Each year that I teach the book “1 984 ” I turn my classroom into a totalitarian regime under the guise of the “common good.”
I operate a simulation in which I become a despot. I tell my students that in order to combat “Senioritis, ” the teachers and admin have adapted an evidence-based strategy, a strategy that has “been implemented in many schools throughout the country and has had immense success.” I hang posters with motivational quotes and falsified statistics, and offer a false narrative for their own problems that is “Senioritis.”
I tell the students that in order to help them succeed, I must implement strict classroom regulations. They must raise their hand before doing anything at all, even when asking another student for a pencil. They lose phases each time they don’t behave as expected. They gain phases by reporting other students. If someone infringes the rule and I don’t see it, it’s the responsibility of the other students to let me know. Those students earn bonus phases. I tell students that in order for this plan to work they must “trust the process and not question their teachers.” This becomes a school-wide endeavor. The other teachers and admin join in.
I’ve done this experiment numerous times, and each year I have similar outcomes. This year, however, was different.
This year, a handful of students did fall in line as always. The majority of students, however, rebelled .
By day two of the simulation, the students were contacting members of administration, writing letters, and creating protest posters. They were coordinating against me and against the admin. They were stomping the hallways, refusing to do as they were told.
The president of the Student Government Association, whom I don’t even teach, wrote an email demanding an aim to this “program.” He wrote that this program is “simply fascism at its worst. Statements such as these are the base of a tyranny rule, this school, as well as this country cannot and will not fall prey to these totalitarian behaviors.”
I did everything in my power to fight their rebellion.
I “bribed” the president of the SGA. I “forced” him to publicly “resign.” And, yet, the students did not back down. They fought even harder. They were more vigilant. They became more organized. They discovered a new leader. They were more than ready to fight. They knew they would win in numbers.
I ended the experiment two days earlier than I had planned because their uprising was so strong and overwhelming. For the first time since I’ve done this experiment, the students “won.”
What I learned is this: Adolescents will be the ones to save us.
Just like Emma Gonzalez, the teen activist from Marjory Stoneman Douglas, my students did not back down nor conform . They fought for their rights. They won.
Adults can learn a lot from the teens of this generations. Adults are complacent, jaded, and belittled. Adolescents are erupted, spirited, and take no captives. Do not expend their fight. They actually are our future. Do not call them entitled. That entitlement is their drive and their passion. Do not get in their style. They will crush you .
Foster their insurrection. They are our very best allies.
This story originally appeared on Medium and is reprinted here with permission .
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