They all seem to like Catcher in the Rye. If they are focused and something strikes a chord with them, they certainly engage with the discussion.
If the teacher (you or me even) shows interest in their thoughts, they go even deeper. It is as if they want to but need a guide.
They get off task way too easily...then again, shouldn't that be expected of sophomores? :) I think they way you handle this is really effective. With their lit circles, it doesn't have to be all Holden all the time. In my group, I think they appreciated the fact that I wanted to hear about more than just their musings on the book. (Some super-duper kids, they are.) Still though, even in large class, their attention is so easily stolen by something else. I think the best answer to this is to know who it is, exactly, that you are teaching. That means that you must pick your battles. I think when it comes to demanding respect, you can't really do that if you are constantly begging the students to give you their attention. They won't respect a teacher who only ever scolds them. I like how you express your disappointment in their wandering minds (and mouths) but also move on.
Something I found myself thinking about today had a lot to do with the dynamics of the relationships between the students. I love how they are open with you and eager to share their lives with you, but it is funny to watch them with each other. I have very little tolerance for bullies. Some of the kids get bullied. As a teacher, how do you deal with that? Especially when it is among boys (well, at least for today anyway). I know in my high school, it wasn't really cool for a big guy to be stood up for by his small, female teacher. Also, is there a way to treat the source of the negative treatment of some students rather than just the symptoms? An age old question that I might just have to keep thinking about...
Also, they love making connections to their own lives. This was so cool to see today because this is why I want to do this. People write about other people. And literature reveals things about ourselves. Not only that, but our lives create a context for the literature. My sixth-hour lit circle really dived into this idea. They thought of Holden as a peer. If he truly was a classmate, they would hate him. But for some reason, they really like him as a character in the book. We tried to figure out why...it was the revelation of his thought life. With the book, they had a new perspective of this stand-offish peer. We kind of arrived at a Atticus Finch place: you never know a person until you take a walk in his skin...or shoes...I can't remember which.
In summary: being a truly effective, enjoyable teacher constitutes asking the right questions to guide their own critical thinking, listening when you need to listen, being conscious of the relationships they have with each other, and picking texts that they might be able to relate to in one way or another.
Wow, Lauren…excellent reflection on student characteristics after less than a week in the classroom. I am impressed with your enthusiasm and willingness to dive into the classroom early. Your presence and energy with the students is so natural; this might be due to the fact that you have a sister this age. With the small interactions I’ve seen you make (with Jenn, Leah, Nik, etc.), it is evident the students feel comfortable with you.
ReplyDeleteYour statement about showing interest in what the students have to say in a discussion is so important. I frame discussions in a way that is opposite from me filtering information to the students; instead, I attempt to show students that I am ready to delve into a text and learn from them. Of course they oftentimes need a facilitator and leader; however, I believe an ultimate goal of teachers is that students develop skills to take control of their own learning without a teacher’s help…as you observed, we are still far from this!
The bully incident you encountered yesterday is unfortunately, a reality in any high school. I was impressed that you already care about the students in the classroom and realize the small tolerance you have for bullying. A classroom environment built on respect and high expectations is essential in an English classroom. If a problem persists in my classroom, I usually approach it on an individual basis. Talking to the students one-one-one, a phone call home, or a principal-student-teacher intervention usually take care of problems in class; unfortunately, we have little control over what happens outside of the classroom.
I think that is where literature comes in! I loved what you wrote about literature revealing things about us. As English teachers, I truly believe we teach a subject far different than any other at school. We have the power to connect to students and set the context for them to learn and grow. For example, if I noticed a reoccurring bullying problem in my classroom, I might teach the book, Lord of the Flies, as a springboard for deep discussions about the effects of entitlement or bullying. Using literature to connect to students is our secret weapon!
I enjoy having you in the classroom so much. Your energy, excitement, and eagerness to learn have set a great tone for the end of the year.