It is just a
little past the point in the fall semester where I am starting to really
understand my students. This is an exciting time for me because I have
never been with a group of students so consistently. I have been able to
see their personalities and talents develop, I sometimes feel like a proud
mother! But, disappointment seems to linger often around my positive outlook.
I had never
really thought about just how different two classes of the same level could be.
I am able to co-teach in two periods of Seniors Honors English (I feel pretty
darn lucky about this) and I expected miniature versions of myself when I was a
senior in high school; motivated, determined, and goal-oriented students. While some of these students actually do
exist (not quite as rare as a unicorn), most of them are restricted in one or
more of these areas. One of these is the
desire to be “cool” –what does that even mean?
My second hour is 180 degrees different than first hour. They are quiet, reserved, and seem to be
quite judgmental of my MT and I whenever we deign to crack a joke or connect
with them. Here lies my problem; what do
I do with the cool kids? The kids that are too concerned with their image and
how they will be perceived by others?
I know that
these students have much potential and could really contribute positively to
the classroom environment. One strategy that
I can see as potentially beneficial is Peter Smagorinsky’s idea of introductory
activities. Although it is already midway through the semester, introductory
activities could be a beneficial way for my class to connect to one another.
Creating a writing prompt about connecting with peers in a classroom could be
the perfect way to bridge this gap. “The
act of writing can promote reflection about important exercises that will help
students relate to problems confronted in literature”(Smagorinsky, 2008, 175).
Not only would writing about this topic connect students to literature, but to
each other as well. Following up the writing activity with some kind of group
reflection is a necessary final step in this process. Sorting students into
small groups and reading about each other’s experiences with fitting into a
classroom environment could build comradery and connection.
Another
strategy that I plan to utilize as much as possible is small groups. Utilizing groups can help my shy students open
up, will increase productivity and performance, and help them develop crucial
interpersonal skills which they are obviously lacking (University of Surrey). This
will help my class to be collaborative, without the watchful eyes of the
popularity police. I have seen this work in glimpses already! When my students
are in small groups, they are animated and engaged, each person working
together like a well-oiled machine.
By no means do
I want to purposefully make my students feel uncomfortable, but I want them to
go outside their comfort zone. Engaging
fully in class activities will make learning more meaningful for everyone! The
overall knowledge that I want to impart on my students is something bigger than
this however. I want them to know that
regardless of what other people think, they should just be themselves. I don’t know if this is possible, but I plan
to try!
Smagorinsky,
P. (2008). Teaching English by design.
Portsmouth, NJ: Heinemann.
The
University of Surrey. (2006). The
benefits of group work. Retrieved from http://libweb.surrey.ac.uk/library/skills/Leicester%20Study%20skills/page_85.htm
