The start of another school year has come and gone. Anxious freshmen have navigated routes from one class to the next. Most can open their locker on first attempt. We have spent the first month building relationships and establishing routines in the classroom. For a seasoned educator, this appears to be business as usual.
But this year has a different vibe. Our building has undergone major renovations since last year. The second floor got a complete makeover with new math rooms and science labs. First floor boasts modern common spaces, clean hallways, and inviting entryways. Brand new facilities for tech ed and physical education, including a fitness center, second gym, and locker rooms. Upgrades throughout our district are really impressive and long overdue. Final touches will likely continue for several months, but that has not stopped us from getting the school year underway.
Although the building is transformed, not much has changed in the Communication Arts wing. The number on my classroom door changed from A15 to Room 16 and the lighting is enhanced (with a dimmer switch!). Our department smart boards and projectors were replaced by large monitors on mobile carts thanks to a generous grant from our Education Foundation. Renovation meant eliminating any excess clutter from our work spaces. Dumpsters were stuffed with an end-of-year (era) cleansing. Good-bye, old files, dusty anthologies, student projects. Sentimental keepsakes.
No worries. Classroom 16 will forever be known as The Clubhouse—our space to learn with a purpose and create memorable experiences. Ralphie still provides inspiration and the sexy lamp glows brightly on special occasions. And the legendary white couch continues to embrace readers with worn-to-form cushions.
Unlike years past, teachers had no building access over the summer. Consequently, this year’s back-to-school inservice week became move-in week. (Physical) Labor Day weekend was spent unpacking, organizing, and planning for students. Without the typical August preparation in the classroom, I had to plan my classroom setup from home. Continue reading
Despite their flaws and all-too-human struggles, my students become my heroes in the journey we share. This school year, like any other, is off to a great start in World Literature and Composition—a course I am teaching for the 20th year. After a summer of reflection and planning for the new year, I have made several changes that I am excited to put in writing.
Consistent with past years, the course is structured thematically within the framework of the hero’s journey. Each quarter focuses on a major stage of the journey, full of learning adventures, personal quests, and literary study.
In order to personalize learning in this class we traditionally spend time identifying who we are in our Ordinary World before crossing the threshold into an unknown world of trials and challenges. I ask new classes to reflect on their interests, learner strengths and struggles, learning preferences, and future plans as a means of getting to know my students and to help them develop a personalized learner profile (PLP).
The improvement to this year’s approach was simple, but the response was significant. I challenged learners to re-create themselves as superheroes. Without hesitation, fifty high school juniors accepted the Call to Adventure and have since been fully engaged in their design process. Continue reading
Like many educators, I want to create a learning environment around a mindset that teaches students to be patient, trust the process (and the teacher), and celebrate growth. But there is a powerful force that challenges such conditions.
We live in an ‘A Culture.’
In an A Culture, when students sense Assessment, they respond with Anxiety or Apathy. The A Culture creates a mentality of winners and losers where success and failure is determined by data, high stakes test scores, and grades. In a traditional system, weighted grades, grade point average, and class rank sort kids by calculating formulas for reporting educational worth. When students sense assessment, they know they are about to be judged, quantified, and assigned an academic price tag—creating all-time high levels of academic anxiety and perceived learner apathy. Continue reading
Looking for an easy way to connect with students early in the school year and a fascinating cultural study? Initiate a conversation about music—best concert of the summer, new artists to watch, last song heard before school. When students have earbuds in, ask what song is playing. Every year, my students learn to have their favorite playlists available for reference (and should be added to their list of school supplies). Pop culture references to song titles, artists, and music lyrics are common in lessons. Favorite brain breaks involve students sharing what song they will play at their next opportunity to plug in. Spotify, Pandora, iHeartRadio, iTunes, and YouTube are some of the most used apps in room A15. Is this class led by a teacher or a DJ?
When Joy Kirr, author of Shift This (CH4: Learning Environment) asked, “How can I incorporate music into my lessons?” I could not resist creating a list of my favorite uses of music in the classroom. Tune in for ten ways to make your classes rock! Continue reading
On the eve of another school year’s opening day, I captured several images of the personalized learning environment students will enter in the morning. Welcome back to The Clubhouse!
Learners will immediately face choices and be challenged to determine where they will learn best each day. Those searching for an uncomfortable, cumbersome, Industrial Age desk are out of luck in room A15–I ditched the last three desks during this year’s back-to-school renovation. However, there are plenty of excellent work spaces available.