Striking a Balance

In my (Terri) time as a student development professional and faculty member in higher education, I became familiar with the education theorist of that development stage. Much like Erikson, Vygotsky and others we learn of in our teacher education programs, there are theorists who have extensively studied college student development. Of these Nevitt Sanford’s theory has always greatly resonated with me. Sanford’s theory is built on the idea that students need both challenges and support in order to develop and become successful. When challenged too greatly without adequate support students become frustrated and give up. When supported without being adequately challenged students fail to learn and develop. While designed for higher education, I feel this is applicable to students at all levels of education.

How many times as a classroom teacher have I seen students quit before they fully begin a task, only to dig in and work harder when they receive acknowledgement for their efforts or additional support and encouragement? Conversely, how many times have I allowed students to skate by with the minimum effort and questioned what they really learned from an assignment.

Like everything in this profession, embracing a challenge and support mindset takes intentional thought and planning while keeping all students in mind. The challenge for one student, may for another, be done with little effort. Additionally, not all students need support in the same way. You have to know your students, know what motivates them. For junior high students sometimes this is even more of a challenge. The stakes are higher for them, and the motivation or excitement for school is sometimes declining, but I believe we who teach the middle year have a unique opportunity. We have the ability to help motivate and engage each and every student in way that inspires and challenges them, to reach those to whom the education system has not been so friendly and give them a sense of hope.

As a teacher, it may seem like just one more thing, but it really is the only thing. At the core of our profession is the goal of helping our students develop. In reality this takes place in a multitude of ways that don’t always follow the “standard curriculum.” As we look forward to the beginning of another school year and count down the last of summer, I challenge you to refocus and let this notion of challenge and support lead you to the end of the year. I challenge you to challenge and find supports for yourself as a professional, and see what a difference it can make in your life and the lives of your students.