Say Yes More: Why Kids Need Chances, Not Gatekeepers
The pivotal assertion of this discourse is that children flourish when afforded opportunities rather than subjected to the constraints imposed by gatekeepers. In our examination, we delve into the profound impact of the affirmative word "Yes," which serves as a catalyst for building confidence and shaping identity among young learners. We scrutinize the prevalent tendency for educators to favor a select group of students for leadership roles and responsibilities, thereby inadvertently sidelining others with equal potential. Furthermore, we illuminate the transformative nature of belief and trust, positing that when educators extend chances to all students, they not only unlock hidden talents but also catalyze a shift in the internal narratives of these children. Ultimately, we advocate for a culture that celebrates inclusivity and equitable access to opportunities, asserting that such an environment is essential for fostering genuine empowerment and success among all students.
The discourse centers around the critical imperative of fostering an environment wherein children are afforded the opportunities they inherently deserve, a notion encapsulated in the phrase 'Say Yes More'. The dialogue emphasizes that children flourish when adults eschew the role of gatekeepers and instead embrace the transformative power of affirmative responses. By stating 'yes', educators convey an essential belief in their students' potential, which serves not only to bolster confidence but also to cultivate a robust sense of identity. This episode articulates the urgent need to recognize that every child, regardless of their past struggles or behavioral challenges, warrants a chance to shine. The discussion further elucidates the pernicious gatekeeping tendencies that often manifest within educational settings, whereby a select group of students is repeatedly granted opportunities while others languish in obscurity. Such practices, borne out of habit rather than malice, can stifle the growth and development of many capable individuals who simply require a single affirmation to embark on their journey of self-discovery and empowerment.
A salient theme within the conversation is the psychological underpinnings of opportunity and its profound impact on student engagement and success. The host elucidates how identity theory posits that individuals become what they are trusted to be; thus, when educators extend trust to their students through the act of saying 'yes', they catalyze a significant uptick in confidence, effort, and engagement. The episode posits that opportunities often precede readiness, suggesting that educators must take proactive steps to create a culture of affirmation, which not only enhances the classroom environment but also democratizes access to leadership roles and responsibilities. The host shares personal anecdotes and pedagogical strategies that exemplify a 'yes culture', emphasizing the importance of nurturing quiet brilliance and recognizing the potential in every student, thereby dismantling the barriers erected by systemic gatekeeping.
In conclusion, the episode serves as a clarion call for educators to reassess their practices and embrace a more inclusive approach to student empowerment. The host articulates a challenge to educators: to actively seek out and provide opportunities for those students who have been historically marginalized or overlooked. By doing so, educators not only affirm the worth of these students but also contribute to a larger narrative of equity and access within the educational landscape. The transformative power of 'yes' is underscored as a pivotal tool in reshaping the educational experience, fostering a generation of confident individuals who are encouraged to explore their potential without the constraints of preconceived limitations. This episode ultimately champions the belief that by fostering an environment of trust and opportunity, educators can profoundly alter the trajectories of their students' lives.
Takeaways:
- In education, the word 'yes' serves as a powerful catalyst for student empowerment and growth.
- When educators provide opportunities, they foster an environment where children can confidently explore their potential.
- Saying yes to students who typically go unnoticed cultivates a sense of belonging and encourages participation.
- Students who may struggle academically often require a chance to demonstrate their abilities and talents.
- The gatekeeping mentality in classrooms can inhibit the growth of students who are not frequently chosen for roles or responsibilities.
- Trusting students to take on challenges can significantly enhance their self-esteem and overall engagement in the learning process.
Links referenced in this episode:
Companies mentioned in this episode:
- Be a Funky Teacher
The episode presents a compelling discourse on the necessity of providing children with opportunities rather than imposing barriers. The speaker, through a series of enlightening anecdotes, elucidates the concept of 'Say Yes More,' positing that the act of saying 'yes' can significantly impact a child's growth and development. The discussion is underpinned by the notion that children thrive when they are granted access to diverse experiences and responsibilities, rather than being relegated to the sidelines by the gatekeeping tendencies often observed in educational environments.
Drawing from personal experiences, the speaker emphasizes the importance of recognizing the individuality of each student and the unique contributions they can make. This perspective is poignantly illustrated through reflections on the speaker's brother, who has faced challenges due to his disabilities. The narrative serves as a powerful reminder that access to resources and opportunities can restore dignity and foster independence, not just for individuals with disabilities, but for all students who may be marginalized or overlooked. This emphasis on access and opportunity is a central theme that resonates throughout the episode.
Moreover, the speaker delves into the psychological implications of opportunity, referencing identity theory to illustrate how trust can elevate a child's self-esteem and motivation. The call to action for educators is clear: they must consciously work to eliminate barriers and cultivate a culture of affirmation within their classrooms. By fostering an environment where every child feels seen and valued, educators can unleash potential and inspire greatness. The episode closes with a powerful reminder that the belief in a child's potential can be the catalyst for their success.
Transcript
Yeah, he's Mr. Funky.
