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, 8th 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.
