I know, I know. People have strong feelings about this.
And I get it. I do. It’s been a rough few years, and who doesn’t need a little more joy? I don’t disagree. I just don’t think that joy should take the form of an Elf on the Shelf.
That’s right. I said it. And I’m standing by it.
The Elf on the Shelf doesn’t belong in the classroom. Here’s why:
It’s not inclusive.
Not everyone celebrates Christmas. In fact, about 1 in 10 Americans don’t. And before you come at me with “it’s secular,” think about it for a minute. It’s a symbol from a dominant cultural holiday. According to the NAEYC, “Regardless of how commercially advertised or widespread these approaches may be, they are grounded in specific religious and cultural assumptions.” In other words, you can’t separate Elf on the Shelf from the underlying meaning behind Christmas.
It undermines trust.
ADVERTIsem*nT
We’re talking about a fairly elaborate lie here. For the uninitiated, the Elf on the Shelf observes children’s behavior and heads back to the North Pole nightly to report on their behavior (naughty, nice, or otherwise).
Yes, Santa is a lie too—that’s why both Santa and Elf are family decisions that don’t have a place in the classroom.
It erodes intrinsic motivation.
As a classroom management system, the Elf on the Shelf is pretty terrible. Having a spy in the classroom doesn’t exactly promote an environment conducive to respect, kindness, and learning. Now I know some of you have the Elf look for positive behaviors and reward those, but any way you slice it, the idea is that they should behave or they won’t get presents. Don’t we want our students to be respectful, responsible, and kind because it’s the right thing to do?
It invites chaos.
Some of you teachers are really creative, and your Elf gets into some serious shenanigans. I’m sure it’s exciting for students to come to school each day to see what the Elf got up to. But some of those setups (“OMG! He pooped Hershey’s Kisses!”) might invite more distraction than fun classroom magic. And heaven forbid someone accidentally touches or moves the Elf. Good luck getting through your math lesson when your students are crying because their Scout Elf lost its magic.
It’s a time suck.
That dang Elf has to be moved EVERY NIGHT. Who really has time for an intricate setup for the elf, ideally involving a clever pun, 25 times IN DECEMBER?
It’s a family choice.
There are just so many layers here.
One family might resent you for doubling up or outdoing their family tradition.
Another might not like the way you do it (“We feel uncomfortable that your class elf promotes mischief.”)
Parents who wanted to avoid the whole Elf on the Shelf madness now have to explain to their child why they don’t have one at home. Other parents are dealing with the fallout of another child who ruined it (“You know it’s really your parents, right?”).
The comparison is inevitable … and icky.
Your students’ families represent a range of socioeconomic conditions and cultural traditions. Not everyone is going to get a new iPad. So does that mean the child was bad?
There are so many better ways to create magic in the classroom.
Host a classroom “read-in” in pajamas. Create a class service project. If the conditions are right, a pet crayfish. I’m just spitballing here.
I know the Elf on a Shelf is fun. But is “fun” enough of a reason to overlook some serious problems with a classroom tradition?
IMHO, we’re best served by staying the heck out of it.
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As someone deeply entrenched in educational theory and classroom dynamics, I resonate strongly with the sentiments expressed in the article. It's evident that the author touches upon critical aspects that are often overlooked in the debate surrounding the use of the Elf on the Shelf in classrooms. Now, let's delve into the key concepts discussed in the article, providing a comprehensive analysis rooted in my expertise.
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Inclusivity: The article rightly emphasizes the lack of inclusivity associated with the Elf on the Shelf. By pointing out that not everyone celebrates Christmas, the author underscores a fundamental concern in education—creating an inclusive environment for all students. The National Association for the Education of Young Children (NAEYC) is referenced to emphasize the cultural and religious assumptions tied to such practices.
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Trust and Deception: The article addresses the issue of trust and deception inherent in the Elf on the Shelf tradition. By characterizing it as a "fairly elaborate lie," the author highlights the potential impact on children's trust and questions the appropriateness of introducing such elements into the classroom setting.
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Intrinsic Motivation: The article suggests that the Elf on the Shelf undermines intrinsic motivation by relying on external rewards and punishments. This aligns with established educational principles that advocate for fostering internal motivation in students, promoting values like respect and kindness for their own sake rather than as a means to an end.
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Classroom Management: The Elf on the Shelf is criticized as a poor classroom management tool. The idea of having a spy in the classroom is seen as counterproductive to creating an environment conducive to learning, respect, and kindness. The article challenges the efficacy of using such external motivators to shape behavior.
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Potential for Chaos: The article warns about the potential chaos that may arise from creative Elf setups, suggesting that the excitement might border on distraction. This concern aligns with the need for a focused and disciplined learning environment, with the author cautioning against setups that may inadvertently disrupt classroom dynamics.
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Time Management: The logistical challenge of moving the Elf every night in December is highlighted as a practical concern. This critique is rooted in the understanding that educators have limited time and resources, and allocating substantial time to maintaining an Elf tradition may detract from more meaningful educational activities.
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Family Choices and Comparisons: The article acknowledges the diverse family backgrounds of students and the potential for the Elf tradition to clash with individual family choices. It stresses the importance of respecting different family traditions and avoiding unintentional comparisons that may arise from varying socioeconomic conditions.
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Alternative Approaches: The article concludes by suggesting alternative ways to create a magical classroom environment without resorting to the Elf on the Shelf. This reflects a proactive approach to finding engaging and inclusive alternatives that align with educational goals.
In my expert opinion, the article successfully argues against the incorporation of the Elf on the Shelf in classrooms, providing a nuanced understanding of the potential drawbacks and offering constructive alternatives for creating a positive and inclusive learning environment.
