Showing Up Matters: The Power of Supporting Students Beyond the Classroom
Showing up for students beyond the confines of the classroom is a vital aspect of fostering meaningful connections and support in their lives. Attending events such as football games, concerts, or community gatherings communicates to students that they are valued and recognized as individuals. This presence not only enhances the teacher-student relationship but also reinforces a sense of belonging and trust. However, it is crucial to maintain a balance with personal commitments, as teachers often juggle multiple roles. Ultimately, when we seize the opportunity to attend these events, we cultivate a lasting impact that extends far beyond the immediate moment, enriching both our students' experiences and our educational environment.
In a profound exploration of the importance of educator involvement in students' lives outside the classroom, this episode illustrates how teachers can profoundly impact their students by attending extracurricular events. Nicholas Kleve, affectionately known as Mr. Funky Teacher, posits that showing up at events such as football games and concerts communicates to students a vital message: 'You are seen, you are valued, and you matter.' He discusses how these moments of presence can forge deeper connections, fostering trust and respect between educators and their students, which are essential for a thriving learning environment.
Throughout the episode, Nicholas candidly shares personal experiences that highlight the joy students express when they see their teachers supporting them in their pursuits beyond academics. He emphasizes that such gestures, though seemingly simple, can leave a lasting impression on students, often remembered far more than conventional classroom interactions. By attending events, teachers validate students' efforts and demonstrate an investment in their holistic development, reinforcing the idea that learning occurs in diverse contexts.
The conversation also navigates the intricacies of balancing personal and professional commitments. Nicholas acknowledges the challenges educators face in managing their time and responsibilities, advocating for the necessity of prioritizing quality over quantity in attendance at student events. He encourages educators to be intentional in their presence, recognizing that while it may not be feasible to attend every event, the effort to show up when possible is what truly counts. The episode culminates in a powerful reminder that when teachers prioritize showing up for their students, they cultivate a richer, more supportive classroom culture that enhances educational outcomes and fosters a sense of community.
Takeaways:
- Attending student events outside of the classroom significantly enhances the teacher-student relationship and fosters trust.
- By showing up at events, teachers communicate to students that they are valued and cared for beyond academic settings.
- Balancing personal commitments with professional obligations is essential for teachers to support their students effectively.
- Students remember the presence of their teachers at events, as it positively influences their motivation and sense of belonging.
- Teachers should strive for intentionality in attendance at student events, recognizing the impact it has on student engagement and performance.
- The act of showing up can create lasting memories and connections that enrich the educational experience for both students and teachers.
Links referenced in this episode:
Companies mentioned in this episode:
- beafunkyteacher.com
Transcript
Yeah, he's Mr. Funky he's Mr. Funky Teacher.
Speaker A:Mr. Funky Teacher inspires greatness, makes you feel good like your favorite playlist.
Speaker A:Keeping that fresh and funky.
Speaker A:Yes, he does.
Speaker A:He got some funky cool ideas to share for all you teachers.
Speaker A:He can empower others, students and teachers.
Speaker A:It's all about hard work and creativity.
Speaker A:He brings out the kindness in everyone.
Speaker A:He's got the passion to teach you hear it when he speaks.
Speaker A:He knows how to build strong relationships.
Speaker A:If you're seeking the best, funkiest he is it.
Speaker A:He will empower you to improve.
Speaker A:He'll be helping others and loving it too.
Speaker A:He's Mr. Funky Teacher.
Speaker A:Yeah, he's Mr. Funky Teacher yeah, yeah, yeah.
Speaker B:This is Mr. Funky Teacher with beafunkyteacher.com I'm coming to you with another Be a Funky Teacher podcast.
Speaker B:Welcome back, everyone.
Speaker B:Today's episode is Showing Up Matters.
Speaker B:The the power of supporting students beyond the classroom.
Speaker B:But before we get into it, let's talk about three things that I'm thankful for.
Speaker B:First thing, I'm thankful for my vehicle.
