Every year feels like a new grade level. In some ways I feel like I am about to enter some absurd year of my own learning. The 28th grade, or some thing like it, is upon me and right now I am captured by its possibilities.
For all the repetition that each Fall brings, this academic year has a different feel to it. I am teaching the same grade level (9th), the same subject (humanities) and in the same classroom, but my hopes for this year are more exciting and nerve-wracking than usual.
I want to be better.
I want my classroom to be better. I want my reading assignments to be more valuable. I want my writing assignments to be more interesting and inspiring. I want my projects to be more integrated and authentic. I want my conversations with students to be more positive and formative than ever before.
In an attempt to push my practice I am trying a few things.
- A new classroom layout that opens the room for me to move throughout the students and makes it easier for me to keep things clean and organized.
- Project-specific workstations where students have access to tools that will be necessary/helpful to the project we are working on. Instead of the tools moving I am hoping to treat our graphic design, music and other tech tools much like tools in a machine shop are treated. The students will have time at each area when they need it.
- Making stronger connections between my passions and my vocation.
- My thinking has been pushed by the experiences I’ve had over the summer, which I discuss in a few vignettes beginning with Vignettes from the Woods Pt. 1. I love that I work for an organization where my passions and pleasures and escapes are all fuel for what will happen in my professional life. I can’t wait to challenge students to live and explore and take in the beauty of the world with intentionality.
- Diversifying the reading required for my class to include more short stories and essays and fewer non-fiction articles or papers.
- I have been reading some amazing short writing that I’m anxious to share with my students (Muir, Asimov, Emerson etc.). I’m hoping that using shorter writing pieces and taking more time to work our way through them will help me identify struggling students and will allow me and our support staff to intervene before anyone falls too far behind. Multiple short pieces also make comparative activities between pieces more accessible.
Tomorrow is the first day. Let’s go!