We do not expect much from our youth today. When our students exhibit the all-too-common irresponsibility of a self-gratifying entertainment-driven society, we nod our heads knowingly. “Kids these days.” As a third-year English teacher, I’ve been around enough teachers to know that, all too often, sarcasm is a way of coping with young people’s lack of earnestness. We complain about their apathy, their lethargy, and their lack of leadership. We roll our eyes at their dispassionate, caffeine-sodden dreary faces. We watch them play their popularity games and wonder if they’ll ever grow up. We sigh, fatalistically, and point to their culture or their parents and roll our eyes. “They’re a bunch of idiots,” I hear us say. We complain about their lack of leadership. We complain. But we do not teach. We expect. But we do not model.
The thing about teaching leadership is that it takes time. I realized this the day that I ran damage control for a junior high student council event, and I found myself dashing about, flinging open windows, desperately shooing out smoke from an overheating cotton candy machine, while the entire school gathered in the parking lot at the behest of squalling alarms blaring their warnings. It was at that moment that I realized that I had two choices. I could blame. Or I could teach.
I could teach leadership.
Over the past two years, I’ve adopted a much more explicit approach to teaching leadership, especially in forming my class’s student council. Before nominations, I remind them what a student council is, and I hint at the possibilities of what I believe a junior high class can accomplish. I remind that they should not vote for their best friends or for whom they think is the coolest. It is not a popularity contest. Rather they ought to think about who is the most creative, who has the best ideas, and who is hard-working enough to carry out their own ideas. I challenge them by saying that no class before has taken me seriously on this point. This makes students perk up.
Last year it was a miracle if I could get my student council to actually fill out my “meeting minutes” templates. (Yes, organization is a part of leadership.) This year I was surprised to find curious, newly-elected student council members asking when their first meeting was. And one young man came to his first meeting with a little box of special notecards labeled “Student Council.” However, I still expected a very normal junior high student council, and I expected them to plan the normal frivolous events, full of indulgent ideas. (We eat a looooot of birthday pizza, that’s all I’m saying.) So I was curious when two student council girls asked to meet during study hall. They came to me a half-hour later asking if they could host a fundraiser for Christians in Iraq being persecuted by ISIS. (!) What a surprise! A glimmer of hope shined above their questioning faces. None of my students had ever done anything like this before. It was outside-of-the-box. And it demonstrated to me a higher-order development in them, because the students would be getting absolutely nothing out of it. Their motivation was purely selfless.
It was certainly a learning experience for all of us. Their youthful zeal wanted their fundraiser and Rome to be built in a day, and we had to talk about the importance of finding a charity first (which takes time), of creating fliers, and of contacting donors. (Okay, I cheated. I created the fliers, loosely based on the hand-written instructions they had given me, but give me a break. This was the first event like this that we’ve ever done. There’s plenty more time to teach 13 year olds layout skills.) Besides, the students used their creativity in other ways, so that besides contacting parents, grandparents, and their local congregations, they also hosted a classroom bake sale, some students baking brownies, others providing Rise & Roll donuts, which high school students hoarded in handfuls while dropping large bills in a glass jar. (I encouraged the students to make our bake sale free, instead seeking “Donations Accepted.”) One eighth grader coordinated with the science teacher to see if she would be willing to sell extra recess and donate the money to our fundraiser. Quite a few junior high students bought ten minutes of extra recess. We received an outpouring of generosity, and in a few weeks, my class of twelve students raised over $6000, which we donated to Christian Aid Ministries’ “Conflict in Syria” and “Terror in Iraq” projects, which provide immediate assistance in the form of food parcels and hygiene items to fleeing Syrian and Iraqi refugees.
I’m delighted with what my students have accomplished with a relatively simple idea, baked up by two junior high girls one September afternoon. I asked in a class discussion where the idea to help refugees came from, and the council never really said, but one student offered, “Well, they really need our help.” We went on to discuss what it must mean to live in a country that is in a state of war. In a state of anarchy. No government. No infrastructure. Bombed-out buildings. You have to leave your home. You travel with only the things you can carry. Your father and sister are killed. Your mom is taking care of your baby siblings. And there are no clean diapers for days.
And I liked how this fundraiser related to some other conversations we’ve been having in high school English. Conversations about immigration and the migrant crisis in Europe, which are removed from our own American immigration issues, but not very. So when we talked in 9th and 10th about German Chancellor Angela Merkel and the decisions that she and other European nations have to be making due to migrants drowning in the Mediterranean, we talked about this, and how 11,000 Icelanders have offered to house Syrian refugees to help the European crisis, even though their government is technically only required to accept 50 immigrants. And we talked about which international actions better relate to Christ-like attitudes toward those in need. These are passing topics in my classes. Things I insert into boring grammar lectures about colons and semicolons. But you see, there’s a big difference between “I like the following types of ice cream: chocolate, mint, and raspberry” and “Refugees migrating to Germany come from the following countries: Syria, Iraq, and Afghanistan.” Yes, in my classes, grammar is often a cover for discussing current events. And these discussions are not always comfortable as my students often have their own strong opinions about immigration, but I hope to at least broaden the discussion by looking at immigration issues on an international level. Because I would hate for my students to graduate and think that life is made up of the four walls of Nappanee, Indiana, America.
And because leadership must be taught. Leadership is something that is lacking in today’s world. Where are leaders of integrity? Where are leaders who are servants? Where is the lack of bias? Where is the knowledgeable leader? Where is the hopeful leader? Where is the leader who rises above the constant slinging of critiques and instead guides in quiet humility, always pointing to truth, beauty, and goodness?
I’m quite proud of my young students. I’m proud that a few of them selflessly responded to an injustice. And I truly hope that this is just the beginning. To my fellow teachers I say, “Do not give up.” Continue teaching leadership. Expect it. You will reap rewards in due time if you do not give up.