Some Kid

I doubt seriously that the students I work with and around spend much time planning their conversations with myself or other educators. Unlike us, they do not spend hours, days, weeks painstakingly planning each lesson, and carefully budgeting limited time allotments. That said, they come to us with sort of a ragamuffin/recklessness; carelessness of time; disconcerting of structure or agendas. When I first began teaching I would carefully hold the reigns of conversation-completely unwilling to let "some kid" dominate my classroom. As I have progressed in my profession, I have become keenly aware of the importance of operating on "some kid's" agenda.
Here are a few reasons:
1. Kids don't operate independently, so usually the thoughts, questions, defiance of "some kid" are shared by all kids;
2. Students empathize and gather facts horizontally rather than laterally - meaning they will learn better from the disruptions of "some kid";
3. By allowing "some kid" to express themselves, others will be encouraged to also;
4. When "some kid" learns that he/she has earned the respect and ear of their teacher, they will return it;
5. The respect and ear of "some kid" can spread my influence to all kids;
6. "some kid" has the chance to become "somebody".

Moral of the story - nothing I plan is more important than the audience I intend to teach to. In the end, I want this world to look and listen to the disruptions of these students and think... "some kid".