“What goes around…”
Shared by Breanne Smedley
I find it annoying when I have to explain things twice.
Yesterday, I was leading my class through a workout that had a few different movements than we normally do.
One was called a “Pop Squat.”
I knew that this movement was unfamiliar, so I spent extra time to make sure I explained it in detail, with everyone paying attention.
“Okay, everyone pay close attention,” I started.
“This move is called the Pop Squat. You are going to squat, jump, and turn 45 degrees to the right, then land. That’s one rep. Repeat by jumping back 45 degrees to the left and into your next squat”
It’s basically a squat jump but you land facing 45 degrees from where you started.
Simple.
I demonstrated a few times. Reemphasized points of performance, and which muscles they would be activating with this movement.
Then, the workout started. Students rotated through stations, pulling workout cards from buckets to complete.
About 30 seconds in, a student came up to me with a workout card in her hand.
“Mrs. Smedley, what’s a Pop Squat?”
Annoyed, because I literally just explained and demonstrated that movement, I responded.
“That’s the movement I just showed. Were you not paying attention?”
“Well, I thought I was. But I don’t remember.” She replied.
“Okay, we'll make sure you’re paying better attention next time, or ask someone who was,” I said.
Then demonstrated the Pop Squat once again.
—–
Fast forward to my workout at CrossFit later that day.
Our coach was breaking down and demonstrating the rowing technique.
She explained some specifics about what she wanted us to focus on after the initial pull of the row.
We hopped on our own rowers to practice.
One problem.
I couldn’t remember how exactly my arms were supposed to look after the pull. Or how many she wanted us to do. I’m sure she explained it, but I missed it.
Maybe I was distracted by wondering if Charlee had finally fallen asleep in her stroller next to me. Or I was thinking about the movement.
Or…
Or…
Or…
Whatever the reason, I missed it.
“Sorry, but how exactly did you want our arms to look? And also, how many did you want us to do?”
Our coach showed again and said she wanted to see 10 reps.
She didn’t ask me if I was paying attention when she explained it the first time.
She didn’t ask me to ask my partner instead.
She didn’t make me feel like crap for having to ask something she may have already explained.
“Wow,” I thought to myself. “I had a bad moment as a teacher today.”
—–
I don’t know exactly why my student didn’t remember what a Pop Squat was.
It could have been that her mind was consumed with something that had happened before class.
It could have been that she didn’t understand it. Maybe, just maybe MY explanation and demonstration didn’t help her know what to do.
And, maybe she just simply wasn’t paying attention for a moment.
Like you and I do countless times throughout the day.
But, does it really matter why she missed it?
What did matter is how I responded.
As a teacher, I want my students to feel safe in my classroom. I want them to be able to approach me with their questions, concerns, or just to share what’s going on in their lives.
Did my response help cultivate this desire?
Definitely not.
Frankly, if I was that student, I would probably hesitate to ask myself another question, for fear of what my response might be.
That’s not how to build relationships or cultivate learning and growth.
Dang it! I failed at that moment as a leader.
Luckily, I get chances every day to change how I respond in these situations. #Dothesekidsevenlisten?!
Tomorrow, my response will be different.
#IntegrallyRelational
#MindfullyEvolving
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