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Sometimes I Forget That Kids are not Grownups April 23, 2012

Filed under: Education,reading,Uncategorized — bvanetten @ 2:44 am

It’s dumb, I know. But sometimes I forget. And it’s my number one frustration as a teacher. I make the repeatedly stupid mistake of expecting thirteen year olds to act like rational, mature, logical human beings. And they’re not.

And especially not at this time of year. It’s been getting harder to keep their attention and to focus them throughout an entire lesson. The “I don’t care”s and “I don’t wanna”s have become louder and more frequent as the weather has become warmer and the end of the year within sight.

So what to do?

I just started teaching a unit on The Giver, that middle school favorite. And it’s the first unit that I had responsibility for putting together, which is exciting. The students had a lot of reluctance to start the new book (what else is new), but we have been working on active reading skills (mainly annotating the text on post-it notes which are checked daily instead of reading quizzes), and although they are still vocal about their distaste for annotating, they are getting into the story. Part of that is due to the fact that The Giver is a kick-ass book. But the other part is definitely due to the fact that they are understanding it better because they are paying better attention because they have been spending so much time on the post-its.

This week (three weeks into the unit), I introduced the final assessment of the unit, which is a group project in which they create their own utopia and create an advertisement to convince others to move there. The assignment gets them to work on persuasion and well as compromising skills, in addition to critical thinking skills as they try to figure out what they need to live and the problems that might arise with “perfection.” I made a work schedule that is built into the lesson plans so that they would have plenty of time to meet with their group members and develop their ideas over time, rather than them trying to do it all at once at the end of the unit. The conversations they have about trying to create a perfect society will be as important as the final project that they turn in. I wanted their final project to be the result and reflection of several weeks worth of developed and evolving thinking, rather than a frantic evening’s worth.

Thursday was the first day that they had time to meet with their groups, and I was surprised by how well it went (after they stopped whining about their assigned groups, that is). Each student has a “brainstorming” packet that has questions such as “Where does your society get food?” and “What do they use for money?” Each session for working on the project has particular questions for them to address as a group to get them thinking about how they want their society to function.

One group I listened to was designing a society that would live under water protected by a large dome. Before I stepped in to question the logistics of this, I let is play out with the other members of the group. One asked, “What happened that people have to live under a dome?” and a second wanted to know how they would get sunlight to grow food with. While all the group members were committed to the underwater paradise idea, they were challenging the practicality of one another’s ideas and cooperatively helping to develop them.

Although they have only spent about 20 minutes working on the project so far, they are already very excited about the plans they have, especially since I told them we would have a competition. Because part of the assignment asks the students to employ persuasion skills, after the groups complete their advertisements, each will present them to the class, and the class will vote on which society they would most like to move to (they can’t vote for their own). This has added new incentive to really make the final product impressive. Their excitement has me excited, and it’s the first time they really focused on something in a while.

So I have to remember that kids are kids, and they aren’t adults. That they can be silly and dramatic and immature, and sometimes it makes me want to kill them. But they are also creative and funny and surprising. It’s also what makes working with kids more fun than working with adults.

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One Response to “Sometimes I Forget That Kids are not Grownups”

  1. MyFriendMissM Says:

    I love this idea! And you are right-in a day full of busy schedules, lessons, papers, meetings, etc., we often forget that they are KIDS. Sometimes I find myself expecting my kids to know things, and when they don’t, I feel defeated… but I just have to remember I am here to teach them. And it’s not the grades or the standards that they’ll remember in the end anyways, they’re going to remember this cool stuff that you did with them so that they can learn about the PROCESS. Nice blog! :)


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