Last week, we talked about whether the support we provide actually fits the person, the need, and the moment.
This week, I want to take that conversation into the classroom.
Early in my teaching career, I taught a drama class. Several of my students were considered “problematic” by some of their other teachers. I did not know that at the time because those students did not display the same behaviors in my class.
I have always tried to make learning enjoyable, whether I was teaching math, drama, or another subject. I like to laugh and have fun with my students.
But please do not misunderstand me.
My expectations have always been high.
That fall, my students performed The Wiz. They had lines to learn, rehearsals to attend, deadlines to meet, and people depending on them. After the performance, several teachers came to me and asked, “How did you get Danny”—not his real name—“to learn all those lines?”
My answer was simple:
I expected him to learn them.
I gave him a meaningful responsibility, made my expectations clear, and believed he could meet them.
I also believed in developing leaders, even in my classroom. Students had opportunities to serve as assistant directors, prop managers, stage managers, and house managers. Once they understood what each role required and how it affected the entire production, they wanted those responsibilities.
They were not simply being given jobs.
They were being trusted with something meaningful.
When I learned that some of these same students were not meeting expectations in their other classes, I had a conversation with them. I wanted to understand the difference.
Their response was honest:
“You listen to us, and your class is interesting.”
That stayed with me.
Yes, we had fun. But fun did not mean a lack of structure, accountability, or work. The production could not come together unless everyone did their part.
These students were showing me that they could lead, collaborate, solve problems, remember lines, meet deadlines, and be accountable. They wanted to know that their ideas mattered. They wanted to understand why their role was important. They wanted someone to listen to them and believe they were capable of more.
This is not to suggest that every classroom should become a drama class or that every difficult behavior can be solved by making a lesson more entertaining.
It is a reminder to look closer.
Sometimes what appears to be resistance is confusion.
Sometimes what appears to be disengagement is a student who does not see a meaningful place for themselves in the learning.
Sometimes the student labeled as a problem has leadership potential that has not yet been recognized.
The question cannot only be:
Why isn’t this student meeting the expectation?
We may also need to ask:
Have we helped this student understand the expectation, see its purpose, and recognize that they have a meaningful role in meeting it?
That lesson did not stay in my classroom. I carried it with me into educational leadership.
Adults are not so different.
Educators also want to be heard, trusted, and given meaningful opportunities to contribute. When a teacher’s performance changes, leaders should not ignore expectations or accountability. However, we should pause before assuming we understand the reason.
A teacher may need clearer direction, targeted feedback, a model of what effective practice looks like, additional resources, or an opportunity to use a strength that has gone unnoticed.
Whether we are supporting students or the adults who serve them, behavior gives us information—but it does not always give us the whole story.
Before we respond, correct, or label, we must be willing to notice, listen, and look beyond what is immediately visible.
Because sometimes the person others identify as the problem is simply waiting for someone to recognize what they can bring to the production.
Around the Table
Have you ever seen a student or educator respond differently when someone recognized their strengths and gave them a meaningful opportunity to contribute?
A Thought to Purpose Challenge
This week, think about one student, colleague, or team member whose behavior or performance has concerned you.
Before deciding what the behavior means, ask yourself:
What might I learn if I pause, listen, and look a little closer?
You may discover a need for support.
You may also discover a leader waiting for an opportunity.
Until next Tuesday…
Keep creating. Keep believing. Keep living with purpose.
— Kim M. Waller Founder/CEO, More Than Just A Thought LLC Where Creativity Meets Purpose