Context Over Consequence
Dear Teacher,
Security cameras detected some unusual behavior late one evening. A brown and white dog wandered into a store, sniffed around, and then carefully dragged a blanket out the door. Seeing the theft, the security guard swiftly began to intervene, but momentarily paused, thinking there may be more context behind the stolen item.
Instead of swooping in, the officer decided to follow the dog and make observations. Rather than running away with his stolen item, the dog trotted down the street, blanket in its mouth, stopping only when he reached an elderly homeless man curled up on the cold ground. Gently, the dog placed the blanket over him and laid down by his side.
Rather than taking the blanket back, the stunned worker returned to the store, filled a bag with snacks, a pillow, and even some dog food, before bringing it back to the pair and quietly leaving it by their side. Instead of reacting to the behavior, the officer had intentionally chosen to respond to the need.
When the Internet learned the story, the response was immediate. Strangers set up a GoFundMe account. Local news stations picked up the story. Support and funding poured in so that the man and his loyal four-legged friend are now staying in a nearby motel, warm and fed, with hope for the future. He's applying for jobs and is determined to rebuild his life, with his dog by his side.
And you, Teacher, there in your classroom, may have the impulse to react to poor student behavior, seeing the infraction as disobedience or rebellion. And yet, you intentionally pause and quietly observe, watching for indicators of the need. With your professional Maslow's understanding that needs must be met before learning can happen, you assess behavior and determine the need. Then you reach into the situation, meeting students where they're at because you know that context is more important than consequence.
Meeting needs with you,
Christian Educator & School Counselor