Last night I finished up the penultimate summer intro-to-fencing camp. These short courses are always challenging—they pack a lot (too much) into a handful of days, and the shorter the run the longer each individual class. Managing all that and keeping kids between 12 and 15 engaged is not for everyone. I like the challenge of it, and seeing children enjoy the class, and hopefully learn something in the process of it, makes it worthwhile.
One thing working with kids will demonstrate powerfully is that people learn in different ways. They also have different comfort levels. Being sensitive to these facts is vital. I always have a plan for class, but built into it is a degree of flexibility because once through the door it can all change. It usually does. However well planned, a lesson plan doesn’t determine how a class goes; the class does. It’s not just the class in toto, but individual students, sometimes both, that can mean leaning into that flexibility.
In the last two courses I’ve taught I’ve had a student in each hesitate to join. When it’s clear to me that they aren’t struggling with the oddities of fencing jackets or distracted by gym traffic, but hesitant for some other reason I find a way to get things going and then check in with them. One thing that makes that easier is letting students know from the off that if they need a break, they take it; if they have a question, they should ask. I do all I can to make it a safe environment. No one learns much, or has fun, if they don’t feel safe.
This past week, once the rest of the class was starting footwork drills, I checked in with this student. Just getting them talking can be hard—they don’t know me, they’re in a new class (and often with kids they don’t know), and however interested they might be all of that, not to mention other factors, can weigh into how present they are. The past school year’s stress, the mix of isolation and virtual life, all of that has taken a toll on children. It can be hard to snap back.
A parent had told me that before quarantine this child had advanced pretty far in Tae Kwon Do, so I figured their hesitation was less likely physical. Often a student just wants to get a feel for what we’re doing, so after asking them if they were okay and if I might help them with anything I told them that they could join, watch, or think about it, that there was no wrong answer. Over the course of the week this student mostly watched—each day I checked in with them before as well as a few times during class. The other students were curious, but followed my lead—I told them some people learn by watching, some by doing, etc., and that people join when they feel like it. That was enough for them.
I did my best to meet this student where they were. Having been in classes, having worked with instructors, and having spent so many years teaching I know that it doesn’t always go that way. Just as people learn differently, so too do they teach differently. No matter how hard we try, there will be people we can’t reach, people who just don’t take to us. That is part of teaching. However, we increase the chances of reaching more of them if we are sensitive to the fact that a student’s comfort level and/or learning style may vary.
This doesn’t mean we cater to each student. We can’t teach much of anything that way. I more or less stick to my lesson plan—the difference is that I don’t force students to conform to it as one might in boot camp. It’s an intro class, one designed to give the some sense of what fencing can be, and, for fun. If they take more classes, if they get serious, the necessary discipline will develop.