Taking responsible risks is hard for a student. Most of my students struggle with stepping out and trying something new, doing something in a different way, or making a calculated risk. In my classroom, students have been set up to know that it is ok to fail as long as we are trying something new. If they step out on a limb, and have a safe space to do so, their risk is calculated and beneficial. Students were given money to start a bank account for our classroom economy. Right off the bat, they were given two choices; save up to purchase their desk, much like a house, or rent their desk each month. Students who took responsible risks calculated out how much each would cost, and took a risk in saving to buy the chair. As you will see through the materials below, allowing students a safe space to take risks in the first place is a key piece of my habit and mindset practice in class.
Explicit Teaching
In order to explicitly teach responsible risks, it was important to talk with scholars about what a responsible risk looks or sounds like. In order to do this, we read The Bus Ride, by William Miller. This book highlights Rosa Parks and the risks she took for the country. Scholars are familiar with her, so focusing on the risks she took was the main topic of discussion with scholars. They then worked in groups to answer questions about responsible risks related to Rosa Parks and then, more specifically, about risks they could take in their own lives. After the reading, scholars worked on T-Charts to define what a "Responsible Risk" looks like and sounds like. Some of the recorded answers are below. This served as a connection point between an abstract book and explicitly listing out what a responsible risk actually is.
Student connected that she could also protest things that she feels are wrong in life.
Scholars understood from the reflection who Rosa Parks was and what the risk she took meant for her and for black lives in general
*Scholars came up with many of these points. Others were given to them as examples from me.
Role Play
I Scholars then moved into a role-play scenario involving risk. In the lesson and introduction shown here, scholars were given three different "scenarios" about how to develop a certain plot of land. They received many facts and figures to help them choose one of the three. In the end, scholars had to use those facts and figures to take a calculated risk and recommend a path forward to the city council.
Our school doesn't do a good job of teaching habits of mind, so it was up to me to actually find materials. I knew that taking a responsible risk happens daily, and students should be able to synthesize real-world information and use it to guide their risk-taking. I found the activity below and used part of it with my students!.
After scholars made a decision and backed it up, we talked about how it felt to take a risk, and I made sure to define a responsible risk for them. Through a class discussion, scholars came up with suggestions for what we would need in order to take a responsible risk.
This activity required scholars to take responsible risks because each plan had a downside. They had to take those downsides into consideration before making a risky decision. They then had to back up their decision and stand by it.
Taking risks on paper like this helps my scholars understand that, no matter what path they choose in life, they are going to have to confront risks and consider which way works best for them. (Document retrieved from: ocsww.org)
Page one of the document below highlights that "taking responsible risks and questioning and problem posing" are the two habits of mind focused on. Additionally, the learner outcomes on the first page clearly describes ways in which these habits of mind will direct student thinking and results. In the pages that follow the introduction, you will see background information, proposals, and student work space. I have highlighted student work below.
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Group chose to select proposal 2 and gave clear reasons as to why. They considered risks of three proposals and selected one based on facts and figures.
Reinforcement: Classroom Economy Scholars in my classroom participate in a classroom economy system, which helps with many habits and mindsets. In the area of taking responsible risks, scholars are forced at the beginning of each month to choose if they will purchase or rent their desk at the end of the month. They analyze their trends on their bank log to determine if they have been getting fines often or earning bonuses. They gather facts and make a decision based off of the facts they find.
This is a responsible risk because my scholars have to use facts to predict what they will be able to afford at the end of the month. It requires some foresight and risk because scholars have to make it until the end of the month with the decision they made!
The picture below highlights a scholar's bank log, along with calculations he made on the bottom to see which of the risks he wanted to take. _________________ Auctions Throughout the month in my classroom, scholars are earning money from bonuses, getting fined for doing something wrong, performing jobs for a paycheck, renting or buying desks, and participating in an auction.
Just like in real life, scholars have freedoms to choose how they use their money and when. This creates many opportunities for risk. When the auction at the end of the month rolls around, scholars have two choices. They can participate and try and use all of their money on silly toys or homework passes, or they can save their money. They don't know what will show up at the next auction, but they take that risk when they decide to save for the next month. These opportunities for responsible risk taking help scholars process facts that they know and make a decision based on those facts.
If a scholar uses all of his/her money on the auction, they run the risk of going into debt if they receive any fines in class. Every action they make with regards to the classroom economy system and their money is a responsible or irresponsible risk!
Bank logs help scholars track their money. Deposits, withdrawals, and balances help scholars track their habits throughout each week. If scholars are impulsive with their actions, they will see large amounts of withdrawals to pay fines. If they are thinking about their actions, they should see many deposits. This scholar has quiet a few deposits, meaning he really thought about his actions.
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