By Dr. Yuvraj Verma
As an educator, my classroom isn’t just a space for reciting facts and figures or mastering formulas and punctuation. It’s a dynamic environment where learning extends far beyond the curriculum. Yes, there are always plenty of objectives that need to be met and content that needs to be covered; however, I also believe in the importance of weaving in topics that aren’t explicitly taught through standard academic subjects, but are necessary for something even more important: life.
In my approach to teaching, I’ve adopted a method that involves meticulous planning, using the curriculum as my foundation. I start by thoroughly examining the academic material and identifying key concepts, objectives, standards, and skills that need to be addressed. Once I have a clear understanding of the lesson, I strategically design supplementary teachings that incorporate relevant life skills. In this way, I create a comprehensive learning experience that goes beyond mere rote learning and memorization.
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Risk-Taking
One instance of this approach occurred during a unit on reading non-fiction texts. Here, I saw an opportunity to impart a crucial life lesson: the art of making smart decisions and calculated risks. We discussed how actions have consequences, and I introduced students to the concept of consequential thinking, which involves contemplating the likely outcomes of one’s behavior before acting. I also found a compelling article detailing the steps involved in taking intelligent risks, a skill vital for success in both personal and professional spheres.
After reading and discussing the article with my students, I didn’t stop there. I used it to initiate a broader conversation about risk-taking and decision-making. We explored real-life scenarios where taking risks led to significant outcomes (both positive and negative). For instance, we talked about how trying new foods is not an easy task because many of us enjoy staying in our comfort zones, but by taking a chance on a new food, we may discover we like it, and there could even be health benefits to eating it.
Another example we discussed had both a positive and negative outcome: standing up for a peer who is being bullied can lead to a positive outcome for that peer, but can lead to negative fallout on the person who tried to defend them. Through this dialogue, my students gained invaluable insights into assessing situations, weighing potential consequences, and embracing calculated risks. These are skills that extend far beyond the confines of the classroom (or any curricula).
We also spontaneously discussed the science of investing, which was a subsidiary topic in a cause-and-effect non-fiction text that we read. I can vividly remember one of my students raising their hand and saying, “Wow, for once we’re learning something that we’re actually going to use!” Although students may not explicitly recall the specific standard, objective, or skill, they will certainly remember the discussion about financial investments.
Creative Problem-Solving
Another time, during a math lesson on fractions, I seized the opportunity to teach my students about flexibility. I introduced a scenario from a word problem: baking cupcakes for our class of 28 using a recipe (from the curriculum) with a yield of only 6 cupcakes. Rather than simply solving the mathematical equations, we engaged in a practical discussion about problem-solving and thinking creatively.
Together, we brainstormed strategies to adjust the recipe to meet our needs, considering factors like scaling up ingredients and recalculating measurements, which were each provided as fractions or mixed numbers. Through this exercise, my students learned how to be flexible and think critically in order to find solutions to unexpected challenges. This is a lesson that transcends mathematics and applies to countless real-world situations that students may very well encounter throughout their lives.
Resilience
During a science unit on botany, I utilized the curriculum as a springboard to teach my students about perseverance. As we explored the various stages of the water cycle—including evaporation, condensation, and precipitation—I noticed parallels between the natural process and the challenges we face in life. To illustrate this connection, I introduced a discussion on resilience and the ability to bounce back from setbacks.
First, we explored how water molecules undergo changes as they move through different stages of the water cycle (as required in the curriculum). Then, I made parallels to our own experiences as humans; we discussed how setbacks and obstacles are inevitable in life but how we are able to adapt, overcome, and continue moving forward. By embedding this critical life lesson within the context of the science curriculum, I not only enhanced the students’ scientific knowledge, but also fostered essential skills for personal growth and development.
Setting Students Up for Success
Almost every activity, discussion, and assignment offers an opportunity to instill these life skills in students. Whether it’s fostering resilience through overcoming academic setbacks, promoting empathy and teamwork through collaborative projects, or nurturing effective communication skills through group discussions, every aspect of our classroom experience is designed to prepare students for the complexities of the world beyond the walls of a classroom setting.
Moreover, by adding these life lessons into the prescribed academic curriculum, I am able to create a more holistic and meaningful learning experience for my students. They come to understand that education isn’t just about memorizing facts or acing tests. Instead, it is about developing the skills, attitudes, and values that will serve them well throughout their lives.
One of the most rewarding aspects of this approach is witnessing the growth and transformation of my students. Beyond mastering academic concepts, they emerge from my classroom as confident, capable individuals who are equipped with the tools they need to navigate whatever challenges and opportunities may lie ahead.
As educators, we have a profound responsibility to prepare children for academic successes, but more importantly, to prepare them for life outside of school. By embracing a curriculum that extends past textbooks and standardized assessments, we can help our students develop the skills and mindsets they need to succeed academically, personally, and professionally. In this way, we are empowering them to become resilient, adaptable, and compassionate individuals who are ready to thrive in an ever-changing world.
Dr. Yuvraj Verma is a TEAMS math teacher at Bessemer City Middle School in Alabama and an Adjunct Professor of Graduate Education at William Howard Taft University in Colorado. He holds a BA in Sociology from Iona University, a MAT in Elementary and Special Education from the Relay Graduate School of Education, and a MBA in Healthcare Administration, EdS in Education Administration, and EdD in Technology and Leadership from William Howard Taft University.
