Getting Students to Believe in Themselves

I sense there is an ever-growing segment of young people, mostly male, who are unable to compile a written response to the simplest of essay questions. After growing tired and confused as to why they would choose to not answer a test question, I decided it was time to inquire as to why "John" was finding it hard to pen a few lines. In a polite manner I asked what he knew about the subject in general. His mind was in lock-down mode and he was having difficulty laying it before me...so I supplied him with a 2-3 clue words to cue his thoughts. John proceeded to rattle off everything he knew about the subject, nailing the original essay question in a way which surprised both me and himself.

"Why did you find this specific question so difficult to answer on today's test?" John told me he knew all the information, but didn't know that this is what I was looking for, nor did he know how to get it out of his brain. While there are some educators who would simply accept an unanswered essay question, I am becoming rather insistent in finding out what my students know and why they are willing to bail ship by accepting their lackluster performance. In the real world, employers won't consider any job application that contains blank space in an area which is designated for thoughtful response. Are schools so forgiving to accept this behavior?

I am exploring new ways in my classroom to change this behavior while still retaining their trust and buy-in to my teaching style. There is a segment of students who dislike writing assignments and often ignore them altogether in hopes that they'll simply go away. They accept failure as routine and normal. My grandmother had a saying that the hardest nut to crack often had the tastiest meat to enjoy. The same holds true to a small segment of students who are often considered hopeless- the knowledge is there, you just have to crack through the barrier. There's a wonderful world of intelligent thought waiting to be revealed!

Regarding the Quiet-Learners

As a first-year teacher I often take notice of those students who lag behind mainstream learners. After all, they are the ones who need the most immediate attention as they impact WKCE scores the greatest as well as the general classroom climate. Over the past several weeks there are others flying beneath the radar screen and they deserve as much, if not more, of our notice. I refer to these students as the quiet-learners, those who ALWAYS complete their assignments on time in a thorough manner with very few errors and distinct writing styles. Some might reference them as 'gifted and talented.' They challenge us not with mischievous actions or poor attitudes, but with anticipation for more rigorous learning activities. They have my attention and I am attempting new ways to keep them engaged in my classroom. Each one is different, yet uniquely similar.

At any point in the school day, regardless of my class size, I still need to manage a wide variety of attitudes and personality styles in addition to addressing the needs of lower-level learners. It's here where the quiet-learners become lost in the shuffle, and in many ways they could very well be the reason as to why higher academic standards via the Common Core are being designed for tomorrow's classrooms. These individuals do not need our ongoing attention, but they do require both acknowledgement and optional assignments which elevate their thought process. With test grades at the 97-percent-plus level, they are already exceeding our expectations and sometimes they will not accept more work for fear of falling backwards. They're already riding a well-greased slide, but whether they realize it or not, they also need to learn something new every day to satisfy that inner thirst for knowledge. It is here that I assure them that their "safe-grade" will not be jeopardized, only weighted with greater regard and higher prominence. I am doing nothing more than coaxing them into deeper waters of higher learning. I want to stay at least one step ahead of them, ready to offer challenging lessons at a moments notice.

This is just another reason as to why I enjoy teaching at this point in my life, seeing the potential in students on both ends of the spectrum...and everything in between.

The Importance of Writing Skills

When asked to respond to essay questions, my students are all too often willing to only provide basic simple answers. I remember this trick from my early days in high school as I just wanted to answer the question to make my teacher happy, then turn and run as fast as I could to avoid focus on any of my half-inspired sentence fragments. I use the word "fragments" since that's all they were at the time. I just needed to give the teacher what they thought I knew, then skedaddle back to other busy work without expanding on any ideas...and no doubt it drove them nuts! Now I find myself on the receiving end of such a strategy and I sense that I need to attack this mindset.

