Over the summer, I participated in the Illinois State Writing Project for a three-week writing/learning experience. During that time, I had an opportunity to engage in a writing demonstration that centered around the Japanese traditional martial art, Kendo.
In short, Kendo martial arts descended from swordsmanship and uses bamboo swords and protective armor. To the right, you'll see an action photo (stock image from Google). While I felt the action and skill of the swordplay seemed incredibly interesting, I became more engaged in learning the mantras of Kendo - especially when it came to understanding the core beliefs of Kendo's four sicknesses.
Shikai: The Four Sicknesses of Kendo
As we learned together in our Writing Project group, Kendo claims that the self can inhibit four primary sicknesses:
doubt/hesitation
fear
confusion
surprise
And, while these sicknesses relate to the barriers one can create when experiencing the act of combat, I couldn't help but think about these sicknesses in connection to teaching and the climate teachers are faced with in today's classrooms. Those who practice Kendo work exceptionally hard at combating these sicknesses so that they can be strong warriors. Using this logic, I wondered about how this could apply to the notion of trying new things in teaching.
When speaking to teachers around the nation about the work we continue to develop, I could easily categorize their questions in one (if not more) of the Shikai. As a means of change, I find it especially important to navigate these sicknesses in order to move toward a space that supports ALL students. We owe it to our students to be the champions that respond to their need to 'read the world' (Friere, 1978) - not to just do what's safe and easy for us.
With that said, it poses the question:
How can overcome sickness to be healthier teachers?
Sickness #1 Doubt/Hesitation - "I don't think I can read this book because I'm required to cover test preparation materials mandated by my district...and, besides, I don't think I'll be able to buy the books anyway."
By engaging students in meaningful and important material that cultivates genuine agency, you're allowing students to think critically about the world around them, a safe space to ask hard or uncomfortable questions, and an arena that foster critical thinking. If students participate in this rich climate that foster high level, engaging thinking, they have the tools to be able to navigate required assessments.
Additionally, to quote Field of Dreams, "if you build it, they will come." If you're willing to ask, think divergently, negotiate - there's always a means to find funding for books and resources to be brought into the classroom. From classroom budgets and booster clubs to educational grants, regional offices, Donorschoose.org, and more - money will always find its way into support teachers with great intentions.
Sickness #2 Fear - "I can't read books that talk about hard topics - I'm afraid that I'll have parents attacking me and no support from my administrator."
We can't afford to NOT talk about these hard topics any more with our students. Our kids have questions and with floods of information facing them everyday, we need to offer a space and place for students to process their understandings of the larger world. And, while, yes, there is a fear of backlash from administrators, parents, community members, and other teachers, there needs to be a proactive approach when tackling hard topics with today's youth. For example, starting conversations with these stakeholders in regards to understanding the barriers in efforts to find/present solutions - asking questions like "what do I need to know before talking about...?"
Also, be in tune with the community you serve. Where are possible areas that need sensitivity? In connection to that community, how might you find sources/resources that ease your fear? (People, places, sources, etc).
Sickness #3 Confusion - "These activities really seem overwhelming and I can't understand what the students' role is throughout this framework...it makes me uncomfortable."
If it needs to be said on a daily basis, remind yourself that YOU are the professional. You are there to facilitate the academic health and well-being of your students because you know the appropriate care for your students. Rick Wormeli said it best when he claimed that "school shouldn't be where young people go to watch old people do all of the work!" Take time to understand the strengths and needs of your students, facilitate rich learning experiences that connect to their interests, channel their gifts into actions that better the world, and know that you shouldn't be confused by the tremendous impact you can have in that student's life.
Sickness #4 Surprise - "I'm not doing that any more because the kids were just awful!"
Sometimes I find it funny when teachers talk about how awful their students were when trying a new concept - either with content or a strategy or even a framework of teaching - because how many of us can say that we do things 100% the very first time we do it? If we're willing to admit our faults, then why can't we acknowledge theirs? Defend yourself again surprises and know how reframe your mindset to understand that kids need time with new ideas.
For more ways to change and stay healthy, follow TeachWHYS on Twitter @teachwhys, Instagram @teach_WHYS, and www.teachwhys.com
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