How not to make things happen

1 03 2020

It always fascinates me when people first arrive at the farm. They way they get out of the vehicle reveals a lot about their state of mind. These young people had travelled with their teachers from a Community College in Cornwall. They were curious, shy and a little anxious as they clung to the sides of the minibus, changing from clean trainers into boots and outdoor shoes. On hearing the rule for working safely with horses was to watch their feet, they all glanced down. When invited to move more slowly than they were used to, and to be quiet around the horses, they instantly dropped their natural temptation to banter, and spent the entire two-hour session in near silence.

Now anyone who has worked in a school knows that the classroom is a vacuum of noise. We just don’t expect young people to be quiet. As I led our new visitors to meet the horses I was surprised at their immaculate behaviour, following every instruction like model students. Glancing at each other, their eyes were alive with intrigue as we walked across the paddock and stood watching the horses. As we entered and began working, it was almost as if these young people were ambassadors for consideration, courtesy and composure. Particularly interesting was that this group had been referred because some were at risk of exclusion for challenging behaviour.

It could have been the effect of taking them out of school and bringing them to the farm; it could have been the effect of removing them from an audience of peers; it could have been that they were learning in a very small, select group, or many other contributing factors but I watched something emerge that had little to do with the environment and everything to do with the way these young people were showing up in that moment. Without even trying, they were giving each task their total concentration and effort. In opening up to try something they had never experienced before, they forgot who they were supposed to ‘be.’ Instead, they allowed themselves to connect and learn how to influence a horse with the most subtle of signals. It was a joy to witness.

Their comments after the session were reflective, insightful and inspired. One boy said: ‘When I calm down, things can actually happen. I don’t have to make it happen, it can happen all by itself.’

When coached on leaving some slack in the rope to get a better feel between him and the horse, another boy commented: ‘It’s like that with people, if you give them a bit of slack.’

On the surface, it looked like nothing much was happening. We were showing these students how to handle and lead a horse and get a nice, flowing feel between them. We had created a container for their curiosity to emerge. We didn’t have to try very hard at all to ‘make’ these students see the links between how they were being with the horse and how they were behaving at school or with other people. With honesty, courage and commitment, they filled in that gap by themselves.

Since that session, I’ve thought about how often, especially in my early days as a teacher, I dreaded certain classes. Not even whole classes, usually individuals who pushed my buttons. I let them because I didn’t know any better. I thought I had to ‘make’ my young pupils behave and if they didn’t, I was a failure as a teacher. Now I would love to have that time again and be able to see my ‘misbehaving’ pupils understand how acting with composure, consideration and courtesy is their natural state, and the other ‘behavioural stuff,’ is just noise blocking out the quietness all young people secretly seek. Knowing I didn’t have to make them do anything, knowing that I could just allow them to be who are they are, would truly melt my heart.

Evie and Rose are pretty laid-back teachers while Jeff is the master of ‘less is more,’

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One response

2 03 2020
conversationswithnell

Yes, we all need more time to be. Thank you for your wise words. X

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