This year it seems that my boys have taken a keen interest in teasing out the nuances of the English language, particularly as we read Romeo and Juliet. Mixing film, photography, creative writing, and dramatic interpretations with our analysis of the text has proved to be a welcome change for me. While I innately enjoy Shakespeare, transferring my interest and understanding (no matter what grade level I teach) is always a unique challenge. Often my Shakespeare units are the most altered, refined, and re-imagined lessons.
In graduate school, I had the wonderfully nerdy opportunity to take a semester class all about the Bard. With a better understanding of his histories, tragedies, and comedies, my final project for the class was to create a unit with plays least likely to be taught in an American middle or high school. It was an interesting experiment and one that has recently resurfaced in my mind. Lately I've been thinking about "replacing" Romeo and Juliet in my eighth grade classes. I haven't figured out which play would offer as many "blush points" as Romeo and Juliet (how quickly young men of all shades are tickled pink), but I think it is important for students to have some exposure literature not as recognized.
Hmmm...we'll see.
Friday, January 21, 2011
Saturday, January 8, 2011
"I Remember it Later..."
This past week in an impromptu conversation with four students I had an epiphany...meaning making has a lot to do with memory (duh!).
The conversation started primarily because I was eavesdropping on my students (two I currently teach, two I will teach next school year) take part in the adolescent version of a b*tch session. For this particular group of boys, the lunch conversation seemed to focus primarily on specific teachers and their teaching (or non-teaching) styles. While it was amusing, at times, to hear how particular classes went from the students' point of views, I had to interject once the moaning, whining, and complaining became too much for me to hear...especially because they were referring to my colleagues.
I asked, rather nonchalantly, "Ok, then...what makes a good teacher?" "And how do you know you're actually learning something?"
For a minute or two, each stumbled through his explanation. From "We actually go over our homework," to "A good teacher shows us in interesting ways," to quips about personality traits and classroom environment, one of the young men that I was listening to matter-of-factly said, "I know when I'm learning because I remember it later." I was almost speechless...yep, that makes perfect sense simply enough.
My mind now racing and wanting to glean more from these very astute students before lunch ended, I then asked, "Ok, but how can a teacher do that during the class...you know make sure you remember it later?"
Immediately when I heard the question escape from my brain and out my mouth I thought, "Crap, that doesn't make any sense." Yet, each boy again tried his hand at answering (looking back I feel very glad they'd want to indulge me). This time their answers didn't vary as much. I don't remember the specifics...we were rushed for time as the end of lunch approached, but one thing was clear (well, actually two)...practicing an idea or concept that mattered to them was how they knew they were learning. One student told me how he realized math was sequential and that he "needed" to know the stuff now for later. One mentioned how interesting "things" (yea, I know a pet peeve of mine too) always caught his attention and made him want to know more.
Simple enough right? It wasn't until this morning that I realized what a profound conversation I'd had with these boys. The connection to Listening In was magnified in my head as I rehashed the conversation. They want us to include them in the process. It makes meaning making (getting "something out of it") tangible.
But how do we (teachers) actually do that?
Pondering...
The conversation started primarily because I was eavesdropping on my students (two I currently teach, two I will teach next school year) take part in the adolescent version of a b*tch session. For this particular group of boys, the lunch conversation seemed to focus primarily on specific teachers and their teaching (or non-teaching) styles. While it was amusing, at times, to hear how particular classes went from the students' point of views, I had to interject once the moaning, whining, and complaining became too much for me to hear...especially because they were referring to my colleagues.
I asked, rather nonchalantly, "Ok, then...what makes a good teacher?" "And how do you know you're actually learning something?"
For a minute or two, each stumbled through his explanation. From "We actually go over our homework," to "A good teacher shows us in interesting ways," to quips about personality traits and classroom environment, one of the young men that I was listening to matter-of-factly said, "I know when I'm learning because I remember it later." I was almost speechless...yep, that makes perfect sense simply enough.
My mind now racing and wanting to glean more from these very astute students before lunch ended, I then asked, "Ok, but how can a teacher do that during the class...you know make sure you remember it later?"
Immediately when I heard the question escape from my brain and out my mouth I thought, "Crap, that doesn't make any sense." Yet, each boy again tried his hand at answering (looking back I feel very glad they'd want to indulge me). This time their answers didn't vary as much. I don't remember the specifics...we were rushed for time as the end of lunch approached, but one thing was clear (well, actually two)...practicing an idea or concept that mattered to them was how they knew they were learning. One student told me how he realized math was sequential and that he "needed" to know the stuff now for later. One mentioned how interesting "things" (yea, I know a pet peeve of mine too) always caught his attention and made him want to know more.
Simple enough right? It wasn't until this morning that I realized what a profound conversation I'd had with these boys. The connection to Listening In was magnified in my head as I rehashed the conversation. They want us to include them in the process. It makes meaning making (getting "something out of it") tangible.
But how do we (teachers) actually do that?
Pondering...
Monday, January 3, 2011
It's A Love Story...
Ahhh...the winter break return :) I must say, I'm feeling quite rested, refreshed, and ready to begin one of my all time favs, Romeo and Juliet. It is definitely interesting exploring adolescent love with an all boys crowd; a mix of coy blushing and laugh out loud hilarity.
This year, we're going to do True Life documentaries (something like We're in Love, but Our Parents Hate Each Other) as we recite, perform and analyze the nuances of The Bard. Most students (and parents for that matter) fail to realize how vulgar Shakespeare really was...particularly intriguing given many censorship debates in the new millenium as students and their teachers read things like The Absolutely True Diary of a Part-time Indian (we will @ The School this year), the Twilight saga, Harry Potter and others. People are so quick to say "No," and then try to use traditional wisdom to justify their bias...
Go ahead and say "Kids should be reading Shakespeare [or Twain, or the Brontes]". Give me any cannonical author and I'll reveal the same sex-crazed, utterly insane, narcissistic, recreant that typifies most writers ;)
In prime fashion...I'm out
This year, we're going to do True Life documentaries (something like We're in Love, but Our Parents Hate Each Other) as we recite, perform and analyze the nuances of The Bard. Most students (and parents for that matter) fail to realize how vulgar Shakespeare really was...particularly intriguing given many censorship debates in the new millenium as students and their teachers read things like The Absolutely True Diary of a Part-time Indian (we will @ The School this year), the Twilight saga, Harry Potter and others. People are so quick to say "No," and then try to use traditional wisdom to justify their bias...
Go ahead and say "Kids should be reading Shakespeare [or Twain, or the Brontes]". Give me any cannonical author and I'll reveal the same sex-crazed, utterly insane, narcissistic, recreant that typifies most writers ;)
In prime fashion...I'm out
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