After handing back student exams, I pulled out my stool and asked every freshman to look me straight in the eye in order to concentrate on what I was about to say. I paused until every face was focused at me, maintaining silence until there was total calm in the room.  "How many of you are going to look for a summer job in the coming weeks?"  An overwhelming majority of hands went up and I knew I had captured their attention for the next que.  "Are you aware that when you approach a potential employer they ask you to fill out a job application which in many cases includes a question or two about WHY they should hire you? Several employers also ask questions about your life goals and even a question about how you interact with people. They ask those questions in order to see how you will respond...and if you answer with words rather than sentences, your application will go into their trash. It's the cold hard truth, and if you can't construct a sentence, you will NOT be given any consideration for employment."

I explained how my past career was involved with the hiring of people for an assortment of jobs, be it management, salespeople, truck drivers, warehouse personnel, and high school youth helping us out for the summer. I shared how I reviewed their writing skills to get a sense of how much they wanted the job. It made sense for me to hire the best candidate and if they couldn't communicate their feelings in writing, I didn't want them to waste my time nor theirs. They listened and I sensed that most of them 'got it' for what it was meant to be...a moment of greater awareness of what Mr. D wanted (and expected) from his students. "With that being said, I assure you that we're going to keep working on your writing skills in the days to come...count on it. This can be a learning experience for you in more ways than you think, so work with me!"

In the coming weeks I have every intent on allocating more time to improving their writing skills, not with huge assignments but in simple tasks which will inflict little pain or traumatic stress. In an age when young people text in abbreviated acronyms, there is all the more sense of urgency on my part to make sure they are aware of the need to have the ability to write good sentences...not just for unit exams and the accompanying essays, but for life itself.

Wanting What's Best and Getting Feedback

Make no mistake, a good teacher always wants what is best for their students. We have every desire for them to understand the meaning behind our lessons, much less the knowledge that's associated with it. We want our students to perform to the best of their ability, whether or not they aspire to attain greatness. Recognizing that they are human individuals holding the ability to make personal choices (good, bad or indifferent), we need to remember that they don't always want to travel in the same direction which we point them in. We see them for who we think they should be, rather than accepting the authenticity of their free spirit. I am not advocating that they should be provided with a free reign in their approach to learning, only my acceptance that they will see things from a different perspective. However, it helps when they provide feedback on what they perceive to have learned, offering insight on ways learning has taken place.

Grading on their National History Day projects is just about complete, but prior to giving them their final grades I felt it would be a good idea to get their feedback on the past several weeks. Using a Collins Type 2 Writing Assignment at the end of class, with a minimum of eight lines I asked my students to share three things which they had learned from doing their research. What worked, what failed, what surprises did they experience, what were their frustrations...their surprises...their roadblocks. And what did they learn about themselves after undertaking such a project? Their pencils hit the paper fast, as if they were venting feelings which were pent up inside for many weeks. But I've discovered that young people want (and need) to unleash their feelings with writing assignments, and this one would be extra-special for me as a first-year teacher!

Sitting in my apartment that evening, I read every paper which students had provided to me, taking comments to heart in ways that I cherished as being brutally honest. They hit me in a good way- some in the head and many others in my heart. What follows is just a sampling of their many personal reflections, and they're listed just as they were provided (misspellings and all):