Speaker B:I'm so thankful for having a reliable vehicle that gets me where I need to go.
Speaker B:Now, that's easy to take for granted, isn't it?
Speaker B:But when you're driving late at night or you're driving to events, it matters to have a reliable vehicle.
Speaker B:And I'm so thankful for that.
Speaker B:Second thing I'm thankful for warm clothes at a chilly football game.
Speaker B:I was at a football game last night and I had this warm hoodie and I'm so thankful I had that hoodie.
Speaker B:It was just what I needed to help keep the chill off and keep me warm so I could enjoy watching the football game.
Speaker B:Third thing, I'm thankful for calmness in my home.
Speaker B:I'm thankful for a peaceful calm when it fills my home, you know, after a busy day or a long week, it can help me to recharge and to reflect having just calmness in the home.
Speaker B:I'm so thankful for that.
Speaker B:Well, we have our episode we are going to really dig into now.
Speaker B:And that episode, once again, is the power.
Speaker B:So showing up matters, y'.
Speaker B:All.
Speaker B:Showing up matters.
Speaker B:The power of supporting students beyond the classroom.
Speaker B:Now, I one thing that I always tell my my students is that once you're a Mr. Cleave student, you're always a Mr. Cleave student.
Speaker B:Or once you're a Mr. Funky Teacher student, you're always a Mr.— Funky Teacher student.
Speaker B:I don't care if I'm 100 years old, you are still my student.
Speaker B:And I'M so thankful, grateful that I get to work with you and that I had you in my life.
Speaker B:See, it's not about current students and former students.
Speaker B:It's like once you're a student, you're always a student.
Speaker B:And I try to send that message to them and I tell my students that they're a student inside and outside of the classroom.
Speaker B:And so part of that is showing up for them.
Speaker B:Now, I'm still their teacher, the students that I'm trusted to teach, I'm still their teacher inside and outside of the classroom.
Speaker B:So if I see them at the grocery store, if I see them, if I'm at walking through, walking down downtown somewhere, you know, downtown, a downtown of a city, and I come across a student and they say, hi, I'm still their student or I'm still their teacher.
Speaker B:I'm still their teacher, y'.
Speaker B:All.
Speaker B:And they are still my stud.
Speaker B:Maybe not directly working with them on a day to day basis, but once you're a Mr. Cleese student, you're always a Mr. Cleese student.
Speaker B:I hope that's the type of energy that you give off to your students also and that you let them know that as well for your students that you get to work with and with that type of thinking, y'.
Speaker B:All.
Speaker B:When we talk about showing up and supporting students beyond the classroom, the first thing that I want to talk about is showing up builds connection.
Speaker B:Showing up builds connection with students.
Speaker B:See, when students see their teacher in the stands at a football game or in the bleachers or at a concert or at a community event, it says, you matter to me beyond the classroom.
Speaker B:Funky teachers, your presence validates their effort.
Speaker B:It's powerful for a student to know an adult cared enough to come.
Speaker B:If an adult who shows up, it makes a difference.
Speaker B:Students remember moments when teachers show up way more than, than almost anything else.
Speaker B:It doesn't take fancy words.
Speaker B:Sometimes just waving from the bleachers is plenty.
Speaker B:I went to a football game last night because I had some fifth graders invite me and I'm so thankful for that because when they students, I'm just thinking about when students realized I was up in those stands watching them and cheering them on and just watching their.
Speaker B:I could see them down in the field and their face lit up and they were so excited that I was there.
Speaker B:I just sat.
Speaker B:I sat up in the stands with my warm hoodie just cheering them on and giving them a thumbs up.
Speaker B:And that was powerful because when students saw that I was there, they had a mix of surprise and pride.
Speaker B:And that was worth it right there.
Speaker B:So this small just showing up is a small gesture that can build long term trust, that can really change how kids respond to feedback or guidance back in class.
Speaker B:And so I do know just through past experience by going to different student events, that when you show up to things, it can.
