Is your class important? Conversation overheard on train...

By Ariel Sacks

3/4/13



Images-1Riding the train home from work today, I was sitting in the vicinity of two 14 year old-looking boys I'd never seen before. They were having a somewhat raucous conversation about taking pictures and posting them and then deleting them and getting girls' numbers and that sort of thing. My tired mind tuned it out, and when I happened to tune back in, the conversation had taken a turn:

"Nah, I didn't do that either," said the first boy.

"I might fail that class," said the second boy.

"Yeah, but she's a very, like, disorganized teacher, so I just focus on my really important classes, like U.S. History."  

"Yeah, me too."

I was quietly amused. I've been on both sides of this coin. I saw myself in both the "disorganized" teacher and the "really important" teacher they referenced. It was funny to hear the students' frank words.

What exactly makes students (especially adolescents) feel like a class is important? I think organization is an interesting idea to pick apart here. There is organization in the typical sense. Do you I know where things are? Do I lose students' papers? Do I check homework and collect assignments? Is there a sense of order in the physical space?  Organization in the traditional sense is important.  

Another huge factor is the organization of the learning experiences students have.  Are they sequenced logically?  Are they appropriately paced?  Do they lead students to conceptual understanding?  If students feel like the individual experiences they have in a class seem to be part of a unified curriculum--where small ideas have a clear place in connection to larger concepts, which have relevance in their lives and the world--students are more likely to find meaning in the work...and that makes it "important."  

 

[image credit: robertmanni.com]

 

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Comments

spontaneous vs. planned

Submitted by Dave Keller (not verified) on Wed, 2013-03-20 16:22

I love this topic because students have been telling me that organized teachers are the best. However, I don't plan very well. There are three reasons for this: students don't always respond the same to each lesson (some lessons take longer with some groups), lessons are most effective when they respond to student interests (not all student groups are interested in the same things) and external factors like school schedules, national events, etc. put demands on a class schedule.

Any thoughts on how to manage these planning elements?

Thanks for the discussion,
Dave

From my experience as a

Submitted by Brooke Nowlan (not verified) on Sat, 2013-03-23 17:01

From my experience as a student, I feel that the level of organization in a classroom is crucial in order for the students to consider it an "important" class. Coming from the perspective of a college student, I can relate to this topic very easily. A teacher that presents material in a logical, structured, and ordered way is much easier to follow and understand. These qualities make the class more enjoyable and purposeful. When a student feels that the information is applicable and purposeful, they are willing to exert more effort into the class.

I am currently attending college to become a teacher and this topic of organization is definitely something I will have to keep in mind for my future classroom. After all, every teacher wants their students to consider their class "important".

World Languages

Submitted by roberall (not verified) on Thu, 2013-03-28 13:21

Well pondered! Over the summer I began to intertwine the currently popular method of writing objectives from the learner point of view (I can...) and the overall unit and course objectives. The small steps of I can are often hard to document, yet failure to recognize these achievements can lead students to believe they are insignificant.

I also feel that with the instant access to information that students have, my focus should turn to showing students what to do with the information and how to find authentic, reliable sources.
My solution was: reward stars!

Prior to a unit of instruction, I identify 25 small steps (I can's) on the way to my larger goal and give these on a page to the students. As a student demonstrates mastery, I use a rubber stamp star on that task. As the sheet fills, students feel more accomplished and see their own progress, plus they keep up with the sheet themselves. If they lose it, they start all over. Quick learners can get extra stamps, slower learners can get stamps in tutorials.
This system makes each student individually accountable for demonstrating mastery, and encourages individual interaction between myself and each student. While they may google information, they must convince me they understand how it connects to the larger piece before I give them their star!

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