• I learned many things about researching. One thing is how to use Badger Link. I didn't know about that before but now I do. I learned that not all sites are reliable. Some information isn't true. I learned that when I have to to work I should use it wisely and not waste my time.
• One thing I learned while researching was to make sure I keep a citation of the articles I use where I can find it. I also learned to make sure I have everything done well before it is due so I have time to fix things if necessary. I learned to make sure I don't mess around or I won't get stuff done.
• I learned that I was able to write a large research paper like I will have to in college. Finding reliable sources and citing them. Also to control the schedule and get work done in the time given. Also learned about what happened after WWII and what the countries were going through. What I learned about myself is I work well in a group.
• I learned how much you have to actually read to research to get good research...
• I learned how to research using our school website. What I learned about my partner was that I probably won't do it again. I am more of an independent person, and I won't want to depend on someone to do something when they end up not doing it. I also learned how to organize stuff on a board.
• I learned that I need to be more patient with myself and that I need to work more. I learned that I have a short temper but in summary I learned a lot...
• I learned not to procrastinate the project to the last day...
• I learned that I don't like to work with people who don't hardly work and expect you to think of most of the ideas. I learned that I have a great History teacher.
• Setting goals helps getting the research done faster and makes everything run smoother. Slacking only leads to not doing your best and not getting the best grade you could...
• There's a lot of reading that takes place in research. There's a lot of new info out in books and websites that I never would've known. I hate doing research because it takes too much time but you have to do it well in a research paper.
• I learned to stay on task and get things done as soon as possible so I don't forget...
• I learned that you should double-check your save. Sometimes a file may not save correctly. You need to manage time wisely. I almost ran out of time during the project. You need to focus. It's easy to lose focus, but you need to concentrate.
• I learned that with dedication and effort and choosing the right partner, that it makes a project a lot more fun...
• I learned that sometimes when your project is not doing so well you have to think on the fly. That you can't argue with your partner otherwise you could put your project on the line...
• One thing I learned about research is that Wikipedia is not a credible site. In order to be a viable site it must have an author and a @ thing. I learned that I liked researching...
• I realized that there are many fake sites and a lot of false information online. Its hard to research a topic you don't know much about in the start. I thought choosing what to write about was difficult in the writing process. During this project I learned that time flies so you shouldn't procrastinate anything...
• I have learned about different search engines you can use for research besides Google. Along with that I've learned how to tell if information from a website is reliable or not and if it is considered a primary or secondary source. I've also learned how to decide what's important and whats not in research. About myself I've learned that I'm very much a perfectionist and I don't want anything to be done wrong. Also that I am able to pace myself appropriately.
• On doing our history day project I learned how to research properly...by not copying and paste. I learned how hard it was to actually get good research that is true. One thing I learned about myself is that I need to work immediately. I can't fall behind. Once I fall behind, I have to work that much more to catch up.
• I learned that even if your information is wrong or your project falls completely apart, you have to rebuild and redo in a rational fashion. I don't take failure well, but when I get a little help, I can keep a positive attitude.
• I learned that working with a friend on a project isn't the best choice. Me and my partner got in a huge fight during our project and it made us fall behind. I learned that you need to work on the project not just at school, but use your free time to get the project done. Use all the time you have.
• I learned that not everything on the internet is true and using Google isn't accurate. You have to know if there isn't one then the stuff probably isn't true. Badger Link helped a lot because everything on it was true. All the webs cited looked very accurate....

Hit and Miss in the Classroom

One of the advantages of teaching four classes of US History to freshmen is the varying degrees of success I experience within any given day. Sometimes the best-laid plans need to simmer and stew within another setting before scraping them altogether, and today was no exception as my students are in their final days of assembling their History Day projects.

My objective was to have each class participate in a student feedback session when they would sit down with other groups and offer constructive input on each other's work. I reorganized the tables in my room so they represented a total of seven hexagons, placing name cards on specific sections to insure balance at the start of the exercise. Each group was given a graphic organizer on which they were instructed to place a simplified copy of their thesis and three supporting ideas. I even supplied some possible questions to trigger their thought process and upped the ante with the awarding of bonus points should a group choose to use some of the ideas offered up to them.

It would be a two-minute drill whereby one group would explain their project by their thesis and supporting data, then the other group would counter with possible ways to enhance and improve the presentation. The egg-timer icon on my computer would alert the groups when their two minutes were up, and the other side of the table would then take on this same routine. Once completed, one group would rotate on to the next table and the routine was in place. Ready-set-go....

My first hour class was somewhat dumbfounded by what was asked of them, and the two minutes would sometime feel like two hours. After the third exchange they warmed up to the idea and seemed to enjoy making their presentations to their fellow classmates. I roamed from table to table and witnessed some good conversations taking place, not to mention some outright silliness taking place. Sometimes you simply have to grin and bear it.....then wait for the next class to step foot in the room.

The second time around with a larger class, the exercise appeared to flow smoother...no doubt the result of a better chemistry of students in the mix. Again, the third class went better than expected, but it was my 6th Hour class that really got into it and benefited the most. From the very beginning each group's graphic organizer was filled with suggestions and I was pleasantly surprised by what I witnessed throughout the period. I wanted to make sure students weren't just telling me what I needed to hear, so their replies of "this really helped our project" was welcome news on all fronts.

