Are we Ambassadors of Relevant Learning?

“We’ve got to make sure that we’re ambassadors for education and that we’re talking about the significance of education. We’ve got to make sure that young people see that education is still relevant, still powerful, and still the key to their success.” -Baruti Kafele

Let’s break this down further. Kafele mentions these three contributing factors in helping young people see the significance in education, in which he brilliantly describes as being:

1. Relevant

2. Powerful

3. Key to success

I love that Kafele said relevancy first because it seems to be the foundation for the other two contributing factors. If I had to define relevance in my own words, I would say it is what matters to each person, based on their perspective, and where they are in life.

What is relevant learning to me, may not be relevant learning to you. To take this a step further, what we think is relevant to kids may not be what is relevant in their eyes.

This quote from Gary Vaynerchuck is straight to the point and causes you to think critically about how we approach learning. Although the context of this quote is regarding marketing, the idea still applies: “If you’re not putting out relevant content in relevant places, you don’t exist.”

We often assume we understand what is relevant to kids as a whole, by seeing what they do and watching trends. But, the trouble with assumptions is that it will never tell the full story. We can never think we are relevant to kids unless we are trying to be relevant for each kid. For each adult. For each person. There is a huge distinction in being relevant to one or relevant to everyone.

We can never think we are relevant to kids unless we are trying to be relevant for each kid. For each adult. For each person. There is a huge distinction in being relevant to one or relevant to everyone. Click To Tweet

Likewise, how you reach one student may not be what works for another student. Each student has a story filled with strengths, understandings, trials, and passions that are uniquely tied to them.

How do we Determine if we are Relevant?

The truth is, we can never be a hundred percent sure if we are, but we can always ask our students what they hope to learn, in what method, and through what context and from what lense. Ask the learners you are serving what they are interested in, their passions, and their talents.

As a former language teacher, I always looked at my classroom library in the eyes of my students. Did I see each of my students in books in my library? When the answer was no, I sought out to evolve my collection, while asking students for their real feedback.

Throughout this journey of continually seeking relevance, one hard lesson I learned is to embrace, not force relevant learning. Students are young people figuring out who they are. Sometimes they change what they care about on a daily basis; That is okay, normal and a part of the process of growing up. But, we cannot fight it or the idea of how our students are changing. Instead, we should aim to become one with adaptation.

If we continually tell them that education is important, but do not create the experiences to help them see why it is important, we become irrelevant.

If we continually tell them that education is important, but do not create the experiences to help them see why it is important, we become irrelevant. Click To Tweet

On the other hand, sometimes our students already know their learning is powerful and the key to their success, but may not express it in the way or timing that is convenient for us as adults. Relevancy, just like learning, often needs time.

Create Opportunities, but Give Space

I will never forget working with a student who was being sent to the office due to certain behaviors. While working with her in the office and through day-to-day interactions, I believed that she and I had a strong rapport. But, for some reason, my words, strategies, and restorative sessions were not sinking in. Or at least I thought they were not. I kept trying to help the learning process about behaviors relevant and meaningful for her but felt I was missing the mark.

After a lot of soul-searching, I realized what I lacked. During the process, I was not giving her the space to reflect and to determine the relevancy herself. I proposed reflections and questions, but I was still doing all of the thinking. I was making the connections when it needed to be her. Building connections build understanding.

Therefore, the next day, I let her know that no matter what happens, that I will always care about her. I let her know that I do not see her as a behavior kid, I see her as a bright, hilarious, and determined young women. I let her know that through my help, I missed giving her the space to reflect, learn, in grow in her own way. I let her know from that point forward, I would give her the space to do just that.

Months later, this student surprised me with a note that I did not expect. Within the note, she said: “It was an up and down year. But, you never gave up on me. Thank you for pushing me to be better but letting me be me. I realized that you and I were not different, that we are similar. You remind me of me. Thank you for helping me see what school is about.”

To her, relevancy was being understood. As it is for so many of us. Sometimes we think we are different from one another when we may or may not be. I was reminded in this situation that sometimes the best thing you can do is to not explain relevancy or growth and why it matters, but to understand who our kids are and to give them the space to fly. Relevancy is only relevant if we are willing to understand who each of our kids, staff members, and educators are.

How are we helping students see themselves as ambassadors for their own learning journey, in life and in school?