Speaker A:He's Mr. Funky Teacher.
Speaker A:Mr. Funky Teacher inspires greatness, makes you feel good.
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Speaker A:He will empower you to improve.
Speaker A:You'll be helping others and loving it too.
Speaker A:He's Mr. Funky Teacher.
Speaker A:Yeah, he's Mr. Funky Teacher.
Speaker A:Yeah, yeah, yeah.
Speaker B:This is Mr. Funky Teacher with Be a Funky Teacher dot com.
Speaker B:I'm coming to you with another Be a Funky Teacher podcast.
Speaker B:Today's episode is titled Spirit.
Speaker B:Say Yes More Why Kids need chances, not Gatekeepers.
Speaker B:Let's talk about why kids thrive when we open doors instead of guarding them.
Speaker B:Before I get into it, I want to talk about three things that I'm thankful for.
Speaker B:First thing that I'm thankful for wheelchairs and adaptive materials for my brother.
Speaker B:Now I have a brother, Tim.
Speaker B:He's mentally and physically disabled.
Speaker B:He's older than me, and I've watched how adaptive equipment restores dignity in a person with a disability.
Speaker B:And it's a reminder that access matters.
Speaker B:Tools can unlock independence just like opportunities unlock confidence in kids.
Speaker B:So I'm thankful for wheelchairs and adaptive materials for my brother and for other individuals with disabilities.
Speaker B:Second thing I'm thankful for Colorful leaves.
Speaker B:Most of the leaves around have fallen right now as we're getting closer and closer to winter.
Speaker B:There are some leaves still up, though, on some trees that they're holding strong.
Speaker B:And the way the colors show up unexpectedly still in some variants of in different shades, it's a reminder that transformation is slow and yet beautiful.
Speaker B:Each leaf changes also at its own pace, just like students.
Speaker B:Third thing that I'm thankful for.
Speaker B:Puppies and dogs.
Speaker B:Oh, it's this pure joy energy that.
Speaker B:That lifts the whole room, y'.
Speaker B:All.
Speaker B:And it.
Speaker B:And I think it's proof there that warmth and connection matters more than perfection when you are playing with puppies and dogs and what they remind us.
Speaker B:Let's get into the main topic, y'.
Speaker B:All.
Speaker B:Say yes more.
Speaker B:Why kids need chances, not gatekeepers.
Speaker B:Why yes is a transformational word in education.
Speaker B:Let's talk about that first.
Speaker B:See, kids are shaped by the opportunities adults give them.
Speaker B:Yes communicates belief.
Speaker B:It does.
Speaker B:Yes Builds identity in young people.
Speaker B:Yes Opens doors kids don't know existed.
Speaker B:Saying yes doesn't mean lowering expectation.
Speaker B:It means expanding access, y'.
Speaker B:All.
Speaker B:It does so.
Speaker B:So think about this power idea here.
Speaker B:Every confident adult was once a kid.
Speaker B:Someone said yes.
Speaker B:Think about that.
Speaker B:Write that down.
Speaker B:It's going to be in a test.
Speaker B:I'll say that one more time.
Speaker B:Every confident adult was once a kid.
Speaker B:Someone said yes to this.
Speaker B:Interdependence of success matters, and a yes does matter.
Speaker B:The gatekeeper.
Speaker B:Let's talk about the gatekeeper problem and why it happens more than we want to admit.
Speaker B:See, many teachers don't realize even that they're doing this.
Speaker B:But sometimes patterns show up.
Speaker B:Think about this.
Speaker B:So sometimes you have it where the same kids run classroom jobs.
Speaker B:Sometimes it's the same strong readers get leadership tasks, or the same fast workers get advanced challenges.
Speaker B:Sometimes it's the same outspoken kids get attention, while then you have quiet.
Speaker B:Students fade into the walls.
Speaker B:Students who've struggled academically get overlooked.
Speaker B:Kids with behavior history get benched from opportunities that they need.
Speaker B:Not out of cruelty, out of habit, more than anything.
Speaker B:But habits form systems, and systems shape kids.
Speaker B:So we have to be careful of the gatekeeping problem, y'.
Speaker B:All.
Speaker B:And let's talk about the psychology of opportunity and what the research says.
Speaker B:See, identity theory tells us that people become who you trust them to be.
Speaker B:When kids, when they feel trusted, we know that confidence rises.
Speaker B:We know that when kids feel trusted, effort increases, behavior improves, y'.
Speaker B:All.
Speaker B:When kids feel trusted, engagement grows.
Speaker B:When kids feel trusted, attendance stabilizes and leadership accelerates.
Speaker B:Sometimes the opportunity triggers the growth, not the other way around.
Speaker B:So that's a little bit of the psychology of opportunity and how identity theory ties into it.
Speaker B:See, kids deserve chances, even if some of these things might be true.
Speaker B:So think about this.
Speaker B:So think about your classroom.
Speaker B:Think about the students you work with.
Speaker B:All right?
Speaker B:So kids deserve chances.
