This whole thing started because I personally drink a lot of tea. And, since I’m usually brewing said tea in bulk, I often end up sharing the extra with whichever interested students are in my immediate vicinity. Over my time here at LCA, the classroom tea situation has evolved into something of a ritual. Particularly on days when we read and discuss together, we all get out our mugs, I boil the water, and we drink tea. Lots of tea.
I never meant for this to be a central or strategic feature of my classroom pedagogy; however, as time has gone on, I’ve discovered some hidden advantages to our classroom tea parties. As a colleague and I were discussing this somewhat bizarre classroom expectation that I have accidentally cultivated, I found myself reflecting on some of the ways in which a hot cup of tea can bring out the best in my kiddos. Am I looking for psuedo-pedagogical reasons to buy/brew/drink more tea? Yes. But hear me out.
- Holding a warm cup of tea and taking periodic sips gives nervous, fidgety students an outlet for some of their anxiety. Classroom discussions can be a genuinely overwhelming prospect for certain personality types. Oddly enough, I have found that handing an intimidated student a mug gives them something to steady their hands and to intermittently retreat behind, channeling their anxious energy.
- A sleepy student who is tired or has a tendency to disengage and nod off is much more likely to stay engaged and alert when they have a (lightly) caffeinated beverage to sample throughout the block.
- Sharing tea creates a classroom culture of community and care. Students feel known and connected when I make them tea. It cultivates trust and camaraderie between us, both of which are things I need from them in the work we do together.
- Even though taking the 3 minutes of classroom time to fill mugs doesn’t really detract from our overall time together, it communicates to students that I am not looking to rush them in the hopes of maximizing our productivity. It demonstrates that I care about their experience and process in my class. It invites them to lay the academic rigamarole aside for a block and just focus on what we like and what interests us.
I recognize that I am uniquely privileged to teach smaller classes that allow this tea time tradition. LCA classes tend to max out at around 18 kids, so it’s more feasible for me. I also don’t really mind doing the dishes somewhat regularly, although students usually do them for me throughout the day. We do sometimes break mugs or spill tea on books, but, if I’m being honest, that’s part of the fun. And it’s part of my process of modeling what it looks like to honestly enjoy literature, discussion, and collaborative discovery. So, bottoms up to classroom tea parties!