Ever since joining Teach For America and starting this crazy ride of teaching in urban education, I've been bombarded with the research. The research on poverty. The research on racial systemic injustice. The research on boys and girls and who learns better in traditional public schools and who is favored in science class. The research on college readiness exams. The research on being ready for second grade. The research on unlimited varieties in curriculum and why certain ones are better than others. The research on phonics. The research on higher-order thinking. The research on vocabulary acquisition. The research on rewarding kids for success and moving towards intrinsic motivation. The research on character development and social-emotional learning. And a lot more.
In the past two years I've read countless articles, about 10 books, and a lot more blogs on what it means to be in this tough but important work of serving in low-income schools and the children in my community.
And with all that, I've still got so much to learn, so much to know, and so much more to understand.
I still can't wrap my mind around what it is going to take to work with people in my school's communities and others like it in order to have a holistic and healthy renewal of poverty-ridden areas so that children everywhere can grow up to be who they were meant to be; so that places like the West Side of Chicago can be places of hope, fairness, and life. There is so much that goes into an effort like that, and I am made aware every day that it needs to be an all-hands-on-deck approach: no single white girl driving down from Wisconsin is going to change anything unless she is working with all kinds of other people who are working for the same things, teaching her so many things in the process. But.
But. But. In all of the research, in all of the social programs, in all of the new ideas and curricula, there seems to be something missing. Something that I have a hard time articulating, but something that I know in my guts has to be there for anything good to happen or anything new to grow.
Here's what I mean. One Thursday night, during grad class last spring, we had a guest speaker come in to talk about social-emotional learning. She was promoting a curriculum that she has used and helped develop and was now pitching to us young teachers. Don't get me wrong, it was a good curriculum I am sure, complete with group problem-solving and peace-keeping strategies, as well as activities to practice and foster a sense of kindness and community. Her curriculum was, of course, backed by all the research in the world. During her talk, I made a note of some of her quotes that particularly struck a chord with me:
"Teach all the math and reading that you want, but we've gotta change what's going on on the inside if we want any actual change for our students."
"I'm educating my kids for life. I'd lose a few points on those standardized test scores if it meant making time for social-emotional learning."
"This kind of stuff is what matters in marriages and families and workplaces and life."
And as I read those quotes over again, I am struck again with how much I agree. Recently I just finished reading a book called "How Children Succeed," by Paul Tough that I really loved. It spoke to the skills that most successful children have in common. Surprisingly, it's not their high test scores or exemplary IQ. It is their character: their grit, curiosity, social awareness, and integrity. So teachers, leaders, and parents should all be working to teach and develop those skills in our children. And again, I was struck with how much I agree. It was completely research-based, of course, with study after study across multiple disciplines backing his supposition.
But. Again, I felt, for some reason, that all of this is research missing something. The research is, for certain, searching for something. I like the word research and its prefix "re" for the simple fact that it could mean to search again. We know that the word implies that someone is searching systematically for an answer. And all of this research in the educational and social and political world in which I exist is looking for something to answer all of our issues, all of our challenges, and all of our struggles. What is the answer? How do we help people? How do we help kids? Every year or month or even day, it can seem, the newest and latest thing comes out from the newest and latest research. A new answer to our problems. A new solution for the ills of the West Side. And while they are all very positive and even often have results and data to back up their success, there is one side that is left out.
For all of their searching and researching and searching again, I think the scientists, sociologists, and educators are missing something very important about children, and for that matter, about people in general. I wonder if they consider that a child is someone who is more than just a human, physically here with physical needs, and a physical brain that needs to understand how to achieve character and academic growth and adequate test scores so that they can maneuver about their social environment to make their own way forward. I wonder about the idea that a student has a soul, a spiritual side, that needs to be cared for; I wonder about how people expect to "change what's going on on the inside," as that well-meaning guest speaker purported to do. Is it we teachers who really change what's going on on the inside, the deep-down inside? Am I the one with the ultimate ability to heal the spiritual and emotional traumas of my children?
Or is there another answer for which we are searching? Is there another way to which I can point that fills in the missing piece to the puzzle of helping and working with low-income communities? Is there a possibility that the cycles and roundabouts of finding new and good ways to serve kids are missing something in their important search? Every day that I spend with my kids gives me the conviction that there is, indeed, more to it when it comes to children. When it comes to people. When it comes to our world. My kids, to me, are living proof that there is a never-ending depth and mystery to the meaning of what it means to be human, of what it means to have a soul. The research is well-meaning and even effective and helpful. But the search that should be taken up on behalf of my kids' souls must be addressed. It has to be. I guess all of this doesn't mean that I have an answer.
But I might have an idea of where to look for one. The search always leads me there, leads me to the same place, leads me to the very start where my hope and love and faith began. I wonder if the search will ever end. I don't know that it will. But I'm gaining conviction that I know exactly where The Search needs to start.
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