Cycle: Validating Students

Really Valuing Students

Truly validating what students have shared with educators requires that educators get past their preconceived ideas of what should happen and respond as authentically and genuinely as appropriate, and as possible. 

Validation alone can provide very rich rewards for students who say they do not feel acknowledged by educators. It provides a fertile ground for educators to show students that they see them, they matter, and that student voice affects them.

In a variety of institutions throughout our society educators rarely want to know what students think, feel, act, and understand. When it does happen, well-meaning educators often seem stuck in their assumed role of sage advice-givers and secret knowledge-holders. 

In addition to those behaviors, other educators automatically assume that validating students means just saying yes to them all the time. This type of permissiveness is disingenuous at best, as it can actively disable the ability of students to respond to adversity and challenge, and incapacitate their natural survival mechanisms that promote resilience and adaptation. 

More Than Yes Or No

This means validating is more than just saying, “Yes.” Sometimes it means saying, “No.” Sometimes it means asking inquiring questions. One way to get to the core of any statement is to ask 5 Why’s. 

It could look like this:

“I want to eat a slice of bread.”
“Why?”
“I’m hungry.”
“Why are you hungry?”
“Because I skipped breakfast this morning.”
“Why?”
“I got in a fight with my little sister.”
“Why?”

“I spilled her bowl of cereal on her by accident. She was wearing her new outfit, and I was in a hurry to get food from the kitchen, so I rushed by her in there and bumped her by accident. I was running late for a meeting at school where there’s a boy I really want to talk to…”

…And so forth. The 5 Why’s can provide a useful “drilling” technique in situations where you really want to know what students are thinking. There are other techniques, too. However, blasé or indifferent attitudes defeat student voice. Students frequently intuitively sense when educators do not authentically care about their perspectives. The idiom, “Don’t ask questions you don’t want to know the answers to,” applies here.

Listening to students and validating what they have said is just the start to the Cycle. The next step is authorizing.

Steps of the Cycle