Talking with Teens

Honest advice from teenagers on how to better connect

N e w s Y o u C a n U s e

When it comes to talking, Brian Dodge knows his stuff.

He’s the teacher behind Portland’s Deering High School Debate Team which recently beat 22 competing high schools to win first place in a statewide debate tournament. It seems like an odd place for Dodge to excel, considering he teaches high school Calculus. The key to Dodge’s success appears to lie less in his ability to coach debate and more in his ability to connect.

“I don’t want to say be their friend, but you want to find some sort of link,” which isn’t hard for Dodge to do…he’s been a carpenter, a musician, worked in a book store, likes sports, movies, and cars…you get the idea. “I'm a really diverse person every once in a while I throw in a joke,” said Dodge who never seems to stop smiling.

So what’s in the secret sauce? Five of Brian Dodge’s high school students shared their thoughts on how educators can better talk and connect with teenagers.

Alex Smith, 17

“When teachers talk about their home life it gives us a connection. One of my teachers walks his cat and it makes them seem more like a person rather than someone who sleeps at school at night. Teachers should work to find a shared interest with us. I have a teacher who plays fantasy football and I play, and it connects me to him and makes learning more than just a teacher trying to stuff things into my brain—that way then, when teachers do try and stuff stuff into our brains, it sticks better because we’re connected and paying attention more to what they’re saying.”

“I think a lot of teachers are nervous to make a mistake in terms of planning or content knowledge that they're afraid to connect with a student on a personal level. I have a self-deprecating sense of humor and I’m not afraid to make a mistake—but that's how they learn. I frequently, sometimes on purpose and sometimes not, make a mistake. I'm not afraid to show them I make mistakes.” - Brian Dodge, Portland EA

Chris Sheehy, 15

“Don’t be so formal when you talk with us. Teenagers are never formal. Don't be afraid of getting into discussions and getting off topic. I find that when we’re off topic it’s more educational than the class itself because the subject we’re talking about is being related to the modern world. I learn more from the discussions that happen with the opinions shared when we're off topic.”

Dylantha Musonerwa, 16

“Don't treat us like we're just children because we're more intellectually in tune than teachers or adults will give us credit for. I love Mr. Dodge because he was not just a coach, he was more a peer and he treats us more like equals. When we need him he is there, he is extremely understanding, and I don't want to let him down.”

Zaeda Blotner, 16

“A lot of times educators think they should speak to teenagers in a way where they dumb things down or speak about things they think we like, but I like when teachers speak about things I don’t know because I like to expand my own interests. Teenagers’ interests are often underestimated. I want to be treated like a young adult and teachers should recognize that some topics are not above what I can learn.”

On January 23, the debate team finished 3rd overall in the state debate tournament. Arija Forsythe became the Maine State Champion in Lincoln-Douglas Debate and Alex Smith finished 3rd in Varsity Lincoln-Douglas. Congratulations to the team!

Spencer Todd, 16

“I think it’s important for teachers to reach out to us not only on the education level but on an emotional level. This is one of the most important times in our lives—teenagers feel we need to be able to turn to someone to trust and Mr. Dodge does that, and other teachers need to be able to do that too.

Most teenagers, they feel if they don’t like a teacher, they don’t want to do well in their class based on the sole reason they don’t like that teacher. The teenager doesn’t want the teacher to think they’re doing a good job, so they won’t do well in the class and try hard.

But, if a student likes their teacher, we feel like we have an obligation to that teacher to do better in their class; I’m motivated to do better and thrive in the class because I don’t want to let the teacher down.”