So, I'm going to combine my recaps for the second and third weeks of school into one post. Week Two was doozy, only because it all ended with me spending the day in bed sick as a dog. One would think that after seven years in education my immune system would be built up to withstand the back-to-school colds, but that was not the case for me this year.
Week Two was spent reinforcing the procedures of the course and teaching students that they are the masters of their education; they know what they are capable of doing, yet many have found themselves questioning their ability. As we working on their first PBL unit of the year, many students wanted to double-check everything with me before moving on ... and I mean EVERYTHING!
It took me a moment to think back to when I was a freshmen in high school, and how I strove to reach the expectations of my Pre-AP teachers. I was scared of somehow failing to achieve the grades that I had been accustomed to in middle school, and asking my teachers for guidance was tough. I spent most of the past two weeks reassuring students that they were capable of creating amazing products, and that part of learning was failing at creating the perfect product the first go-around. You should have seen their faces! (It was a mixture of "how dare you!" looks with a touch a petrified expressions at the mere mention of "failure" ... in other words, PRICELESS!)
Week Three pushed back at me because the students were very straight-forward with their concerns regarding their groups ... several students were very blunt in stating that they were having a hard time working with their groups. I allowed the students to pick their group members for this project because I wanted them to realize that sometimes working with friends requires you to be more straightforward with each other. The honesty that many students showed their friends really stood out the most this week.
I'm truly beginning to see students taking ownership of their learning. They are beginning to see that I'm here to guide them through the process, not to dictate every specific detail. These freshmen are beginning to see the role that I will play in their education this year - one that includes many faces they may be reluctant to accept at times.
What amazes me is the honesty that students have regarding my teaching methods. Many students felt that they could take advantage of my approach to classroom dynamics. While my class may not feel as structured as many of my colleagues, I guarantee you that I have placed procedures and expectations within the minds of my students.
By week three, I was experiencing situations where students began to realize that this course was much more demanding then they had expected because I was counting on them to take the time to figure out how they were going to accomplish various tasks. Some students took this as a challenge and are slowly rising above it; unfortunately, there are others that are truly struggling.
It's now come to the point in the year where I have to visit with students to discuss their commitment to their success and their future in the course. While I dread having to discuss such difficult topics with students, I ultimately want them to succeed. Therefore, I'm certain that I'll be providing with students with multiple options - from schedule changes, to structured success plans, to commitment contracts that will include A LOT of tutoring - because there is more than one path to success!
