What if academic achievement was, by far, the biggest factor in determining popularity?

     I keep wondering how this question could affect my students' lives if they would truly take the time to search themselves for the answer. They only get one shot at this. We all did... and some weird mixture of serendipitous experiences and wise (or not-so-wise) choices are what has landed us wherever we are right now.

     Imagine for a moment, though, that as a child, the only way to connect to others... to acquire that attention which most children desire to some extent or another from peers (especially by the time adolescence kicks in)... was to thrive academically.

     How radical would that be? It's obviously possible. There are so many countries in the world whose children revere education, yet for the vast majority of our country's middle- to high school-age counterparts, being academically smart is social suicide. How did we get here?? More importantly, how do we, as educators, incite a cultural shift towards academic success as a means to achieving social popularity?

     Well, as Jim Collins might put it: "You need to get the right people on the bus." In his 2001 book, "Good to Great," Collins describes the secrets to success of companies considered to have achieved sustainable greatness, one of which was "getting the right people on the bus." We need to see the strengths in all of our students and put them in situations where they can experience true success. It's important that we do a better job of recognizing those qualities that each and every one of our students possess... the ones that are so strong, they practically define each child uniquely. When we find them, we have to expose them. Success feels good. That's a universal truth... a cosmic law even. Even better, success is addictive. So why do we seem to be so busy constantly shutting our students down from their venues of achieving success instead of pushing them towards it?

     You see, I think that there is an unnecessary division in most schools between teacher and student. A lot of us ask them questions like, "Do you think that's the appropriate thing to be doing right now?" or offer senseless comments such as, "You obviously came unprepared today again," ...and yeah, I know! It's frustrating to see kids show up to class for the umpteenth time without a pencil! There are better ways than humiliating them in front of their peers to get them to do what you want them to do though.

     Many of today's educators still seem to be stuck in the "I-say-and-you-do-as-I-say" mode of teaching. I don't see why we can't shed that exoskeleton, break down the wall, insert your own additional quirky metaphor here, and connect to our students on a personable level. I'm not saying let's revert to the 70's and become hippies. I think the best teachers connect to their students in such a flawless and genuine way. When our students recognize us as able to relate, they listen a whole lot more (though many of them may take a lot more time to get to that point than others). Either way, I find that connecting to our kids is the first step towards getting them to find worth in (and therefore actually pay attention to) anything that you have to say. At this point, they're "waiting at the stop."

     Next, you need to know your kids! What makes them tick? I'm not asking for their favorite color. That's fluff. This kind of knowing requires time, and your ability as a teacher to not just talk, but listen as well. Take a chance and make yourself vulnerable to them. Trust them with something other teachers may not know about you. Take this opportunity seriously. Think about it. Why did you become a teacher: to change the lives of children who are lucky enough to meet you for the better or to gain recognition from and maintain a pleasant relationship with your colleagues??

     After you've found common ground and connected, it's important to strengthen that link so the students know you have their best interests in mind. I like to think that a level of mutual respect is reached if this connection is nurtured correctly. As an ESL teacher, I tap into my experiences abroad as an exchange student to show them that I understand where they're coming from (at least to a certain extent... for example, I chose to go while most of them had no say in the decision). Now we're getting somewhere. Here, the bus is pulling to a halt right in front of our kiddos.

     Now that we know them, it's time to show them. We need to exploit our kids' unique qualities! It's our job to help our kids find out who they are. We have to direct them often towards situations where they can experience success. Let them get a taste of the good life, for crying out loud! The trick is getting their peers to see the value in that success as well, rather than cut it down.

     My experience is that normally kids cut each other's successes down due to motives revolving around sentiments of jealousy and the like. Who likes to see others accomplishing when they feel as if they are incapable of doing the same? If we can show our kids that they are all capable of success, I think that these impediments caused by the green-eyed monster will wither away.

     So... back to our essential question, if you will. I would answer it this way:

If academic achievement was, by far, the biggest factor in determining one's popularity, I think that I would still have it good because I'm smart and funny (just kidding, but I rest my case). I am a fortunate soul. I am a conglomeration of the love and positive affirmation I have continually received from friends and family. It is why I am where I am today. Students in our charge, however, may not be as lucky as I consider myself to be. They may not wake up to somebody wishing them a good day and encouraging them to do well, be their best, learn something worthwhile, etc. Perhaps they have "friends" who encourage the maintenance of the status quo. Maybe the only positive voice they have a chance to hear is ours, in which case, we better not screw this up. Find a way to get your kids on the bus, would ya? Change the trajectory of a life or two. The effects may be exponential.