Improvisational PD
The staff at my high school participated in an Improvisation Activity on Friday for Professional Development, and while I was content to just let it be a fun way to spend an afternoon getting silly and getting to know my co-workers a bit better, others were not satisfied that it related to our job. It took a bit of thinking to make a connection, though I knew there was one. I felt really uncomfortable and scared for a significant chunk of the time, but I also learned a lot about myself and the group I was with. Once I got into it, I had a great time and left with my face hurting from smiling and laughing so much.
I decided that the whole thing was a lot like most high school classes. One person is in charge (teacher), and several people (students) are subjected to doing whatever the person in charge comes up with, all while being told, “It’s no big deal. Just give it a try. You’ll get it eventually.” Said students are really uncomfortable for a large piece of time before they “get into it.” Then the subject changes, and once again, uncomfortable sets in.
I could go on about how each activity that we performed fits this idea, but the first will be sufficient. After our group made its way to the auditorium and were let in on the clue that our time was not going to be spent discussing ACT Prep, we were told we would be doing improve. My exact words were, “I think I just threw up a little.” The was terrifying to me and several others.
Our group of approximately 16 teachers from all departments and of all levels in their teaching careers were asked to circle up on the stage and asked to individually go into the middle of the circle and start singing a song, any song. Yes, alone. Yes, on the fly. High pressure. We were allowed to help each other out by singing along or going in the middle to support the singer. Then we would be tagged out and someone else would sing.
Why did we have to do this for the first activity? It was so embarrassing and stressful for a first activity. Here’s my reason why. To break the ice on the first day of class teachers ask students to talk to the class about themselves as a way for everyone to get to know each other. It is supposed to be non-threatening, easy even. Talk about yourself. It’s not hard.
Well, this is where I begin to feel for the kids I have done that to. I literally know the words to most likely hundreds of songs. I could think of 11 words split between 2 songs when I got in the middle of the circle. On the outside of the circle I could sing along with everyone, no worries, but put the spotlight on me, and nothing. Complete blank. I fell in the middle of the pack. Some were able to sing whole songs; others never went in the circle. I can respect all of levels of participation from my co-workers. I need to be able to respect that from my students as well. I need to give them the chance to warm up to being part of the group. Warm up to feeling included and safe.
By the time the afternoon was over, everyone was participating at a higher level than they had during the singing. It took everyone their own amount of time to get going. I’m not saying we shouldn’t force kids out of their comfort zones. We absolutely should. It helps kids grow. What we need to respect is that comfort zones of different kids are different sizes just like adults.
The concept of being asked to do something under a large amount of pressure also fit into the teaching world. Like I said earlier, I know words to lots and lots of songs. I sing along to several everyday on the radio. I get large parts of songs stuck in my head almost daily. Why couldn’t I bring any of that to the front of my mind when I needed it? The only answer, is pressure.
High school students are forced to think about high pressure tests all the time. We try to prepare them by letting them practice. They feel ready and we as teachers feel they are ready and then the test day arrives. And just like the singing activity, some jump in the circle with no problems, some freeze initially but then make it into the circle, and some don’t make it in at all. The fear, the worry, the uncomfortable feelings override everything they know.
It sounds like I am pushing for no tests, no high pressure situations. I’m not. We need them to a point. Life is full of high pressure situations that need to be handled with confidence. High school is practice for that. As teachers, we are preparing our students for real life. But there is my point. We are preparing them so we shouldn’t expect them to be ready. No one is ready until after they have been prepared.
I spent an afternoon being uncomfortable and ended up having a great time. Why was it enjoyable? It was enjoyable because I felt respected coming at every activity with what I had. I wasn’t expected to more or less ready than I was. The teacher met each of us where we were. He let us be as involved as we wanted to be, but at the right times and in the right way he also pushed us to move further and further from our comfort zones. Did we all grow as much the person next to us? Maybe yes, maybe no, but did we grow? Yes, as individuals and as a staff.
Growth comes when the teacher respects where the student is beginning. Growth comes when fear is gone. Growth comes, but it comes in its own way. We know that, just like we know the words to tons of songs, but sometimes we forget.
