"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...