Warm Demander Pedagogy

The Warm Demander: An Equity Approach

Recently, I had a conversation with a high school kid about his experiences with a teacher who was in his first year of teaching. This is what the kid said, “Although I like [the teacher] because he’s understanding, I don’t think he enforces sufficient levels of discipline. He urges us to be quiet, but he doesn’t actually do anything to put an end to the conversation. If I say, “I forgot my homework,” he extends the deadline, and he keeps extending it, so I don’t bother doing the work. If I say, “I lost my homework,” he extends the deadline even more. More discipline is required of him!”

Although he was unaware of it at the time, this youngster was actually requesting that his teacher become more of a warm demander, which is an essential tactic for establishing equity in the classroom. According to the author Lisa Delpit, warm demanders are instructors that “expect a great lot of their pupils, convince them of their own genius, and enable them to fulfil their potential in a disciplined and controlled setting.” The concept of the warm demander is the most significant conceptual framework that I’ve learnt in my twenty years of working in public schools, and it governs my interactions with students on a daily basis. I’ve worked in public schools for the past twenty years.

To become a warm demander, the faculty at the June Jordan School for Equity in San Francisco, where I serve as co-director, devised a four-part structure, which includes the following:

1. Believe in the Impossible

Do you seriously believe that every single youngster is capable of learning? If you are unsure, I recommend reading “The Genius in All of Us” by David Shenk, which will help you comprehend that the findings of brain science are unambiguous: “Limitations in achievement are not owing to inadequate genetic assets. Rather, they are due to our failure, so far, to tap into what we already have.” [Citation needed] You also need to have an understanding of the cultural assets and exemplars that exist within the communities of your students. Can you picture one of your Latina students becoming the next Dolores Huerta, Sandra Cisneros, or Ellen Ochoa, for instance? If you don’t, you won’t be able to show your students how much potential they have to become anything they want to be.

2. Build Trust

Warm demanders are aware that trust is the foundation upon which learning is built. In order to establish trust with your students, you must first listen to what they have to say, then learn about who they are and what is important to them. You need to be willing to put yourself out there and share the real you, which includes laughing and smiling. Following the example of French parents and being strict about things that matter is something that Pamela Druckerman recommends in her book Bringing Up Bebe. However, within those firm boundaries (which Druckerman refers to as a cadre or frame), you should trust children with the autonomy to make mistakes and learn from them. This is something that Pamela Druckerman recommends.

3. Teach Self-Discipline

Because he was aware that he should have been having his assignment done on time, the actions of the teacher made the student whom I heard complaining about the numerous extensions on the deadlines for completing homework feel disrespected. Warm demanders expect students to exhibit self-discipline, but not because they want students to comply with their demands; rather, they want students to demonstrate respect for high standards. This does not mean that you should micromanage your students, nor does it mean that you should punish students who don’t live up to your standards. It entails instilling a sense of discipline and normalising the long hours of labour and effort that are necessary for achievement.

4. Embrace Failure

Warm demanders instil in their pupils a growth mentality and make them aware that the only way to acquire true knowledge is through making mistakes. Due to the fact that the majority of us despise being unsuccessful, Jo Boaler offers the following three techniques to appreciate mistakes made in the classroom:

Make it a standard that you enjoy and even desire to make mistakes.
Instead of simply praising someone for their mistakes, explain why they are essential.
Give them employment that actively encourages them to make mistakes.
It is essential to keep in mind that in order for mistakes to lead to education, they have to be made in a protected setting under the watchful eye of an adult, such as a warm-demanding instructor.

Warm demanders hold their students to high standards and provide the support that their kids need to get there through these tactics, thereby creating an egalitarian classroom environment for their students.

In the following piece, we will discuss a method that has shown to be effective in assisting new instructors in discovering their own warm demander style. This method involves locating a well-known cultural role model in a film or television show. Samuel L. Jackson’s performance in the movie “Coach Carter” from 2005 is one of my all-time favourites. Who do you believe will be yours, if you have any idea?