Many years ago, when our daughter was very young, I began to respond to requests she made with the jaunty phrase, “Feel free — don’t hold yourself back!” I don’t know now where this line came from, a movie or book? overheard from a friend? I have no idea, but it brought a smile to her face, and it became a “thing” between us. It also delivered a message that I strongly believe in; it is crucial that we not impose restrictions on ourselves out of fear or timidity. To this day, a couple of decades later, we still bat it back and forth occasionally.
I thought about this expression the other day and realized that it perfectly encapsulates a critical message I have always believed teachers should pass on to their students. Of course, everyone agrees that “feeling free” is a great way for people to feel, but I want to focus on the second part: “Don’t hold yourself back.”
During my 45 years as a high school math teacher, I encountered many students who, though bright, approached math tentatively and half-heartedly. Some students came to class with homework partially finished; others (sometimes the same students) would sit quietly in class when there were clearly questions on their minds. When I asked them about their reluctance, many said they didn’t complete the homework because they weren’t sure how to do it and they would rather leave it blank than make a mistake; “I’ll see how it’s done in class,” they would often say. The non-questioners said they didn’t want to look foolish, and others, they thought, would probably ask their questions.
In one way or another, many students hold themselves back when it comes to learning. Some do not believe that the solution will ultimately reveal itself as one step leads into the next. Frequently, students would rather be told the “right way” to solve a problem; they don’t see the value in figuring it out for themselves. Nor do they believe that making mistakes in one’s first attempts can actually be helpful in fully understanding the concept and/or method involved. And this doesn’t just apply to math; the same can be said for interpreting a poem, understanding movements in history, creating a work of art — in fact, almost everything. Learning is so much more interesting and effective when it comes from the inside out rather than outside in.
I give everyone who reads this permission to repeat “Feel free — don’t hold yourself back” in their classrooms, on ball fields, art studios, theater stages, and even at home — wherever they want to inspire young (or old) people to strive for more.
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Our new issue of Independent Teacher offers an exciting mix of essays. Science, religion, history, and public speaking are just some of the topics. We hope that you find them interesting and enlightening, and that they have an impact on your own teaching. As always, we urge you to JOIN THE CONVERSATION by sending us your reactions and comments or by writing an essay of your own. Email comments, queries, or submissions to [email protected]. Best of luck with your own teaching and have a wonderful school year!