Unlike an elementary school teacher who is with the same set of students for the academic year, a high school teacher's classroom changes not only each period, but semester. One of my main concerns is being able to genuinely know each student's story. However, I understand how difficult this may be.
How will I get to know students?
Perhaps a student profile handout? A historical presentation on their cultural background/food exchange? Gaining an understanding of who they are through their poetry in English class? Giving students opinionated sections of assignments that involve critical thinking? A video-based bibliography presentation? Ice-breakers that are student led? In Chapter 4 of Interweaving Curriculum and Classroom Assessment the tool SMART Notebook is discussed which is a collaboratively learning software program and students can explain their thinking, while others follow. I think it is important for students to be able to have outlets where they can express their opinions and their ways of thinking.
These are just some ideas that come to my mind...
I recognize the difficulties involved with knowing your students. There are some struggles that students experience that remain virtually unknown to teachers; Issues students deal with on a daily basis such as: poverty, gang violence, physical or sexual abuse, parental divorce, and so on...
I have read some of Geoffrey Canada's memoir, Fist Stick Knife Gun: A Personal History of Violence in America. In the book, Canada recalls his exposure to violence during his childhood. He also offers several recommendations on how to alleviate violence in inner cities, including creating safe haven areas for children. I grew up in a predominantly white, middle-class area, which makes me question how my experience teaching would be in an inner-city school.
In the following Ted Talks video, Geoffrey Canada questions why the education system looks the same as it did 50 years ago? He argues that people are clinging to a business model that does not work. Students were failing then... and they still are now!
Thus far, I have clarified the importance of getting to know your students, but what will my classroom look like? I don't necessarily have all the answers right now. However, I have come across several ideas and concepts that interest me. For example, the Inquiry Hub, which is a 21st century secondary school venture in British Columbia. Students are grouped into three cohorts according to three general interests: global/community, environmental sustainability, and media art/technology design. Their school work is focused in these areas. For instance, if you were interested in global/community section, inquiry questions in science could involve looking at alternative forms of energy in other countries. I think it is important to allow students some leniency when directing their education. I am always more engaged in learning when I am interested!
Think... What if you could get students genuinely excited in the classroom... For students not to skip class because "they don't care about World War I"... For students to not feel the need to get their mom to sign them out for an appointment, when really they just want to go home... For students to not ask the teacher "why does this matter?"
Maybe a teacher's presence matters just as much as the content... The classroom needs to be relevant and engaging... Is it possible for students to have excitement for school? The same excitement they had as an elementary school student? The same excitement they get when they go see the Toronto Maple Leafs play? The same engagement some feel when they go to church or a youth group? The same excitement they get when they go see Beyonce in concert? I think it is possible (depending on the teacher!)... All these arenas can spark student interest, the classroom (or gymnasium) should be the same!
Concepts regarding education and curriculum referenced from Chapter 4:
Drake, S.M. & Reid, J.L. & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21 Century Learner. Toronto, ON: Oxford University Press.
