In this episode, I, Mr. Funky Teacher, Nicholas Kleve, focus on advocating for kids when adults belittle, humiliate, or make fun of students. I talk about why this matters so deeply, because students may not remember every lesson, but they do remember how adults made them feel.
I start by sharing three things I’m thankful for: an extra hour of sleep that helped me reset, my brother going home from the hospital yesterday, and encouraging words from my wife that keep me grounded and remind me I’m not doing life and teaching alone.
Then I explain how harsh comments, public humiliation, and being mocked can echo in a child’s mind for years—especially when it comes from a trusted adult. Even when students are misbehaving or disruptive, correction is part of teaching, but demeaning a child is not.
I walk through what advocacy can look like in real life. If I see it happen, I can redirect professionally in the moment to protect the student’s dignity, then follow up privately with the adult and report it when necessary. If students report it to me afterward, I listen, validate, and create a safe space to talk—not in front of the whole class—and then decide next steps based on seriousness or repetition. I close by emphasizing that advocacy is about protecting dignity, holding adults accountable, and creating a culture where students know they are safe and respected.
Show Notes
• I explain that students may not remember everything we teach, but they remember how adults make them feel.
• I share why harsh comments, public humiliation, and mocking can echo in a student’s mind for years.
• I clarify that correction is part of teaching, but demeaning a child is not.
• I describe how to advocate in the moment by redirecting professionally without escalating and protecting student dignity.
• I explain why the follow-up with the adult should happen privately and stay professional.
• I share how to respond when students report it afterward by listening, validating, and thanking them for trusting me.
• I explain why students should not have to hash it out in front of the whole class and why a private time matters.
• I emphasize building a culture of respect by correcting behavior, not identity, and balancing correction with affirmation.
Key Takeaways
• Advocacy means speaking up when kids are being torn down.
• Even the toughest kids still deserve respect and dignity.
• Discipline and accountability belong in teaching, but humiliation does not.
• Protect student dignity in the moment, then handle adult follow-up privately and professionally.
• When students report harm, listen, validate, and take next steps so they know you won’t shrug it off.
Transcripts
unky Teacher (Nicholas Kleve):
This is Mr. Funky Teacher with BeAFunkyTeacher.com. I’m coming to you with another Be a Funky Teacher podcast. Welcome back, everyone. I’m happy to have you with me.
Today’s episode is advocating for kids—standing up when adults belittle, humiliate, or make fun of students. That’s right. That’s going to be our focus. But before we get into it, let’s talk about three things I’m thankful for.
First, I’m thankful for an extra hour of sleep. That little reset makes a huge difference in how I show up. I took an extra hour this morning, and I’m so happy I did. I try to get up early anyway so I can have extra time to get things done, but sometimes your body just needs that extra sleep.
Second, I’m thankful for my brother going home from the hospital yesterday. Oh my goodness. After such a tough stretch, it’s a blessing for him and for our whole family. Now he can focus on continuing to heal and get better outside of the hospital.
Third, I’m thankful for encouraging words from my wife. Those small moments of support keep me grounded. They remind me I’m not in this work alone. My support team is with me. The hard work of teaching, the hard work of life—we don’t do it alone. It takes a team, and we have to remember that as we move through this work.
Alright, let’s go back to our main event—advocating for kids and standing up when adults belittle, humiliate, or make fun of students.
First off, students notice how adults treat them. Kids don’t always remember what we teach, but they remember how we make them feel. When adults use harsh comments, public humiliation, or make fun of students, that can echo in a student’s mind for years. And even when kids misbehave, disrupt, or are tough to work with, they still don’t deserve to be belittled, humiliated, or mocked. In fact, those tough kids often need us the most in how we talk to them and how we treat them.
Correction is part of teaching. Demeaning a child is not. I’ll say it again: correcting a child is part of teaching, but demeaning a child is not.
So how do you approach this?
If you see it happening directly and you can advocate in the moment with professionalism, I encourage you to do that. Step in to redirect without escalating. You can say something like, “Hey, let’s take a pause here. We can reset.” Protect the student’s dignity in the moment, then follow up with the adult privately. Keep it professional. It’s not about embarrassing the adult. It’s about making sure the student isn’t left exposed. As trusted adults, our first priority is always the child’s dignity.
And depending on how serious it is, there may be times you need to report it—following your school’s chain of command, whether that’s a principal or district leadership.
Now what if students report it to you?
Sometimes you don’t see it happen, but kids come to you afterward. First step is to listen and validate what they say. You don’t have to agree with everything, but validate that you hear them. Say something like, “Thank you for trusting me enough to share this. You didn’t deserve to be spoken to that way.”
Another important piece: hashing it out in front of the whole class is not the right place. If students want to talk about something that happened in PE, art, or another setting, set up another time—recess, a quiet moment later—somewhere private and appropriate.
Then you decide your next steps. As professionals, we have to make that call based on what we’re hearing. Was it a snarky comment that hurt feelings, or is it a bigger pattern of students being demeaned? If it’s serious or repeated, it needs to be escalated.
What matters most is that students know you won’t shrug it off. They need to know you’re a safe person, someone who will listen and protect their dignity. Be that trusted adult.
Ultimately, we have to create a culture of respect and advocacy. Students need to know they are safe here, and they won’t be embarrassed. Model positive correction by focusing on behavior, not identity. Redirect privately when possible. Balance correction with affirmation. Encourage colleagues to help students grow while holding ourselves accountable to treat kids with dignity. Every child—well behaved or not—deserves respect.
As I reflect, this topic is tough, not because I’m afraid of addressing it, but because I hold myself to a high level of accountability when I interact with children, and I expect that from other adults too. It’s frustrating when it doesn’t happen.
So here are the key takeaways. Advocacy means speaking up when kids are being torn down. Even the toughest kids still deserve dignity. Discipline and accountability are part of teaching. Humiliation is not. Be the adult who shields kids, lifts them up, and never lets a moment of disrespect define their worth.
With that being said, that brings this episode to a close. Remember to inspire greatness in young people. And don’t forget to be a funky teacher. Bye now.
