The AHS English Lockdown class meets weekdays at 1 p.m. on Zoom. On a rotating basis, three colleagues and I act as lead teacher for lessons on analysis, writing, grammar, discussion, and reading. The class is open to all students in our 420-student school.
Because the class is not required or graded, it is something of an experiment in students' intrinsic motivation to learn. Our discussions have recently focused on self-control and delayed gratification; how schools at times inhibit learning; and Friday, how authentic learning requires a willingness to try, fail, and try again.
We've had as many as 28 students attend, but as the quarantine has dragged on, our numbers have dwindled. We now have about 12 kids who come daily; our teacher to student ratio is 1:3.
On Friday Mr. Simpson asked the students point-blank: Why do you come to this non-required class?
One boy said it was part of the "school day" schedule he agreed on with his parents. Another said her mother told her she had to, but she "didn't mind."
Most said they attended because they like it. One said "we get to dig deeper "and another said "it's not rushed like school."
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On the one hand, I am mortified by how few students attend. It's humbling to realize I've overvalued my teaching in the grand scheme of my students' lives.
And yet I know students are not avoiding the class as a personal affront to me. This strange spring has tugged all of us at the seams. Who knew which seams would hold, which ones would give?
My guess is that most AHS students are not deliberately refusing to learn during this time; rather, they are experiencing a mix of snow-day freedom and let's-all-take-a-break ennui. I doubt they believe their growth and future success is linked to a 30-minute optional class on Zoom.
And they're right.
But where do we go from here? I refuse to follow the slippery slope from "1 p.m. Zoom doesn't matter" to "this spring doesn't matter" to "next fall doesn't matter" to "school was just babysitting anyway."
The other slope--albeit less slippery and uphill--is that 1 p.m. Zoom matters...as does this spring...and next fall...and school as a whole.
Students and teachers and administrations and the country will need to re-think education in the wake of this experiment. If our schoolhouse has burned down, what will we rebuild in its place?
Enough.
Be well.
Write.
"This strange spring has tugged all of us at the seams. Who knew which seams would hold, which ones would give?"
ReplyDeleteTHIS. SO MUCH THIS. I am struggling with my teacher identity. Your words are a comfort. Thank you.
how authentic learning requires a willingness to try, fail, and try again.
ReplyDeleteI so love this comment. How many times do with think that because some (I) didn't get it right away that we are a failure. Instead we need to allow ourselves and students the right to fail and try again. How can we change this thought process in education so that there is not a stigma on kids that struggle and don't get something right away?