Tabula Rasa: Blank Slate
Jeff Morrison
The accepted etymology of the term refers to the philosophical theory that individuals are born without pre-existing mental content, and that all knowledge is gained through experience perception- that we as human beings are a “blank slate” until we have begun to experience and process life's events. The context I will be referring to is a looser interpretation- one that indicates a fresh start or a new beginning.
The concept of tabula rasa has long been a central tenet of my teaching philosophy, primarily in a behavioral context. Simply put, it is the idea that every student enters my classroom knowing that they do so with a fresh start each day. No matter what may have transpired the previous day, students know that they will not be judged upon or reminded of any previous behaviors or incidents. On the surface, this may appear to be a lenient approach to negative behavior, but in my experience, it is actually the most effective method to establish and maintain long-lasting boundaries and expectations, as well as an effective way to build trusting relationships and enhance students’ self-esteem. The concept may sound easy in theory, but it takes self-discipline, self-control, and self-reflection to put it into practice.
This is not to suggest that consequences and interventions should be avoided. Students should be held accountable with fair and contextually appropriate behavioral interventions. Once the intervention has been given and carried out, however, the student has a blank slate. A blank slate empowers students to shift their own paradigms and self-images in a classroom/school environment. This is especially important for students coming from a low socio-economic status environment. Many students have been judged and labeled and have never been given a chance to rise above those judgements or labels. There are myriad ways to level the educational playing field, and invoking this practice is not only effective but also costs nothing to implement.
There are 3 key components that must be in place in order for an educator to carry out this concept:
Empathy
The ability to empathize with a student is perhaps the biggest building block in the foundation of this practice. While it is never easy to be sworn at, ignored, or have a desk thrown at you, teachers must keep in mind that in all likelihood they are not the reason for students - just a convenient outlet. Students may be dealing with food and housing insecurities, learning deficits due to gaps in their education, institutional racism, or countless other issues that are the root cause of their behaviors.
Don’t take it personally
Given that you are most likely not the reason for their behavior, if you can view student behavior through the prism of caring detachment while ensuring the safety of all, you will be better able to not only help the student de-escalate but also to give them a blank slate the next time you see them. You already know that you are not a “ #@*!! or a *^%&** or even a **!!** so being called one should not impact you. Very often, responding with a simple “I’m sorry you feel that way, but we still have work to do,” or something in a similar vein will diffuse the situation and negate a possible escalation or power struggle.
Look at the bigger picture
Remember the reasons you became an educator in the first place- to help students be the best version of themselves, to change the world one student at a time, to make a difference in a student's life. Keeping your reasons in mind will help you maintain a healthy perspective and make it easier to keep both the students and your own educational goals on track. When you view a student's education with a long view, single incidents, however frequently they may occur, are not as difficult to handle. Why is this particular strategy so important with students who may constantly act out? Simply stated, these students may have never been given a chance to recover from or atone for their behaviors. Perhaps they felt remorse or contrition but were never given the opportunity to express either. Once they acted out, they may have been labelled as “troublemakers” or “problem students” and were treated as such. Once a student feels they have a reputation in this context, they are more likely to act out again and less likely to show contrition. It is critical to not only forgive behaviors, but also to allow a student to apologize and to fully accept that apology- and of course to give that student a blank slate the next time you encounter them. If you are able to do so, there is a lesser likelihood that they will feel compelled to act in a negative fashion. In fact, giving them a blank slate will often facilitate a change in their behavior. If students know you care about them and that a consequence is simply a cause and effect situation and not a personal affront to them, you can begin to establish a positive relationship with them. Moreover, they can begin to change their behaviors and reactions as well.
Authentic and permanent changes in student behavior and reactions must come from the students themselves and they have to want to make those changes. Providing them with a positive and caring environment, as well as being someone they can rely on for consistently appropriate boundaries, can help them gain the confidence needed to initiate those changes. The presence of even one individual who shows understanding and compassion, while also setting strong expectations and boundaries, and who understands the bigger picture, can do just that. Students are both malleable and resilient, and regardless of their background or circumstances, their reactions and behaviors can change. You, as an educator, can help them be their own agent of change. Giving students a blank slate may not always be easy, but it will go miles in helping them realize a sense of self-worth and build a strong behavioral foundation.
