How do we get our students to continue to take risks that really matter?
We are born curious. We ask questions. We explore possibilities. We are undeniably interested in all that surrounds us. As we dive deeper into our school year, it is our responsibility to continue creating opportunities for students so that they are able to access that thrill of wonder. We want to build a space where students take thoughtful risks that propel them to new learning discoveries.
Threading risk-taking into our classroom requires intentional thought so that students are willingly pushing themselves outside of their comfort zone. By acknowledging moments of nervousness and adventurous worry, we can then begin to celebrate the outcome of risk-taking, experiencing a true “learners high.” We might not always be certain as to which direction our choices will lead us, however, if we honor and acknowledge the power of taking the “road less traveled” students can ignite memorable and meaningful learning.
Take the time for authentic celebration of outside the box practices and approaches to learning throughout the day and across the content areas.
Risk-seeking leads us on an addictive path of adventure. When we move past what has always worked or what we are sure will work, we incorporate a sense of spice into our days. . . and this feels much less like work and more like play. There is immense joy in embarking in a new direction when we are not quite sure of the outcome. When we trust in ourselves and the people around us, jumping towards challenge, we are likely to revel in the adventure of each day. We hope you and your students find thrill and wonder as you investigate life beyond predictable.
Our classrooms are the small corners of our world, we can always start there.
This is the third and final blog in our series on risk-taking in the classroom. Our first blog can be found here and the second blog can be found here.
Cruz, Maria Colleen. The Unstoppable Writing Teacher: Real Strategies for the Real Classroom. Portsmouth, NH: Heinemann, 2015. Print.