There are days when lessons are well-received by some classes, and other times I simply feel the need to run for the hills with great frustration. Classroom chemistry can make or break a good lesson, and you never know what to expect until the day is complete. This makes it almost a 'yogism' of sorts....you know, the "it's never over 'till it's over" kind of feeling. It was a day that made me glad I stuck it out, rather than scraping the plan altogether after 1st Hour. Persistence is definitely a key ingredient to success in the classroom!

Pause and Take a Step Back

I confess that I have high standards for my students, but sometimes you simply have to pause and take a step back to let them experience success and failure along the way. As they continue to work on their National History Day projects, they now know what is expected of them in the way of the final product. In many ways this is like putting your new toy boat in the rapids, being aware that there are hazardous falls, rocks and boulders ahead. Some will crash and sink to the bottom, others making their way to safety by navigating around the aforementioned dangers.

With eleven days remaining in their deadline, some students are doing quite nicely. Their thesis is well thought out and the accompanying outlines are taking shape. Many have taken hold of their subjects and are exploring new knowledge in the way that we had hoped. This is when it's fun to be a teacher, to see them exploring new ways to present their ideas to interested readers. I will admit that some of it is pretty simple in nature, but this is the same starting point from which everyone once had their back foot sunk into. As one of my good friends always says, "do you remember how sloppy your first French kiss was?" Likewise this will be a memorable experience for every student in my class. They may well think back and remember how poorly conceived their projects were, but they will also recall the fun (and he headaches) they had putting it all together.

This is just another microcosm of life in the real world, and by falling down and picking yourself up off the floor, you realize your real mistake was not listening to the person who told you to keep both hands on the handle bars and avoid leaning more to one side over another. Yes, there are dangers ahead....but in the end a gentle fall with teach big lessons.

Our First NATIONAL HISTORY DAY Event

For the past two weeks my students have been knee-deep in their work for National History Day projects, and since this is a new experience not only for them but for our entire high school, there is an air of mystery for what to expect. Anytime you ask your students to be "the first" to do something, there are feelings of uncertainty which ripple throughout the school building. It requires careful planning from staff in order to keep everyone on the same page, but it also allows some flexibility and creativeness in lesson planning. NHD is the only event I know of where students can choose their own topic, work as a team or alone as one, select one of four formats, and aspire to enter regional, state and national competition. There is but one simple requirement for which we insist on, and this mandate is that they complete a project dealing with a turning point in history.

For the most part this has been an enjoyable experience, watching students tap into their personal interests and then delving into quality research. Early on in the process we quickly identified why Google was NOT the best place to begin when looking for reliable research and valid information. So many students weren't aware of the demise of the endangered tree octopus until I demonstrated a search with Google as model was how to proceed. After all, the website has pictures and videos from people all over the world, in addition to ways which people can donate money to this viable cause. It's almost too hard to believe....until you suddenly realize that its all been a huge hoax.

This point was taken and clearly understood by most of my students until they became bored with "scholarly research" which we required through Badgerlink, a scholarly search engine. It was easy for them to sneak back to Google and type questions for which there are so many easy responses- at least they thought it was until we mandated the use of Badgerlink for their initial research. There were groans and moans from those who often like to stray from such directions, but by now they know we are serious about this project. I know that with three weeks remaining until the project due date there will be additional hurdles to jump. This week my classes will be working on thesis statements and bibliographies, and for a good segment of them this will be like going to the dentist after years of neglect. I am readying myself for the tsunami of whines, but in time I'm confident that everything will come together nicely.

Yesterday we took those students who were truly interested in world-class research to join us for a trip to the Wisconsin Historical Society in Madison. Few people are aware that WHS is the world's 2nd largest library for North American history, outranked only by the Library of Congress in Washington, DC. The WHS staff did an outstanding job working with the kids, identifying books and articles which will they can use in their work. My highlight in the day came at 2:00 PM when none of the kids wanted to leave the library, choosing instead to sit at large tables with research papers surrounding their note cards.  Once these young people were focused and engaged in their work, it gave new meaning to the word "learning." It was an incredible sight to witness!