goals or data points you had hoped they would, what do you do next? It is easy to feel like you failed, and to feel like you want to give up. “Why does complacency throw its haymaker punch when you feel most discouraged?” (177). If you are not pushing through the failures, you will never see a breakthrough or a positive change.
Pushing through those feelings of failures can lead to positive outcomes and results. Not just around data and what students are learning, but personal and relationship breakthroughs can occur too. “I decided to spend one-on-one time with him and talk, man to young man”... “As the bell rang and dismissal began, David was making his way to the bus. In a moment, he turned back, walked over to me, and gave me a hug” (180). The first 1:1 conversation did not work and it was frustrating, but they never gave up on the child. In her Ted Talk “Every Kid Needs a Champion” Rita Pierson describes how “no significant learning happens without a significant relationship”. The Ted Talk emphasizes the value of building relationships.
As teachers, and humans in life, we need to take responsibility and initiative. We can not be run by procrastination. This chapter in particular reminds me of Stephen Covey’s book “The 7 Habits of Highly Effective People”. Both texts highlight the importance of the individual to take responsibility. It is on the person to create a plan, and stick to the plan. Principles and actions must align to yield results.
To ensure you are equitable “you have got to show up differently. You’ve got to be ruthless” (182).
Hey Anna.
ReplyDeleteThanks for your post.
Such a real and honest question. I think there is a difference between being fake and being mindful. We don't have to plaster on a pretend smile, but we do have to manage our presence so students feel safe, seen, and supported. I try to be honest without offloading. I might say something like, "I'm having a bit of a tough morning, but I’m here with you," so they know I am human but still dependable. It is less about pretending and more about staying focused on the students, even when I am not at my best.