One important piece of learning I got from my experiences before and during my trip to Poland is that there are some things I need to adjust about how I teach the Holocaust. There are texts I might eliminate; there are texts I may add. There are films that are not considered "good practice" for viewing; there are films that get good reviews for authenticity. I was - and still am - ever so thankful to have been in the company of teachers and Shoah Foundation staff who discussed with me and helped me think through my lessons and practices as they relate to teaching the Holocaust.
As I have considered that particular aspect of my teaching, I have been thinking about my approach to other topics and lessons that I teach. What could - or should - I be doing differently? Better? Are there things I could say and do that would help the teaching-learning process in my classroom?
Of course, I reuse lessons from year-to-year, but more often, my lesson and unit planning seems to be in a constant state of change. I want them to get better.
Oh how I wish I could go back to that group of seventh graders, who are now high school juniors, and reteach The Hobbit. Boy, would I do things differently.
I would certainly read TO them more. That's something that I've realized I enjoy, and I think students enjoy it, too. Over the last couple of years, I make an effort to at least read the first chapter to the students. It helps them hear the cadence of the book, and it gives me an opportunity to use my tone of voice to emphasize certain words, phrases, and passages. Reading to them absolutely helps get them started on the right foot. If I could redo that first year, I would also have them discuss more! The unit plan for this year called for quite a lot of discussion as it was in a "literature circles" format. It was exciting for me to overhear conversations about a classic novel coming from the mouths of twelve-and-thirteen-year-olds! What fun!
Beyond just reteaching The Hobbit, I wish I could go back to my first ever group of seventh graders; they are now college sophomores. Boy, would I do things differently.
I had spent three years teaching high school seniors when I requested a move to seventh-grade. I never anticipated the huge transition it would be! It had been a LONG TIME since I was twelve, and twelve is NOT the same as when I was a kid. Unfortunately, I did not approach that group of students like they were twelve-year-olds. Things didn't improve when they had that magical thirteenth birthday, either. Why not? I was used to teaching eighteen-year-olds. I anticipated and prepared for the change in curriculum, but I did not prepare myself to make necessary changes in my strategies. I struggled. They struggled. And I learned, every day, more about the mind of a seventh grader.
Wow! I wish I had known then what I know now, and I wish I knew more now than I do! I have learned that junior high kids do well with a daily agenda that incorporates at least a little time for discussion or a game. I have learned that they still like rewards. (I give out A LOT of stickers!) They do better with projects when we do small steps and have short-term deadlines. They are very busy and sometimes forgetful and not always very organized. Why? They're in junior high. They're KIDS. I wish I had more fully realized that from the start.
Of course, reflecting on all I have learned about teaching junior high makes me think back to my very first full-time teaching job with high school seniors. I wish I could go back to that awesome group of students from the FPHS Class of 2006. Boy, would I do things differently.
That year, I was exhausted. My first child was only six weeks old the day I started that job. I was so overwhelmed with motherhood, a new career, and sponsoring extracurricular activities, that I am honestly just thankful we all survived. I guess many teachers have similar thoughts about that challenging first year. I do, however, wish I could go back and re-experience that year with those particular students. I think about what a nut-job they probably thought I was, and I wish I had the chance to do it over again, with a little more sanity and experience under my belt. Many of them saw me sob my way through long senior play rehearsals, scramble and stress out until the class night script was finalized, and sigh in relief as they walked across the stage at graduation. Today, many of those students are married and starting their own families, and to this day, students in that class are among my all-time favorites. I absolutely wish I could have a chance to re-do that year.
Unfortunately, do-overs aren't commonplace in teaching. Students move on and another group takes their place. While I cannot have a second chance with the class of 2006, or 2013, or even those juniors - the class of 2016, I CAN do my best to learn from those years. . .from those students. . .and from those mistakes.
One of the best pieces of advice I ever received came along during grad school:
If you try to teach students in the manner you were most recently taught, you will never reach them.
I try to regularly remind myself that I work with children - teenagers - but really, children. They are required to attend school. They are required to take English. They are not choosing to pay for a graduate level lecture class in a subject that they like. It is not their responsibility to interpret pages of lecture notes. They're kids. And, every day, it is my job to help them learn. I may never get it all just right, but I sure will try!
