Why Do You Like This Class?

Lindsay: "It's interesting!" Me: "What makes it interesting?" Lindsay: "We're speaking our minds! We're speaking our minds!" Me: "You're speaking your minds?" Lindsay: "Yes, and no other class let us speak. They say just shut up!" Courtney: "Because we've never had a class like this before."

I was a few weeks into a pilot philosophy program, and it was rough going. The class was extremely enthusiastic to the point of it becoming problematic. Everyone wanted to be the one talking, so it was tough finding space for the kids to fully express their thoughts. Interruptions kept thoughts and conversations from developing organically. I had racked my brains leading up to the class for ideas on how to get everyone invested. I came up with a pair of games based on improv techniques, only to see them both fail. We had just moved the class across the room (to avoid the newly discovered booger that plagued our former location). I announced that anyone not seated and ready in 5 seconds would have to leave philosophy and spend the rest of the period with the larger group. The students rushed over! At that point I asked the kids about the hurry. Why was this class so valuable to them? (I'd later find out from the teacher that they looked forward to philosophy with great excitement).

Lindsay: "We're speaking our minds! We're speaking our minds!" Me: "You're speaking your minds?" Lindsay: "Yes, and no other class let us speak. They say just shut up!"

As adults we can easily forget the significance of being listened to when it matters. The solution to my problem wasn't to come up with games or gimmicks (like pass the talking ball). It was to discuss the purpose of good behavior with the children, and invite them to make their own informed choice. Putting class behavior to a vote might not work with every group of children (or even be needed). But what stands out is the nature of the approach. Respecting children enough to use the tools provided by philosophical inquiry to explore behavior and its impact on the class. Its all well and good to try and get a rowdy group of kids to settle down enough to focus and hear each other's points. But the more they understand the value of listening to each other (and giving themselves the space to be really heard), the more they will make an effort on their own to behave better. I've already been seeing this one class out from this accidental epiphany. Our conversations have been getting better ever since.