DisruptEDU

LISTEN

“Do they ever listen?”

Are you really even a teacher if those words have never left your mouth?

The idea for this blog has been knocking around in my tired, tired, brain without quite enough juice to ignite the lightbulb moment. It’s been one of those weeks semesters when your body, much like your car, is flashing the low gas light (my next blog: I’ll get gas in the morning, and other lies I tell myself).

A couple days ago (ok, ok, it was a few WEEKS ago by now…), I gave a student specific instructions about following up with another faculty member, and the results were…let’s say…unfortunate. It was one of those times that I looked to coworkers that were present to validate that the words had actually left my mouth as I remembered them (I was assured that no hallucinations or out-of-body-experience occurred).

In addition to overseeing senior clinics, I teach a didactic class. The bulk of the work is case/scenario-based learning related to medical or psychosocial conditions. In this final semester, they are primed and eager to go. They are ready to wave the evidence flag! Teach the oral-systemic link! Recommend techniques, products, and proper nutrition! Banish all the bad habits!

WOW. The first semester I taught it, after introducing a case study with a “mom” opposed to fluoride, I watched as the discussion turned into something that more closely resembled an angry mob. I experienced anxiety for my fictional character as I anticipated them dragging her into the streets for public shaming at any second.

Now, I make sure that from the beginning of the course we discuss meeting our patients where they are. Yes, we can provide them with all the evidence.  We can teach them everything that we know. We want to HELP! However, for many, many reasons, they may not be ready, able, or willing to process or follow what we are trying to share with them. They may have different health beliefs related to their age, culture, or health literacy.  We talk about this concept from everything to dealing with anxious behavior, treatment planning, education, referrals, and product recommendation. You are NOT going to change someone’s behavior by judging it. It has become my mission to at least get this across before they fly solo.

Imagine, then, these very words emerging from the mouths of a student – UNPROMPTED – as they are working through the case studies as the semester progresses. Better yet, seeing it happen in clinic. The JOY.

Now, it would be lovely to sit back here and say that my work here is done.

Is it, though?

Am I practicing what I’m preaching?

Am I (are WE) LISTENING? Assessing instead of judging? Responding instead of reacting?

Our students – much like us –  have different abilities. Given that stress, lack of effective communication, and social factors are major contributors to disruptive behaviors, we can – and should – mitigate them by doing a better job of meeting students where they are.

Does that mean “dumbing down?” NOPE. Not at all. Let me make it perfectly clear that I do not believe that lowering standards is the answer to any problem in education. Meeting people where they are involves empathy, self-awareness, and effective communication. There is a reason that most of the interventions to reduce disruptive behavior focus on developing these skills.

So, listen…

Maybe that student needs some instruction on the difference between an email and a text.

Maybe the grumpy, defensive student is scared.

Maybe the student who drives you crazy with all their questions looks up to you.

Maybe the student that makes you break into a cold sweat when she picks up the universal (one of those pointy hygiene tools) will eventually become a teacher; someday she may even be part of your team.

So, listen.

~Jaymi