...I feel like a bad teacher! I did everyEVERYeverything to help students understand what I meant by "personal statement essay," but by the end of all four class periods, all I heard was...crickets.
I mean, I am talking after period 4, I regrouped and talked to a same-class colleague in the hall en route to period 5, got re-inspired on the lesson content, and this time...it was as if I had purchased a flat of crickets from Sam's Club. AND THAT WAS THE "GOOD CLASS!"
What was happening?
By the end of my fourth grueling College Writing class, I was ready to flop into my moderately-comfortable rolling chair and give up. On top of it all, I spelled three words incorrectly on 8th period's whiteboard, which are officially more misspelled words that I have written on a board in my entire teaching career (spelling nutso, I am). And they called me on it. It was fabulous, I tell you...just fabulous. It was as if I had stumbled upon some black hole teaching day from hell.
So I took a deep breath and starting "googling" (is that a word in the dictionary yet?). What could I find to insipre these seniors to write personal essays that were sure to wow the colleges of their dreams? I dug deeper into why I thought they were so lost; I asked more colleagues for their input. They assured me that this happened every time with with every teacher of this assignment, as it forces students to trash every writing rule they have learned since 3rd grade and stare themselves in the mirror to write a selfish, descriptive piece about an impactful time in their lives. Upon further examination, all of the teachers involved in this discussion chimed in that, jeez, this would be a challenging task for us, too, and we are considerably more experienced than the seniors!
Luckily, these discussions helped, and I found some resources on the internet that had some examples of good/bad personal statements that will hopefully give them better jumping off points. And I'm dedicating the rest of the evening to coming up with a creative lesson opener. I fear that I have lost a little bit of my "middle school mentality" after moving up to the "big kids" this year, and I don't want to forget that they're still kids and enjoy having fun in school. I vow to inspire them tomorrow! Cheesy teacher moment...no doubt.
But the theme here is that I don't want any more days like this. Next semester when I have to teach the same content, I am going about this a different way, and I can't wait for another shot at it. For now, I'm mentally preparing myself to go in with some new examples and perspectives tomorrow...get ready, kids!
(UPDATE: the next day was MUCH better :) And might I say, God Bless the Internet because of the myriad examples and good/bad essay samples that we chuckled and cheered at while warming up and digging into the lesson. SUCCESS!!!)
ReplyDeleteI was taught the following from another instructor and I pass this on to all my students. When you are a teacher, feel free to "beg, borrow, steal." Truthfully, that's how we find our best ideas, however we need to "monitor and adjust." Do you agree?
DeleteWe all have days like this from time to time. It sounds like you did a great job at finding a way to break down the barrier!
ReplyDelete(sorry for the delete above-so confused with which google account I am using... and not sure if it matter!) :)
Jen is right-- these days happen for all of us! The important thing is that you aren't apathetic toward them, and that you care enough to get worked up about it. That's the mark of a great teacher (at least, in my opinion!).
ReplyDeleteLesley,
ReplyDeleteI have found that modeling is one of the most helpful tools in the classroom, at any age. If students don't see (both good and bad) examples of papers, then how can we expect them to write? I think you can take this a step further, but having them analyze the works. I have a peer-review form that I'd be happy to share with you. In my College Writing class I have them "peer-review" professionally written works before they review each other's. I have questions such as "What is the thesis? Is it strong? and "What examples of description do you see?"
As for misspelling words, it happens. I remind my students that I am teaching multiple lessons a day, standing in front of 30 students, thinking about what I have to say next. There's no doubt you can spell, but sometimes when we are multi-taking and in front of an audience....we make mistakes. I know as English people we shouldn't and become frustrated...but the reality is....it happens. Remind the students what it's like to "be on" and ask, "when you give an oral presentation in front the class, might you make a mistake from time to time?
Tim, I'd love to see that peer-review! We are spending all next week doing that in "triangle" conferences so they get two reads and two readers. Plus a conference from me :)
DeleteAs for the spelling... I kind of think (hope??) they see a teacher who is realistic and makes mistakes, not just a bossy lecturer who takes things too seriously! Ha, 8th period...always an adventure!