Sixth period has been a hard nut to crack. For the first three marking periods, the words I would use to describe the culture of the class would be unsettling: zombie-fabulous, lethargic, passive-aggressive, or blah. They are my first class after lunch and that might account for some of their lackluster enthusiasm for class--- were their stomachs taxing all their energy ny digesting their high carbohydrate menus? The answer lay in their comments however: "Are we going to have fun in class today?" "Why can't we play a game?"
Fun? So my dazzling personality and student-centered lessons weren't fun enough?? I tried not to be offended. This group is also my smallest class: a whopping eleven students. The words I used in the previous paragraph no longer aptly describe the culture of these students. I credit the addition of a genuine live-wire to our class, but I also see that, during this last marking period, the class actually appears to be enjoying the our time together.
In this marking period, we have used fewer individual assessments and more group assessment opportunities: a literature circle and a drama group project. The reults make me think I need a paradigm shift. When I was teaching the "eligible content" the first three marking periods: grammar, etymology, formal writing domains--- EVERY assessment, formative and summative, was individual. I missed out on tapping into my students' group dynamics.
Watching these guys at work is both interesting and entertaing. They slammed two tables together to have a "family meeting" about their upcoming production. The eleven elected to combine as one large group to produce a 4 minute scene from one of the five drama plays we read last month. The leaders rose to the occasion and policed the group. Group members were interrogated about the status of their job performance: "You do have props right?" They policed each other: "Stop being a dingus and pay attention!" and they attempted to motivate: "We've got two days--- settle down!" They were more on each other's case than I ever could hope to be--- micromanaging each distraction or individual distractor.
I do marvel. The energy that was lacking for thirty weeks has transferred to composing their last writing pieces. Students seemed more willing to write, give authentic feedback, and participate in fruitful and constructive discussions about revising than at any other time this year--- not bad for eigth-grade-itus. Students gave genuine praise to those who were deserving instead of just to those that they liked.
I'm basically talking about synergy. Team cohesion. With the year almost over, their transformation gives me pause. This group suffered from being as small as it was. I didn't do as many small group formative assessments because class often consisted of eight or nine students during cold and flu season. I drilled them to sleep.
This marking period, they are my most open and cooperative group. I am really looking forward to seeing their twenty-first century version of a scene from A Midsummer's Night Dream. I need to talk with my principal about taking pictures to share with the blog: legal concerns etc--- it's going to be a hoot. The script sounds good from their rehearsals and that kids are generally excited about costumes.
Dumb stuff makes this teacher smile--- like seeing a class finally come together after months of feeling disconnected.
That's my story. I'm sticking to it.
