It’s the end of the semester and I’m doing what I always do: ask students to reflect in a variety of ways on their experience in our course. So, during finals time this week, one of the things I asked students to do was write a “learning letter” to an audience of their choosing (me, their parents, themselves, a student taking this class next year, etc…) and discuss what they learned and how they know they learned it. Alternately, they could talk about what they didn’t learn and what’s next because of it. I’ve been reading their responses and am unsure how to process them. They’ve all been talking about what they learned, but instead of saying things like “I learned to analyze” or “I learned to read more carefully” they are saying things like “I learned who I was” or “I learned more about what it means to be human.” Sarah: How do I know if I taught the right things? If not, how do I reconcile what I didn’t do. If so, how do I reconcile that these don’t seem to be conventional lessons?
Sincerely,
Did I Teach the Right Things?
Your question is powerful and certainly one with tentacles to many other layers of your practice and pedagogy. Let’s start with the surface layer of the question: the difference between what you expected and what you received. Do you think if you would have framed your prompt differently the students would have responded differently? For example, if you had asked them to look at pieces of their work while they were answering, would the responses have been based more on the “stuff” of school? Then, if the reflection letters would have made reference to standards, texts and skills, but void of any personal connection to the course, would you be writing me to ask the same question: did I teach the right things? Probably. Wait. Of course you would be!
So, if you know that all along your goal has been to create an experience for your learners to fall into, a space in which their whole selves could grow and emerge differently than when they walked into room 506, why are you questioning it now? I know you don’t need to dig too deep to find your answer. It’s because of insecurity.
Despite your years of experience, your professional reach, or even accolades, when it comes down to it, you’re just as insecure as anyone. You’ve put your entire self into this semester and now, as you let go of these students and send them off to their next experience, there’s a fear they won’t understand what you were trying to accomplish. Especially if it’s not quantifiable with a grade. You’re worried this kind of “talk” about the course could be fodder for colleagues to question or administrators to misunderstand.
Here’s your tough truth. You’re not going to please everyone. There will be some people who might say you should have read one more short story or written one more paper instead of having everyone give Ignite speeches over their 30-day personal pushing the limits projects. There will be people who will misunderstand or even criticize what it means when Brody wrote: “A lot of times I forgot I was in an English class.” And you’re going to have to stand firmly on that ground, even if it means you’re standing there alone. Despite the “should-haves” or “would-haves” you must remember that you taught young people a little more about what it means to be human. Of course they read varied and complex texts. Of course they wrote in all kinds of genres. They even created their own assessments at one point and spoke passionately, shared fervently and listened empathetically. Yes, they know more about analysis and how to craft their words. They can read more carefully and organize their thinking more effectively.
But most importantly, they know a little more about themselves. Which means, you too, know a little more about yourself.
So, be kind to yourself, friend and colleague. Most importantly, remember, it would be impossible for Simone to write “…[this class] has changed my entire perspective on society and the roots behind every individual’s actions. I have come to understand that people are not necessarily defined by their actions and abilities, but rather by their unique emotions and spirit” if she hadn’t learned how to think.
The question you pose reminds me that the lessons learned aren’t necessarily the ones we craft, but the ones they’re ready to let in.
Teach openly,
With Teacher2Teacher
I am a student teacher who has watched all of your Teaching Channel videos (are there more coming?). My primary goal as a new teacher is developing a teacher presence. Are there any specific tips you have on developing this presence (and a teacher voice), strategies you remember utilizing in your progression in this department as a new teacher yourself?
Oops! I meant to submit that question in the “Ask Sarah” section. I will resubmit it in the correct location. 🙂
Oops! I meant to submit that question in the “Ask Sarah” section. I will resubmit it in the correct location. 🙂
English wordlist for BIP 39. Bitcoin (virtual currency) coins placed on Dollar banknotes are seen in this illustration picture, November 6, 2017. REUTERS Dado Ruvic IllustrationAfter soaring more than 1,000 percent since the start of the year, bitcoin rose as much as 15 percent on Wednesday, but by mid-afternoon in New York, the virtual currency was trading at $9,500, down 3.7 percent on the day on Luxembourg-based Bitstamp BTC=BTSP, one of the largest and most liquid cryptocurrency exchanges. Bitcoin (virtual currency) coins placed on Dollar banknotes are seen in this illustration picture, November 6, 2017. REUTERS Dado Ruvic IllustrationAfter soaring more than 1,000 percent since the start of the year, bitcoin rose as much as 15 percent on Wednesday, but by mid-afternoon in New York, the virtual currency was trading at $9,500, down 3.7 percent on the day on Luxembourg-based Bitstamp BTC=BTSP, one of the largest and most liquid cryptocurrency exchanges.
http://www.rivwatch.com/bbs/board.php?bo_table=free&wr_id=14573
In 2018, an increase in crypto-related suicides was noticed after the cryptocurrency market crashed in August. The situation was particularly critical in Korea as crypto traders were on “suicide watch”. A cryptocurrency forum on Reddit even started providing suicide prevention support to affected investors. Deposit the crypto funds that are to be staked Unlike proof-of-work, proof-of-stake requires no specialist knowledge. Users need to purchase coins on the exchange and delegate them for staking in a cryptocurrency wallet. The system then computes the reward on its own. Validators participate in the decentralized computer network that confirms transactions and ensures that those recorded in a crypto’s blockchain are legitimate. For doing so, they are rewarded with some cryptocurrency. But it’s not a riskless process for those who stake their coins and become validators, since they could lose some of their investment by approving (potentially fraudulent) transactions that don’t conform to a cryptocurrency’s rules.