On Father’s Day morning, Kim decided to go for a bicycle ride. As a cycling enthusiast, this decision was not out of the ordinary for her. She tries to fit in a fifteen mile ride most days of the week and, when she has more time, she likes to ride even longer. On Father’s Day, however, Kim only rode for a mile because, as she rounded a corner very near her home, she hit a pile of sand and fell. When she fell, her head hit the cement curb and she was found lying unconscious in the road by a good samaritan who called 911. Kim’s only memory of this accident is waking up to find herself being lifted into the back of an ambulance.
Fortunately, Kim’s injuries were minimal. She had a few scrapes and bruises and was extremely tired and weepy for about 48 hours after her fall. Now, a week and a half since the accident, we happily report that Kim’s only reminders of this accident are the faded yellow bruises on her face and a couple of light pink scars on her right hand.
In the days following the accident, Jan asked Kim if she thought she might blog about her fall and Kim’s answer was a definitive: Yes, if I can find a way to relate it to teaching. So, as you might guess, Kim has been trying to figure out how this experience relates to the classroom and has concluded that the best connection is the fact that when she fell, she was wearing a bike helmet.
You see, Kim hasn’t always been real safety conscious. She grew up in an era when people didn’t wear seatbelts much less bicycle helmets and, having survived childhood, she was convinced that such precautions simply weren’t necessary. However, these days, New York state law requires children under the age of 14 to wear helmets when riding a bike, so when Kim’s children became old enough to peddle, she exchanged her bravado for common sense and began wearing a helmet as a role model for her children. After watching her sons take a couple of spills of their own, Kim started to wear a helmet when they weren’t even looking. And thank goodness! We don’t even like to think about how the tale of her Father’s Day bike accident might be different had her perspective about wearing a helmet not changed over time.
In our careers as teachers, we encounter lots of “bike helmet” ideas–you know what we’re talking about–those approaches, protocols, and practices that, while reasonable and relatively simple, we can easily imagine a life without them, which makes us a bit reluctant to embrace them. However, like Kim, we lean in and give it a go and when we do, we are pleasantly surprised by what we discover. What seemed like a moderately good idea evolves into a great idea–whether it was a certain lesson plan format, giving children time to turn-and-talk before answering, or adopting guided reading–that we cannot imagine living without and in some cases becomes so important that we feel infinitely grateful. Our question for you is this: which approaches, protocols, and/or practices have been your “bike helmet ideas” and how has leaning in to them influenced your teaching?