As I have considered that particular aspect of my teaching, I have been thinking about my approach to other topics and lessons that I teach. What could - or should - I be doing differently? Better? Are there things I could say and do that would help the teaching-learning process in my classroom?
Of course, I reuse lessons from year-to-year, but more often, my lesson and unit planning seems to be in a constant state of change. I want them to get better.
For instance, I have taught The Hobbit for five years. This year, I tried a completely new approach to the book. Luckily for me, a teacher had created a unit plan and had made it available for purchase on Teachers Pay Teachers. I had to tweak it some for my junior high students, but it was likely the best approach I have used for teaching that novel. I predict that unit plan will stay in the mix for a while!
Oh how I wish I could go back to that group of seventh graders, who are now high school juniors, and reteach The Hobbit. Boy, would I do things differently.
I would certainly read TO them more. That's something that I've realized I enjoy, and I think students enjoy it, too. Over the last couple of years, I make an effort to at least read the first chapter to the students. It helps them hear the cadence of the book, and it gives me an opportunity to use my tone of voice to emphasize certain words, phrases, and passages. Reading to them absolutely helps get them started on the right foot. If I could redo that first year, I would also have them discuss more! The unit plan for this year called for quite a lot of discussion as it was in a "literature circles" format. It was exciting for me to overhear conversations about a classic novel coming from the mouths of twelve-and-thirteen-year-olds! What fun!
Beyond just reteaching The Hobbit, I wish I could go back to my first ever group of seventh graders; they are now college sophomores. Boy, would I do things differently.
I had spent three years teaching high school seniors when I requested a move to seventh-grade. I never anticipated the huge transition it would be! It had been a LONG TIME since I was twelve, and twelve is NOT the same as when I was a kid. Unfortunately, I did not approach that group of students like they were twelve-year-olds. Things didn't improve when they had that magical thirteenth birthday, either. Why not? I was used to teaching eighteen-year-olds. I anticipated and prepared for the change in curriculum, but I did not prepare myself to make necessary changes in my strategies. I struggled. They struggled. And I learned, every day, more about the mind of a seventh grader.
Wow! I wish I had known then what I know now, and I wish I knew more now than I do! I have learned that junior high kids do well with a daily agenda that incorporates at least a little time for discussion or a game. I have learned that they still like rewards. (I give out A LOT of stickers!) They do better with projects when we do small steps and have short-term deadlines. They are very busy and sometimes forgetful and not always very organized. Why? They're in junior high. They're KIDS. I wish I had more fully realized that from the start.
Of course, reflecting on all I have learned about teaching junior high makes me think back to my very first full-time teaching job with high school seniors. I wish I could go back to that awesome group of students from the FPHS Class of 2006. Boy, would I do things differently.
That year, I was exhausted. My first child was only six weeks old the day I started that job. I was so overwhelmed with motherhood, a new career, and sponsoring extracurricular activities, that I am honestly just thankful we all survived. I guess many teachers have similar thoughts about that challenging first year. I do, however, wish I could go back and re-experience that year with those particular students. I think about what a nut-job they probably thought I was, and I wish I had the chance to do it over again, with a little more sanity and experience under my belt. Many of them saw me sob my way through long senior play rehearsals, scramble and stress out until the class night script was finalized, and sigh in relief as they walked across the stage at graduation. Today, many of those students are married and starting their own families, and to this day, students in that class are among my all-time favorites. I absolutely wish I could have a chance to re-do that year.
Unfortunately, do-overs aren't commonplace in teaching. Students move on and another group takes their place. While I cannot have a second chance with the class of 2006, or 2013, or even those juniors - the class of 2016, I CAN do my best to learn from those years. . .from those students. . .and from those mistakes.
One of the best pieces of advice I ever received came along during grad school:
If you try to teach students in the manner you were most recently taught, you will never reach them.
I try to regularly remind myself that I work with children - teenagers - but really, children. They are required to attend school. They are required to take English. They are not choosing to pay for a graduate level lecture class in a subject that they like. It is not their responsibility to interpret pages of lecture notes. They're kids. And, every day, it is my job to help them learn. I may never get it all just right, but I sure will try!
