LESSON ONE: Don't Be Boring

6 JANUARY 2014: DAY ONE

LESSON ONE: DON’T BE BORING

On my first day of student teaching, my host teacher wasn’t there. I had a sub.

What was particularly unusual for me was that the class is the same subject for four hours in a row—the same class four times, with four groups of sixth graders. I am used to teaching twelve subjects a week; here I will student-teach two—World History, and Washington State History, which will change into Medieval History for second semester. As it turns out, these are my three favorite classes to teach, and the ones in which I have the most experience. Of course, I will also be moving around to different classes so as to teach a variety of subjects.

There was no real teaching going on today, unfortunately. None at all. The sub gave the students their (mostly failed) tests from before Winter Break, in order to correct the wrong answers and mark the page from the text where the answer can be found. They worked in teams of two or three, on the floor. If the students finish correcting their tests, they were to fill in an outline map of Europe.

I particularly enjoyed working with one boy who was developmentally disabled. It was obvious that he did not understand the material on the test, and had just guessed at the answers. We would find the answer in the book together, and then I would ask him to choose the multiple choice option that was correct. He would always pick all the other ones first, usually following each choice with a “wrong” buzzer sound. Sometimes, when he was down to the last choice, he would insist he didn’t know the answer. I smiled and laughed the whole time we worked together—and he hugged me four times during the hour, appreciative of my help. There is so much more to this story, but I’m keeping this first blog short…

As I mentioned, there was no teaching. I suppose that made it easier for the substitute—particularly for the first day after Winter Break. But the students could have done it without a teacher’s help. And I don’t think any sub could really enjoy that, either.

So, I’m reminded of this important lesson: Don’t be boring. It doesn’t matter how important the information is, how much you care for your students, how well you know your subject, or how well prepared you are. If you’re boring, don’t expect teenagers to listen to you and/or remember what you say.

I’m also reminded that if the lesson is not interesting and engaging, the teacher loses a great disciplinary consequence: the threat of a boring assignment instead.

The final class of the day, 8^th grade Washington State History, is kind of a nightmare. It is a very large class, and over half of them are completely disengaged. They aren’t following along, are talking constantly with their neighbors, are distracted with snacks, drinks, etc. Mostly this is because they are simply rude. But that rudeness, and some of their behaviors, are undoubtedly a side effect of being bored and lost. And, of course, the students who want to pay attention can’t hear anything or concentrate with the constant noise.

            This class will be my task for the three months. I want them to be engaged. I want them to rediscover the love of learning. I want them to realize that school matters, can be fun, and can help them. I want them to realize that they can contribute meaningfully, and that their personalities and interests can shape their learning. I won’t reach every student, but I will reach some. I will reach some.