As a teacher, I am starting to observe that like in this illustration, there are certain rules of Social Physics at work in our classrooms. I would like to discuss just a few of them here, beginning with the above illustration. (Fair warning, I teach Social Studies, so please forgive some slight simplification of the science as poetic license .)
The Gravity Constant
Now, as an educator, I still see the merit in that illustration, but I want to add something. The reason that the smaller can pull down the larger is that gravity plays a role. In physics, one knows the gravitational constant is 9.8. That is added to the pull the small exerts on the large, potentially evening out the amount of force, and typically shifting the balance. In addition to gravity, standing on a chair is not as stable as the ground.
In a classroom situation, I have heard teachers argue that it is good to have "honors" level students in the same class as the "on-level" students because it will bring the grades up and they will learn from each other. Yes, and no. If the "honors" students are significantly popular, or there are more of them than the other students, then yes. But when they are outnumbered, I witness the opposite. The Gravity Constant pulls them down. Often, it starts as the "honors" student stops answering questions because they are the only one, then the pressure of always being the one the other students look at when a curve is broken kicks in. Social pressure begins to weigh.
I am in no way diminishing the importance of peer tutoring, but as educators we need to be aware to take care of those students who are shouldering the weight not only of their own responsibilities, but the pressure they feel from their peers. Help them find a more stable "chair" to stand on, occasionally let them off the "chair" so they can just be another student, and be there pushing the students on the ground up when you see the student on the "chair" trying to help.
Newton's First Law
An object at rest remains at rest. An object in motion remains in motion. To change either of these, outside force is required.
Every student needs a push.
Every. Single. One.
Now that push may move them to pass, or to get a perfect score on the SAT. But it must happen. How much push- and how much prep to get ready for the push- depends on the student. Some students come with wheels- a subtle nudge will move them to success. Some students are "up on blocks" and need to be given wheels- knowledge and skills to complete the task- before the push.
In either case, when a student walks I your door, they need a push to find success. That push may be as simple as laying out expectations or as complex as convincing a student that your subject actually does matter. Some students are ready to roll at day one, others are like a classic car that has been sitting in the garage for too long. The work will take time, but it will be worth it in the end.
Sometimes, the inertia a student brings to class is not exactly what you want. Here, the First Law says it's not just going to stop on its own. Enter discipline. And, enter the Second Law.
Newton's Second Law
More mass requires more force to accelerate.
Discipline problems often do not start in your room. There is some acceleration bursting through your door, and it may anger at the last teacher or pain from something that just went out on social media or something from home. You did not ask for it, but it is barreling toward you nonetheless.
Big problems need a lot of force, small problems need little force. You just never know which one is staring at you in the moment.
Ok, a red faced, teary eyed, or swearing, swinging student is a clear call. But hopefully that's not a frequent situation.
Whatever the thing you face, if it is not addressed, it could derail your class. Or worse yet, entangle other students in it. That gravity constant still applies here- large mass has strong gravitational pull.
Now applying force to stop can be firm discipline, clearing addressing the issue at hand. But, in a slight departure from the First Law, sometimes it can be ignored.
A problem that is not affecting others can sometimes be made worse by applying force from the teacher, when there is another outside force already acting.
Time.
Students may just need a moment to burn out the heat of what they were dealing with.
Because if you react too strongly, there will be a reaction.
Newton's Third Law
For every action, there is an equal and opposite reaction.
I've seen it in my classroom and in other teachers' stories. You react to a student wanting attention- even if it's negative. They respond by doing exactly the opposite of what you wanted- they ramp up the behavior. Or they use that pesky gravity constant to draw the class in with them. So what do you do?
Ignore it.
Yeah- it seems counterintuitive, but sometimes reacting in the moment does exactly what you don't want. Instead, let the moment die. Student misbehavior is all about timing, like comedy. When the student doesn't get what they wanted and other students see you are not phased, their momentum is gone and your opposite reaction worked.
Obviously, there are limits- if a student is in emotional or physical danger you must act. But weigh the moment.
Social Physics
So there it is. A theory to try out on your socially active students. Now, I'm gladly headed back to teaching social studies.