Speaker B:If they've messed up before, they're shy, they struggle academically, they're new, they're still learning.
Speaker B:They don't look like the traditional leader.
Speaker B:They haven't proven themselves yet.
Speaker B:For, For.
Speaker B:For all of those students that, that meet one of those or multiple areas there kids, Those kids still deserve a chance.
Speaker B:See, See, this is the key.
Speaker B:Opportunity often precedes readiness.
Speaker B:Just.
Speaker B:Just like my brother needed adaptive equipment to move forward with with his adaptive equipment to help him with his disability, many students need adaptive opportunities, y', all to grow.
Speaker B:So, so the.
Speaker B:Let's talk about the bench player student.
Speaker B:See, every.
Speaker B:Every classroom has that quietly brilliant kid, that hardworking kid who never Shines.
Speaker B:That artistic kid overlooked because the school values reading or math, or reading and math.
Speaker B:The student who, who behaves well but blends in.
Speaker B:The kid who made mistakes early and can't shake that stinking label.
Speaker B:These students are on the bench, and we've talked about this type of mentality before and this kind of the stigma.
Speaker B:See, those students are on the bench not because they lack talent, but because no one has given them a chance.
Speaker B:You don't know the greatness you've never seen, y'.
Speaker B:All.
Speaker B:And so give those bench players a chance, y'.
Speaker B:All.
Speaker B:Let's talk about the yes effect and what happens when teachers give one chance.
Speaker B:Think about this.
Speaker B:When you.
Speaker B:The yes effect.
Speaker B:When you, you have.
Speaker B:You give one classroom job one leadership moment, you give one responsibility, one invitation, you give one chance that can completely shift a child's internal identity, y'.
Speaker B:All, suddenly they can start thinking I matter.
Speaker B:I can do this.
Speaker B:Someone sees me.
Speaker B:That belief, it's gasoline for growth, y'.
Speaker B:All.
Speaker B:It's gasoline for growth.
Speaker B:So saying yes more doesn't mean saying yes to everything.
Speaker B:Let's be real.
Speaker B:That's not what I'm.
Speaker B:That's not what I'm saying.
Speaker B:That's not what I'm implying here.
Speaker B:I'm saying it means say yes strategically.
Speaker B:Say yes to growth opportunities, y'.
Speaker B:All.
Speaker B:Say say yes to leadership, collaboration and, and creativity, y'.
Speaker B:All.
Speaker B:Say say yes to chances, but for redemption, say yes when a kid is trying, even if it's imperfectly trying.
Speaker B:See healthy boundaries with human belief.
Speaker B:That's true empowerment, y', all, right there.
Speaker B:That's true empowerment.
Speaker B:Equity isn't about equal.
Speaker B:It's about access.
Speaker B:Some kids have tons of natural access, support at home, confidence, social charisma, earlier success.
Speaker B:And other kids see other kids have zero pipeline to opportunity unless an educator opens the door.
Speaker B:This is why saying yes matters.
Speaker B:You become the access point.
Speaker B:And I think about in my classroom where I teach in Winnebago, my Winnebago classroom is a yes culture.
Speaker B:I work hard to try to give kids leadership roles.
Speaker B:I work really hard to create a space where students voice is honored.
Speaker B:I work extremely hard to encourage risk taking in my classroom.
Speaker B:I work extremely hard to celebrate progress, not perfection, y'.
Speaker B:All.
Speaker B:I think about the, the energy that I bring into my classroom, the.
Speaker B:The culture I set in my classroom, the, the playful mascots that I bring into my classroom, how I design my classroom, how, How I.
Speaker B:How the.
Speaker B:Everything I bring to my classroom.
Speaker B:It all says to my students that you belong here.
Speaker B:And kids thrive when the environments, trust them.
Speaker B:So I have a challenge, y', all, to educators out there.
Speaker B:Say yes more.
Speaker B:Say yes to the kid who.
Speaker B:Who's never spoken up, the kid who usually gets in trouble, the kid who doubts themselves, the kid with quiet brilliance, y'.
Speaker B:All.
Speaker B:Say yes to the kid who needs one adult to believe a single yes can change a child's story.
Speaker B:So as we bring this episode to a reflective close here, kids don't rise because the path is perfect.
Speaker B:They rise because someone believed that they could rise.
Speaker B:That's truth.
Speaker B:Now, I want to encourage you to say yes more often.
Speaker B:Give them the chance.
Speaker B:Teach them to trust their own potential because you trusted it first.
Speaker B:Well, I hope you found value in this episode.
Speaker B:If you did, jump on over to Apple Podcasts or wherever you listen to your podcast and hit me up with a five star review and let me know what you think.
Speaker B:And I want you to remember to inspire greatness in young people.
Speaker B:And don't forget to be a Bunky teacher.
Speaker B:Bye now.
Speaker A:He's Mr. Bunky teacher, yeah.
Speaker A:He's Mr. Bunky Teacher.
Speaker A:Yeah, yeah, yeah.
Speaker B:Sam.
