reflections on George Floyd in the classroom
I am doing a summer teaching fellowship with a wonderful organization that emphasizes ending racial injustice and inequity in education.
About 95% of my students are students of color.
I have had a great time getting to know my other teaching fellows and my students. I spent my spring semester at Brown building a literature curriculum and looking at how to be the best teacher possible in an inherently oppressive system, so I felt extremely prepared to be an English/Reading teaching fellow.
But instead, I got assigned to Law.
Which isn't a problem–it was just my second choice.
I used to want to be a lawyer. I went into college thinking of majoring in English and then getting my Law degree (I quickly realized 4+ more years of school would NOT be reasonable for me). By teaching this class, I’ve rediscovered how passionate I am about justice reform. The only formal learning I’ve ever done about law was in my 9th grade civics class (hey Mrs. Holst!).
Fortunately, you don’t have to know much about Law to teach this curriculum, because it focuses more on critical thinking skills and “speaking like a lawyer.” The Law curriculum’s theme this year is environmental justice. Most of the cases we look at fall into that category. Think oil spills, private property, clean water cases, air pollution, endangered animals, etc…
It is week 4 and I’ve been so impressed with my student's ability to show up to school during the summer and willingly learn new material. Throughout the weeks, I’ve allowed my students to debate and argue for settlements which they’ve LOVED. They’ve handled each case with care and curiosity. However, I received feedback from a couple of my students that they want to look at cases that are more relevant to their lives.
I was thrilled to hear that. I wholeheartedly agreed. I wanted to teach something that affected their lives. By the next day, I had a new lesson plan.
I have learned that every lesson should have a measurable outcome for the students to achieve by the end of class. My measurable outcome for this lesson plan was for students to better understand the elements and strategies of a lawyer’s opening statement. I wanted to show them a real-life example so that they could emanate the lawyer when we do opening statements in class. I asked students to take notes on the prosecutor’s body language, tone, eye contact, sentence structures, and hand motions.
I thought of the most momentous case my students had ever heard of in their lifetime so far (I have 7th and 8th graders). I immediately thought of the death of George Floyd and the trial of Derek Chauvin, which is still making headlines today. I knew my students would understand the case well and have their own opinions on it. I thought if they could come into class with an opinion, then they would be able to evaluate the prosecutor’s opening statement with consideration and interest. I easily found the full video of the prosecutor, Jerry Blackwell, delivering the opening statement.
I trust my kids, and verbalized that to them, which is why I wanted to put them in the position to watch a mature video and maintain classroom expectations.
If we want our kids to grow, we have to put them in positions to do so.
I prepped my students the day before by telling them that our next class would be heavy, so to get all the jokes and giggles out before they come. I think this built anticipation for class–something middle schoolers rarely feel. My colleague and I combined our classes for this lesson, which was another level of difficulty. Could my students handle their friends from other classes in the room learning with them? I was interested to see how the classroom dynamics would change and how this bigger group would handle the content.
From the minute my kids walked through the door, I could feel a sense of readiness for the class. I truly believe my kids wanted to show me that they can be trusted with this. I think they enjoyed the feeling of being recognized as mature and capable students (with the way the school system is, I don't think very many of their teachers consider them as such).
I witnessed a lot of growth in a 50-minute class period.
Once again, my students blew me away. Any expectation I had for the class was surpassed in the best way possible.
Here are my takeaways from bringing George Floyd into the classroom:
10-13-year-olds CAN handle heavy content
While I did prep my students before class, they already understood the magnitude of the case. We all live on the same planet. With social media, our kids have seen content way beyond their years. My students handled this subject with poise and care. I was impressed with the atmosphere of the classroom and the strength it took for each of them to sit in a seat listening to the re-telling of a traumatic death at the hands of the police. I know emotions must have been raging, but my students were calm and collected. That was impressive.
When the topic is relevant enough, everyone will have something to say. Even your quietest students.
This case worked its way into every kid’s life. On that notion alone, a student has something to share. I noticed students who are usually very hesitant to speak, voice their opinions and memories when given the space to. They also completed the notes that I asked them to. They were completely engaged.
Verbalizing trust in your students allows them to trust you.
It feels good when someone tells you they trust you. It makes you want to keep that trust. My kids didn’t let me down. They trusted that I knew what I was talking about. Creating trust in a classroom setting is a two-way street.
Respect was already assumed.
I didn’t have to explain why my students should pay attention in class. They already came in with their own reasons to listen and focus. There was already respect for the content from the beginning. I truly believe that when kids care about the content they will respect it and respect the person teaching it.
If I had to label myself, I would call myself a radical educator. I strongly believe we have to completely revamp the way schools operate. Every. Single. Part. Of. It. I know there is a generation of new educators who are primed and ready to do this work. This summer has given me great insight into the world of education and I am forever grateful to have had this experience.
If you were alive in 2020, you lived through history.
There is nothing inherently political or controversial about the death of George Floyd.
So, bring it to the classroom.
If you have any questions about the lesson or about my work this summer please reach out!