Speaker B:It not just can, but it does make a difference, y'.
Speaker B:All.
Speaker B:Second big idea here is we gotta balance.
Speaker B:We gotta have balance with real life, right?
Speaker B:Like, teachers wear a lot of hats.
Speaker B:We're parents, we're coaches, we're volunteers, we're friends.
Speaker B:And we know that time is precious.
Speaker B:It's okay to not be at everything for our students.
Speaker B:I mean, we can't.
Speaker B:I can't even get to all of the stuff for my own children because my wife and I have to kind of divide and conquer what events we go to, where sometimes I have to go to certain events and my wife has to go to certain events.
Speaker B:Maybe you're in at that situation too.
Speaker B:I have three children at home and I can't get to everything.
Speaker B:I logistically cannot get to everything.
Speaker B:So thinking that we can get to all of our students stuff too.
Speaker B:Not possible.
Speaker B:There's too much overlap.
Speaker B:Right.
Speaker B:And there's not enough hours in a day to get it all done.
Speaker B:And so it's okay to not be at everything that your students invite you at.
Speaker B:What matters is showing up authentically when you, when you can, when you're able to.
Speaker B:I showed up to a football game.
Speaker B:Now, my students, football season now is officially over.
Speaker B:I was able to get the one game.
Speaker B:They invited me to almost every game, and I couldn't get to them.
Speaker B:But it was important that I try to get to at least one there.
Speaker B:And thankfully I was able to see when life does allow you to attend, make it intentional.
Speaker B:Go engage and be present, y'.
Speaker B:All.
Speaker B:I don't want to shame you, though, if you can't though.
Speaker B:But if you're able to, if you're able to, to, to.
Speaker B:To make it work, I want to encourage you to do that because it will make a difference.
Speaker B:Students will notice that you made it, made an effort despite knowing that you have a full plate.
Speaker B:My students know that I'm a very busy person inside and outside of the classroom.
Speaker B:I talk about my children, I talk about my wife.
Speaker B:They know I'm busy.
Speaker B:They know I got a lot going on, and that's okay to share that with students.
Speaker B:And then they will also notice that, hey, you made an effort to come to their event despite being having that full play.
Speaker B:It models for students also, what balance looks like, caring for others while managing your own commitments.
Speaker B:It models that so nicely for students that, hey, you know what?
Speaker B:It's important to care for others, show care to show up sometimes.
Speaker B:Isn't that.
Speaker B:I think one of the most powerful teaching strategies is modeling stuff for students.
Speaker B:And what a great thing to model for students showing up in that way, even though we are busy, because there's people out there who are like, oh, I'm just so busy, I can't.
Speaker B:And they won't go to that extra stuff or won't put the extra work in to make it happen because they just say they're busy.
Speaker B:And then they don't show up to activities or events or performances for special people in their lives.
Speaker B:And, you know, what does that say?
Speaker B:And I say special people in our lives.
Speaker B:My students are special people in my lives, and so I want to show up for them when I'm able to.
Speaker B:Of course, you know, first and foremost, I will always.
Speaker B:I will always choose my children, my own children's activities over my students first.
Speaker B:Because, you know, I'm a parent.
Speaker B:I'm a husband and parent.
Speaker B:But when I'm able to that.
Speaker B:When we can find that balance and when we can even look for those opportunities to show up to things like I did, you know, it worked out really nicely where going to that football game, man, I double checked with my wife, too.
Speaker B:Hey, you know, we don't have any activities or events or I guess there was one practice, but my wife got her child to that practice.
Speaker B:And so then I was able to go to this football game.
Speaker B:It really worked out nicely.
Speaker B:So I have three kids, I have schedules and conflicts, but this time it aligned for me and I showed up.
Speaker B:And that's what grace and balance looks like.
Speaker B:The key message to teachers, y', all, that I'm trying to say here is that don't feel guilty for not being everywhere.
Speaker B:However, celebrate the times you can be there when it comes to balance in real life.
