Spoiled Kids?

Recently, I began our work session with this acronym "WIIFM" and asked the group to consider why we're examining effective classroom management practices. Each of us came up with specific benefits for ourselves, for our well being.

Then the other day, I read in a blog I subscribe to about a book titled Motivating the "What's In It For Me" Workforce: Manage Across the Generational Divide and Increase Profits. And last Sunday, Alfie Kohn wrote a column in The Washington Post headlined "Complaining about a generation of spoiled kids -- again." Kohn believes this American pastime that targets one generation with such criticism is, frankly, getting old.

We teachers-- veteran or young-- certainly want to consider what's in it for us, don't we? So are we the "Me Generation"? And if we, too, are guilty of WIIFM thinking and attitudes, what should we do and how should we think about our students? Don't they need us to teach them that their education is its own reward? Don't they need us to teach them by example that life's greatest satisfactions come when we act in ways that consider others before ourselves?

What generation is the “What’s in it for me?” generation? The answer all depends upon where you sit and how old you are. In fact, every generation at one time or another has probably been seen by the preceding generation as the WIIFM generation. Doesn’t society tell every member of every generation from a very young age to look out for number one?

The young grow up being socialized by an older generation that sets the example of “So what? Who cares? What’s in it for me?” Perhaps a reason elders blame things on youth is that there is only one other place to blame our discontent. When we point our one finger out at others, three other fingers are pointing back at us.

The WIIFM attitudes are the signs that we and our students have a ways to go in changing our attitudes, empathy, and habits so that we consider others' perspectives. Our attitude toward our students will show up in our actions and language in the classroom, in our conversations with our colleagues and parents, and in how we speak about our work outside of school.

What's you thinking about teaching students altruism, empathy and perspective?