Forget Guide on the Side…Students Need a Guide on the Ride

You may have missed it along the way, but your class has a story. You might have been caught up in the everyday grind, or overwhelmed, or possibly just enjoying the moment…but your class and your school has a story.

We eat, live, and learn with our students for almost 10 months. We watch them fail. We watch them grow. We see them connect and collaborate. We help them create and build. Yet, as the school year comes to a close it’s time to look at your class story. Because every class is different, and every story has a different ending.

Empowered students are ones that see their story continue beyond the walls and doors of our schools, beyond the seven hour days, and beyond the final bell. Empowered students craft their own learning stories, and relish the opportunity to add to this story while in school, not waiting for a graduation to do something impactful.

How to Tell a Story

I recently read Donald Miller’s eBook, “How to Tell a Story”. It was a quick read, but one that caught me a bit off guard. Sometimes we take stories for granted or think that they are “just for kids”; but as adults, we shape our lives through stories. Each day has a beginning, middle, and end. Each life situation, each job, and each year is shaped in much the same way.

The same goes for your class and the school year. Miller gives a simple story structure that is used in thousands of books, movies, and in our own lives. Let’s look at how this applies to your class:

The character in your class story could be an individual student or the entire class. Once you’ve defined the character, the next step is understanding what the problem is/was.

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My Class Story

I’ve written a lot about the “20% Project” in my class a few years ago. That class story would looks like this:

The character (my students) had a problem (they were solely focused on what grade they received and not the learning experience). They met a guide (me) who gave them a plan (the 20% Project) and called them to action (learn what you want and what you are passionate about…not because I’m giving you a grade). That ended in a success (happy ending when the presentations came through with amazing work that was not tied to grades).

Inside of this class story would be many individual stories. One such story could look like this:

The character (a girl in my class) had a problem (she was afraid to share her own music with the world). She met a guide (a mentor we found through the project) who gave her a plan (you don’t need to perform in front of people at first) and called her to action (record yourself and put it up online anonymously at first…and write about it), that ended in a success (she received positive feedback online and eventually added her name and more songs).

As a teacher, we are often the guide who calls the character (class or student) to action. However, we can also sometimes point the character to a different guide (it doesn’t always have to be us) who may be able to help better for various circumstances.

The point is to view your class and each individual student as a story waiting to happen…

Crafting Your Class Story

Teaching is not always easy.

And learning can be a struggle for many of our students.

As educators, we are called to this back and forth process of teaching and learning. We push and challenge, and then support and guide. It’s easy to get lost in the grind. It’s why so many teachers get burnt out…and why so many students complain about school.

However, if we think about each school year as a journey — one that will not only come to an end, but also lead to new journeys — then our mindset changes from dealing with the grind, to crafting the best story possible. When talking to students at the beginning of the year (or throughout the course) make sure they understand the journey you are about to take, because as Miller points out, people understand complicated concepts when presented in story format:

If you want people to understand and identify with a complicated concept, tell a story about it.

Telling a story often creates a “clicking experience” in a person’s brain allowing them to suddenly understand what someone else is trying to say. As such, those who can tell good stories will create faster, stronger connections with others.

Here’s the piece that many teachers (me included) often miss.

Sometimes the main character in the story isn’t the students. Sometimes that main character is the teacher.

I can’t tell you how many times I’ve gone through a school year and had my students guide me and call me to action. In fact, the best stories are when I’m joining them on the adventure. When we are embarking together and learning by each other’s side. We may be learning different lessons along the way, but the journey is shared.

There is a popular phrase in education that teachers must be a “guide on the side” instead of the “sage on the stage”. The thought is that we should be facilitating the learning from the side instead of preaching to students on what they should learn.

If we look at our students’ learning stories as shared journeys that we take an active role in, then we are more than a guide on the side.

We are guides on the ride.

We are active participants in this adventure, and learn just as much as our students do throughout the process.

Guide on the RIDEWhen students are empowered to craft their own learning stories and go on shared learning journeys, they’ll often take the chance to dramatically impact their own life (and the lives of others) through what they make, create, design, and explore.

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Join the discussion 10 Comments

  • Shelly Moses says:

    I love this change in mindset. It’s spot on AJ! After all it is a wild and crazy ride with plenty of ups and downs.

  • Ken Witte says:

    The 14-year old young man is heading to Six Flags today with his class trip. He will experience many “rides” and new experiences. The various learning experiences are going to be very real to him today on each “ride” and as he exits each “ride” and then decides whether to get in line again or never return to the specific “ride”. He will have many trained guides at the park making sure that all safety aspects are in place. I pray that he will have a safe outing at the park. I will patiently wait to hear all about his day in the park. As a classroom teacher, I see the Six Flags outing as a student-driven set of options. The variety of learning is directed by each rider and his/her peers. In the previous “ride” parks, I have been there as a guide on the side and a guide on each ride. As his parent, I will not be there on site today. My role changes… my boy is learning more about learning… Thanks for listening.

  • Adilia says:

    Dear JULIANA! I´ve been following you up long time. I´d like to share with you my latest article to be published in one of our Brazilian health magazine. The title: ” Strengthening Empowerment in Health-Education and Social Environments “. It is related with the educational meaning of the word empowerment, since it is been used as a strong word mainly in this area. I´m expecting to read you EMPOWER.
    I´ll be looking forward your replay.
    Best wishes
    Dr Prof Adilia Sciarra, São José do Rio Preto , SP, Brazil.

  • Ana says:

    The perfect phrase for the classroom today. You continue to inspire me with every post.

  • Karen A Kraeger says:

    I was definitely “Guide on the Ride” this year learning coding & robotics along with my 3rd graders. They stretched further than I thought possible, accomplishing more than I dreamed they would. Their perseverance, enthusiasm, and creativity sparked fantastic outcomes during our unit. It also inspired me to share there incredible work and the potential of this unit with other educators at a conference this month. I’m really looking forward to sharing the huge impact the unit had on both my students and ME!

  • Sharon Wright says:

    Perfect way to frame how we can continue to up our game. “Guide on the side” was important in getting teaching to re-define itself as not being the one in the front of the class with all of the knowledge. But, we must continually reflect – and grow – to do our best for our students.

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