Image created by Shawna Coppola via Canva
By The Educator Collaborative 2023-2025 Associate Member R. Joseph Rodríguez
Adolescents speak in varied media and modes. They carry so much as they form their own identities, interests, personalities, and selves. Sometimes they share that their lives can become filled with boredom, distraction, exhaustion, frustration, haste, humor, and thrill. Each of these moments becomes telling and revealing about their lives, perceptions, and free will in the world—as adulthood awaits them.
As their teacher and listener, I must pay attention. I want to pay attention. In fact, I must seek to understand.
In one class period, I can ask the following question numerous times in response to an adolescent’s commentary or inquiry: What do you mean? (WDYM?) Behind my question is this: Tell me more.
I am saved so many times by the WDYM question, because it allows me to dig deeper and seek understanding. I want to know; I really want to know more. I do!
And my students can tell.
Some of their thoughts range from responses to our literary readings in the humanities to everyday affairs that tug at their conscience and psyche.
For instance, in response to this Variety piece by Jack Dunn, Jorge* asks:
Why does the Friends sitcom only have White characters and White background actors, even if it’s supposedly set in New York City?
(A student shared that co-creator Marcia Kaufmann later admitted her deliberate exclusion and racism while heading the sitcom.)
In response to this piece in USA Today, which reported on the increase in various taunts by boys and men that promote misogyny and abuse toward girls and women, Cassandra asks:
Who decides if I have rights over my own body? Men only?
And in response to this USA Today piece, in which Georgia representative Rich McCormick is quoted as suggesting children work to pay for their school breakfast and lunch, Darius asks:
How can a congressman say that we should work at McDonald’s instead of receiving a free school lunch? Did he have a job to pay for his school meals?
I ask WDYM? because I want to be sure about the thoughts and interpretations my students are forming before I respond, especially if it is about their personal or public lives that can include choices, joys, trials, tribulations, wants, and worries.
Josh, one of my twelfth-grade language arts/reading students, often wrote about coming of age in the presence of adults. His response to a writing prompt about what he wished adults understood better about him was revealing and confirmed his self-determination:
I wish most adults in my life understood that with learning things, I need them to be patient. Not all things will always click right away, so I will ask questions and take a second. With that being said, I’m glad that there are also adults who see eye to eye with me when it comes to respect. I believe so many teachers and adults are so quick to write “kids” or students off and often miss that fine line of respect. This does not apply to all adults, but I do wish it was more common to find that respect and to be acknowledged. When any form of adult takes the time to talk to and understand a “student,” I believe that they can find that common ground.
Not all is visible and known in the teaching world, yet we can make so much known when we complement our students’ knowledge and questions with our own.
In the personal essay “Rachel,” author Dorothy West reflects on her mother Rachel West’s influences on her family life that included humor, antiracism, and self-determination. Something that stands out in the essay by this author from the Harlem Renaissance is an adage about communication and clarity. Dorothy West explains, “I don’t think [my mother] ever realized how often she made the remark, ‘Speech was given man to hide (sic) his thoughts’” (169).
Hide? The hidden thoughts, yes! That’s what I am after in my layers of inquiry with young people.
In his book Man’s Search for Meaning, writer Viktor E. Frankl notes that “human life, under any circumstances, never ceases to have a meaning” (104).
The meanings of my students’ lives keep unfolding—inside and outside the classroom–and I remain attentive and alert beside them.
They tell me that they are living in a world that tries to deliberately keep them disinformed, misinformed, or silent.
They fear adulthood as they watch the adults around them cower or retreat.
Then, their very own classmates, parents, or siblings surprise them with bravery and might. Others show up for them.
Their next-door neighbor offers a helping hand or word of encouragement—like a teacher of theirs. Truly, their outlook is renewed with hope.
There is more work to be done and more meaning to make in the company of our students. Let the work begin and continue with us.
*Note: All students’ names are pseudonyms.