Speaker B:All right, the third thing that I wanna talk about is the ripple of presence, y'.
Speaker B:All.
Speaker B:That's what I wanna talk about now.
Speaker B:Showing up communicates care louder than any lesson or lecture ever could with students, right?
Speaker B:Like, our presence builds belonging, where students start to see school as a part of their larger world.
Speaker B:You send a message to them that, hey, I see you, I believe in you, you matter by us showing up to see them.
Speaker B:That's what we're saying to our students.
Speaker B:And those connections often reappear in subtle ways.
Speaker B:Improved effort, students showing More respect or, hey, y', all, even.
Speaker B:It can be even as simple as, hey, thanks for coming.
Speaker B:They might say, hey, thanks for coming, Mr. Cleave, to my football game.
Speaker B:It could be as simple as something.
Speaker B:As simple as that, y'.
Speaker B:All, it strengthens when we show up.
Speaker B:It strengthens our classroom culture.
Speaker B:When students know that you genuinely care, y', all, I think, y', all, I think they will work harder in our classrooms.
Speaker B:They work harder for me.
Speaker B:They'll work harder for each other.
Speaker B:Even as a classroom, As a classroom community, even.
Speaker B:Even smaller follow ups mean a lot.
Speaker B:You know, I might, you know, there was one of my students scored a touchdown and just saying, hey, notice you.
Speaker B:I noticed you scored a touchdown.
Speaker B:Bam.
Speaker B:That kid was pretty excited that I noticed that and has mentioned a couple of times to me already, hey, I scored a touchdown.
Speaker B:And thank you.
Speaker B:Hey, thank you for noticing.
Speaker B:I scored a touch, you know, that was.
Speaker B:It matters, y'.
Speaker B:All.
Speaker B:It so matters.
Speaker B:I'm excited to bring that in to the classroom because, you know, after the game, hey, you scored a touchdown, or, hey, you had a really nice block in that guy.
Speaker B:I had a student who had a really nice block and just mentioning that to him as walking off the field and just having a conversation with him, you scored a touchdown.
Speaker B:You had a good block.
Speaker B:Had.
Speaker B:Those are some of the very same, very exact conversations I mentioned.
Speaker B:Just little subtle things I mentioned that I know are going to pay dividends for a long time to come as I'm working on building those relationships with students.
Speaker B:And so the ripple of presence will be there.
Speaker B:My presence, seeing that and noticing that will make a difference in it.
Speaker B:It doesn't have to be something big that I should say just in days to come, just mentioning to the rest of the class, hey, I got to see a pretty awesome football game.
Speaker B:So it will impact the classroom culture.
Speaker B:Even small follow ups mean a lot to students.
Speaker B:If you mention a play or a great performance, if you mention, hey, this.
Speaker B:Saw this.
Speaker B:I went to this play where a certain student in the classroom was performing, and what a neat play.
Speaker B:Just a small comment can help reinforce what we're trying to do here.
Speaker B:And see, when we show up, we're not just watching.
Speaker B:We're building the fabrics of our classroom community, y'.
Speaker B:All.
Speaker B:Well, some reflective takeaways here is that teachers can't be everywhere.
Speaker B:We know that.
Speaker B:But when you show up even once, it can leave a lifelong memory for a student.
Speaker B:It's about connection, not perfection.
Speaker B:I want to encourage you to balance grace with intentional presence, because when you show up for students outside of the classroom.
Speaker B:You strengthen everything that happens inside the classroom.
Speaker B:Well, that brings this episode to a close.
Speaker B:If you found this episode helpful, jump on over to Apple Podcasts and hit me up with a five star and give a comment.
Speaker B:And I want you to remember to go into your day.
Speaker B:Always remember to inspire greatness in young people.
Speaker B:And don't forget to be a funky teacher.
Speaker B:Bye now.
Speaker A:He's Mr. Funky Teacher, yeah.
Speaker A:He's Mr. Funky Teacher, yeah.
