Tag Archives: engaging learners

Issues, Reflection, Teaching and Learning

Learning for Life

My Students

This picture shows three special groups of students. In the frame in the upper left is my last group of advisees at the Weber School before I moved away from Georgia to Massachusetts. They took this picture of themselves at the Winter Formal and framed it for me as a going-away gift. These students graduated two years after I left—Class of 2014. They were such a good group that my colleague Nicki Brite claimed them all for advisory before my last school year had ended. They are sophomores in this picture.

On the bottom are my first group of advisees at Worcester Academy. This crew graduated in 2016, and two of them were my advisees for all four years of high school. I picked up the rest in sophomore, junior, or senior year. They were a lively group. This is their senior picture, and they are wearing their college tee-shirts. My current advisees at Worcester Academy are sophomores this year.

The students on the right are standing in front of Walden Pond. Many of these students were in my class for as many as three years, and I think most of them had my class for at least two years. They are sophomores in this particular picture. At the Weber School, American Literature was a sophomore English class, and most of these students also took my Writing Seminar class as well. We knew each other well. They made this picture because we studied Thoreau in class, and I could not be there with them to experience Walden. They graduated in 2009. I was close to these students. Many of them connect with me on Facebook or Twitter. One of them tweeted this response to my last blog post.

His comment moved me incredibly, but if I’m honest, he didn’t have the teacher I describe in that blog post. I was in a different place when I taught him and his peers, and I learned a lot in the years that followed. Issues of conscience and social justice are much more important to me now. Student agency is far more important to me now. Students have more voice and more choices in my classroom in 2017 than they did in 2007. Yet this student’s comment is evidence of one of my core beliefs. Over time, we will probably forget the mechanics of how to format a paper according to MLA guidelines, what a participle is, or what the red hunting hat symbolizes. What we don’t forget is how our teachers make us feel. If we knew they loved us and we loved them back, we remember their classes fondly. And we certainly remember how they helped us grow in the most crucial ways: becoming critical readers and thinkers, effective communicators, and lifelong learners.

As department chairs at Worcester Academy, we recently read an article called “Four Predictions for Students’ Tomorrows” by Erik Palmer in the March 2016 issue of Educational Leadership. You need to be an ASCD member to view the article at the link. What Palmer argues in the article is that what we think about years after we graduate are the things we wish we had been taught. As Palmer reminds us in the article, we are preparing our students for their futures. It’s a moving target. However, we do know that students are going to need to be critical researchers (especially using the internet well), they will need to be media literate and make logical arguments, they will need to be able to speak and listen, and they will need to be good critical thinkers. None of this is new. As Palmer points out in his conclusion, “Argument, rhetoric, and oral communication have been important since ancient Greece” (22).

Thinking about how my approach to teaching has changed, I am curious: What do my students wish they had learned in my class?

Stay tuned. I just asked my students. I’ll let you know what they have to say.

What about you? What do you wish you’d learned in school?

Citation: Palmer, Erik. “Four Predictions for Students’ Tomorrows.” Educational Leadership, vol. 73, no. 6, Mar. 2016, pp. 18-22.

Issues, Reflection

I Just Tried It

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Wednesday is supposed to be my day for sharing ideas, lessons or tools according to my new schedule, but I’m going to put that off because something happened today that made me think, or rather made me put together some thoughts I’d already been playing with.

All three of my children are artists. My eldest daughter, Sarah, is a gifted artist. The other two are learning from her and following in her footsteps. Maggie, my middle daughter, watches and reads art tutorials online and in print. Her sister taught her some techniques. Maggie’s art teacher remarked at the end of last year that she is awfully young to have developed such a unique style. Dylan has only recently begun serious experimenting with art, but he is also showing a true gift for creating. I don’t think of myself as an artist because I could never quite make my drawings look like what I wanted them to look like. My kids don’t have that problem. They also draw and draw and draw. They experiment. We learned the other day that Maggie knows how to make screencasts. She can’t really even explain how she does it. To hear her tell it, she just turns on HyperCam and does it. She said she learned about HyperCam from watching other videos and seeing the words “unregistered HyperCam” on them. She wondered what HyperCam was, and in her words, “I decided I better go figure it out.” And so she just did it.

I remarked to my husband that kids are like that. They don’t worry about learning how to do something first. They just do it. I compared it to teachers I’ve talked to who are afraid to blog, to put themselves out there in that way. The way a kid would approach it is to just do it and not worry so much about it.

Today we drove down to visit my parents in Macon. My sister is also visiting. She is going to be moving to Okinawa shortly, and it might be a long time before I see her again. Her five-year-old daughter has a Nintendo DS. She was playing a game, and she showed my sister a new trick she had learned. My sister said, “How did you learn how to do that? I don’t even know how to do that.” My niece replied, “I didn’t learn it; I just tried it.”

It reminded me of my kids and their art. They don’t see what they create as learning. They see it as doing. Partly because of school, and partly because of self-consciousness, I think we lose that perspective as we grow. Maybe it’s around middle school when we start worrying so much about what our peers think about us and consequently become afraid to put ourselves out there. Maybe it’s because over time learning seems to become less and less about doing and more and more about listening.

What do we need to do in our classrooms so that our students feel more like they’re not so much learning, but just trying and doing? I know, I know. Trying and doing is learning. And yet my five-year-old niece, who hasn’t even started kindergarten, already makes a distinction between them.

I don’t know. Just throwing some of my thinking out there.

Blogging, Delicious and Diigo, Web 2.0

Engagement

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I created a Diigo group for my students some time ago, but it wasn’t until Monday, when we had a snow day (weird that we’ve had 70° weather in the same week as a snowstorm) that I invited all my students to join.  The lack of response has been deafening.  I understand to a degree.  It’s one more tool, one more crazy thing Ms. Huff wants us to do, blah, blah, blah, don’t see the point.  One the one hand, I hate that I have to make use of these tools a requirement to convince students to use them.  I am not going to make the Diigo group a requirement the way I did commenting on my blog.  However, I have noticed something.  Those students who do engage with the tools I provide — whether it’s watching videos I share on the classroom blog, using Diigo, commenting on the blog, listening to recommended podcasts, or even reading suggested links — tend to do better in class.  Why?  Simple.  The tools help.  Reading, viewing, listening, engaging — all these tools help my students learn the material in more depth or in more ways.  Learning more leads to better understanding.  Better understanding leads to higher grades.  I prefer to leave it for my students to come to this realization, but when/if they do, I wonder what will happen when I have full engagement.