Tom’s Squad 3.28.13
Students are seeking, asking, begging to be heard in the classroom. They want a say in their education. And why shouldn’t they be! For so many years, it was always teacher in front, students listening and writing down everything they were told. They have been reprogrammed and trained to be like little robots (or big robots if you teach high school). Why? For classroom management? For calm, quiet learning classroom environment? Have you ever been so engaged or so excited about something that you responded by being calm, quiet and acting like a robot? I seriously hope not, if so, you need to get out more. Here’s an example: I love Modern Family. I look forward to Wednesdays because I know that for atleast 30 minutes in my crazy hectic week, I am going to sit down with no other distractions and watch this hilarious show and laugh. Not a little laugh, but a can’t-hardly-breath-tears-in-my-eyes kind of laugh. I look forward to it. I relate back to it. I get as much housework done as I can before it comes on so I can enjoy it. Here’s a thought! What if we made our classrooms as exciting and engaging to our students as I get about my favorite TV Show. Just think about it for a minute. Kids want to come to class, they look forward to it all day, they recall/refer back to it. They get other things done first so that they CAN come to class! Now quick question: If they are this excited to come to your class, do you really expect them to sit quietly, remain calm and act like robots? Would you even WANT them to behave like this!?!?! My answer to you: HECK NO!
During this particular meeting, some student shared their thoughts on getting their attention, maintaining engagement and putting some control in their hands. These suggestions are very nice, still a little too traditional in my taste (but I can be pretty extreme like that), so take what you like from this.
Some students suggested offering several options as to how they could demonstrate their knowledge in a particular area. For example: If you are learning about Romeo and Juliet, then provide the students a list of options where they could share what they learned with you. Give them a little menu with 5-6 different options and let them chose. (You will probably get it pretty quick that the students say this a lot: “Listen to me, let me chose, let me decide on my project, let me, let me, let me…”
Another suggestion was to have more student /peer teachings. Pair or group students together based on strengths and weaknesses and let me talk to one another, let them figure it out, let them share their God-given gifts with one another and build those critical skills!
Students want to be heard and to be invested in, some teachers are just showing a power point or video and passing out a worksheet, students are complaining about this, we need to set some goals.
~This line came straight out of my notes, I didn’t feel the need to change it or even add to it. It’s pretty much what it says. Period.
Additional suggestions that I could go on and on about, but I will just list them here:
Teachers need to differentiate based on student learning styles
Have a Student spotlight of the week, positive recognition and reinforcement
Switch it up, “We are getting bored!” – said a student
In saving the best for last, I love this:
Students are requesting a more democratic society in the classroom. They want a classroom model that mimics real life. They actually want to be treated like human beings and given a choice. Why does this remind me of women’s rights, slavery or even nondiscrimination disclosure for employment. Students (a majority of humans in a given school system) are seeking, asking, begging for a change, they are telling us what they want, they are giving us suggestions, they are saying “I will do your work, but can I do it in a way that makes sense to me.”
It was even brought up about Maslow’s Hierarchy, especially the Love and Belonging Stage, why do you think they would bring this up?
Some major words that were in my notes: democratic society, student voice, civic engagement/partnership, love and belonging, lack of development skills, give me confidence.
Please listen to me. I want to be here, I want a job to do, please give me a purpose. I like computers, I can make you a game, a website, I can make you a Google Sketch up of what you’re talking about in class. Can I do that? Is that okay? My friend Jason can help me, he’s in this class, too. My handwriting is really bad, you probably won’t be able to read it, but I can type it for you and email it to you. Is that okay? You know, I am really interested in programming and IT stuff, maybe your technology teacher can help me with this program? Please listen to me, I want to be here, I want a role, a job, a purpose.
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