Earlier this evening, I had a conversation with a colleague who is thinking hard, very hard, about how to teach and perpetuate SEL1 principles in classrooms in deep and meaningful ways for children.
We ended up talking because I pushed a bit to ask that, as she creates resources to be used widely by Very Important People, she consider the importance of including teachers and the grown ups in schools.
If teachers and administrators don’t experience care and concern in the habits and practices of their work, I cannot fathom how they will be able to perpetuate those same habits and practices of care and concern with and for the children that they serve.
Our charge in the conversation was to generate some ideas about how to “operationalize social and emotional learning.” An important charge. So she needs to advocate and articulate discreet and specific actions, habits and practices that will lead to greater care, concern and recognition of the children in learning institutions.
As is often the case in such work, it’s difficult to turn theory, even the best ones, into actionable habits and practices in plain language. And when you don’t spell out the specifics, then wide dissemination of practice that leads to significant change is, well, difficult, to say the least.
We talked for a long while, and shared stories and ideas and experiences of how we want students and teachers to feel safe and looked after, but also about agency, a key term that’s emerging for her as essential in moving forward the idea that social and emotional learning practices must happen at school. It’s essential in my work, too. So I pushed for the conversation.
I’m not sure that I was helpful, but as Toby Ziegler reminded us once, sometimes, you’ve gotta preach to the choir – because that’s how you get them to sing.
Because it was productive and fertile and rich2 , I was ruminating over the conversation and the charge. And figured it’d be worth taking a moment to try to tease out some of the specifics that came up, and that maybe, just maybe, would help move her work forward. So I took to my notebook and made a list of the habits and practices I wanted to remember:
You probably can’t read my writing, but I’ll come back to this list at some point to take it further if I’m able.
Agency isn’t something you can give to someone else3. It isn’t something you can demand, require or mandate. It’s something, like a flower or a good relationship, that you can work to create the essential conditions for, and if you’re lucky, you might can watch blossom.
You can invite folks to engage. You can ask them to try. But you can’t force something to grow. You can’t mandate love. You can only work to create the essential conditions under which it could grow.
If anyone ever says they can “give” you or yours agency, then they’re mistaken.
But helping to build spaces where people can flourish is quite a delightful way to get to contribute to the rich tapestry of human experience. And such a great use of one’s potential.
And, as today is the National Day on Writing, it’s worth jotting some of these thoughts down. Because, friends, here’s the thing:
I want my schools and libraries, and my children’s schools and libraries, and your schools and libraries, to be places where everyone feels safe to explore and wonder and dream and play. I want the learning environments we create for teachers and students and everyone that might enter them to feel exciting and joyous and wondrous and safe.
I want the tech that I develop, implement and support to work to support people, and not the other way around. I want the fights to be clean and respectful and focused on building things and people up, instead of tearing anyone or anything down.
I don’t know if love and care, if genuine respect for young people, can scale. But I sure want to try. I want to work on that. And, at least in some small way, that’s what I am fortunate to get to try to do.
That’s why I get up in the morning. That’s why I go to work. That’s why I write.
And I want you to want that, too.