After first period ends on Wednesday at my high school, students report to their foundations classroom. During the foundations hour, students are almost always given an assignment to complete or a presentation to watch, usually focusing on a life skill we should apply after high school. Students at my school have heard it all, whether it’s a lecture on perseverance, saving money, or the dreaded ACT exam. However, this Wednesday during foundations, a prompt written on the board led to more nerves and apprehension than usual. The question stated, “What are your plans after graduation?”
It was fascinating to look around the room and immediately notice my classmates’ different physical responses to this question. Some sat with their heads down, maybe hoping that avoiding eye contact with the prompt would make it go away. Some sat up straight, hoping they’d be called on to answer the question in front of the class. Some, like myself, were mainly indifferent to the question. After a few minutes, most of us just assumed the question was rhetorical and moved on with our routine (the question was NOT rhetorical). My foundations teacher proceeded to explain that he’d be making his way around the class to hear each student’s response to the question. Jeez, I thought the nerves in the room were intense as students read the prompt. I figured we’d need a few pacemakers once students realized they’d actually have to answer the question. I personally thought it was a little ridiculous to expect high school juniors to know their exact plan after high school, but I don’t mind the question as much as some others my age.
As my teacher began at one table, I couldn’t help but listen in on some of my classmates’ responses. “I want to study neuroscience at the University of Minnesota,” one student said, while another simply stated, “I don’t know”. I expected to hear my teacher interrogate and pry at the student who was unsure about their plans, but instead, he reassured them that it is perfectly fine to not know. When my classmates and I heard this reassurance from my teacher, the room was filled with so much more confidence and comfort as the anxiety and dread faded away. My teacher continued to make his way around the class, listening to the students who have a clear plan and those who have no clue where they want to go or what they want to do. He began to challenge my class more and more as students became comfortable saying, “I don’t know”. His challenge, however, did not come off as intrusive. If a student said they didn’t know what they wanted to do after high school, he asked them about their interests and passions. This allowed students in my class to consider what brings them joy and to explore a path that aligns with their passions.
I believe what I took away from my teacher’s tactics yesterday was the fact that it’s okay to not know. It’s okay to not have a “perfect” response. As Tess and I begin to consider our post-graduation choices, it’s critical to find a balance between living in the moment and planning for the future. We’ll have a lot of people asking us next year the question that many young people dread: “What are your plans after graduation?” Although this inquiry and our next transition is so exciting, it’s sometimes scary to think about not knowing the answer. For all young people like Tess and I that are beginning to think about this exciting and frightening change, remember that it’s okay to respond with, “I don’t know”.
Eve Miller
The Ripple Effect 