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• W136280010 abstract "Educators must ensure that students are not Autonomous, not anonymous ... that's what we want young adolescents to be. Wayside teachers, those who value the power of positive relationships that enhance student success, create opportunities for kids to build autonomy. Say it with me... autonomous, not anonymous. Autonomy implies self-reliance by choice. It is the sense that I am independent, responsible, and capable. Autonomy involves a sense of ownership and self-determination. Being autonomous leads to selfconfidence in learning and in living. On the other hand, when students are, or feel, anonymous, they may perceive themselves as invisible. A student who feels anonymous may think: If I can simply stay below the radar screen, then I'll be happy. Well, not happy, but at least not in a possibly embarrassing or uncomfortable spotlight. It's easier this way. Anonymity is a way some young adolescents think they can resolve, or at least keep a lid on, their problems. Understanding the differences between autonomous and anonymous, and the benefits of one and drawbacks of the other, should motivate us to see our students as individuals as we search for ways to increase their autonomy and to both recognize and help draw out students we see as cloaked in feelings of anonymity. As Mendler (2001) suggested: An emotionally distant student who believes that anonymity will keep him safe from high expectations is unlikely to respond quickly to a teacher's effort to connect. It takes greater persistence, guided by optimism, to break through these barriers of perceived safety to develop bonds of trust. (p. 16) Wayside is all about creating such bonds of trust. Looking back In the January 2011 issue of Middle School Journal, I defined teaching and offered readers a brief self-analysis to discover their own wayside attitudes, approaches, and actions. In the May issue, I identified 12 components of wayside and discussed three specifically geared to the end of the school year and three to consider for a new school year. As a refresher, the 12 components are: * Know your students * Practice little gestures that matter * Reveal your personal self * Create and maintain an inviting classroom * Encourage a culture of acceptance and compassion * Help students find their voice * Learn to listen * Speak carefully * Help students be not anonymous * Build resiliency * Encourage imagination and creativity * Infuse humor We must keep in mind that wayside attitudes, approaches, and actions are only effective when built on a strong foundation of and learning, as illustrated in Figure 1. Moving forward Now that the 2011-2012 school year is in full swing and you know your students, it's time to dig a little deeper and address the vital differences between autonomy and anonymity. Finding ways to help kids build autonomy is a long-term venture, not a make-and-take enterprise. Let's identify kids who may retreat into anonymity and go to work finding their strengths and devising ways for them to grow and become independent learners, on their way to cognitive, emotional, and social autonomy. Wayside requires us to provide opportunities for young adolescents to become more autonomous while losing reasons for, and the means of, being Here are some opportunities to consider: 1. Giving relatively risk-free opportunities for students to know themselves-to explore their own attitudes, motivations, talents, and needs-will facilitate autonomy. Haim Ginott, an expert wayside teacher, wrote of one of his teachers: always minimized our deficiencies ... and enhanced our natural gifts. She never, so to speak, forced a dancer to sing or a singer to dance. …" @default.
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• W136280010 date "2011-11-01" @default.
• W136280010 modified "2023-09-25" @default.
• W136280010 title "Wayside Teaching: Building Autonomy" @default.
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• W136280010 doi "https://doi.org/10.1080/00940771.2011.11461800" @default.
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