Re-thinking learning for the 21st Century

Category: The Third Path

Why I Didn’t Do My Homework

I tried to do my homework. I really did. I’m a self-proclaimed goody two shoes, and I have always done my homework. Last year, parts of my Cohort 21 homework had graphs. But this time, I felt really stuck. I even tried to get @estewart to do my homework for me.  Oh, how the mighty have fallen.

But, hear me out.

I’d like to dive into student-teacher relationships, and specifically how I might foster these relationships in a second language with middle school students. I want to learn more about how my students feel and what my students need when it comes to these relationships; however, I worry that directly asking my students about this myself puts them in an uncomfortable position. They are kind people, and I know that openly asking my students to share extensively about their personal experiences feeling safe in my classroom might not yield the most honest results, because I’m sure they’d be worried about my feelings. Or maybe they’d be worried about how I judge how they feel. It feels extremely personal.

Instead of chatting with my students, I’ve been speaking with other teachers at my school about student-teacher relationships. @estewart has been a great resource. Additionally, I’ve joined a book club at my school where we are reading a chapter a month from the book The Third Path by Dr.David Tranter, Lori Carson, and Tom Boland. The goal of this book, and our book club, is to figure out how we can weave together both student-teacher relationships and curriculum in our classes.

At our first meeting, one of my colleagues said that since she’s done training in The Third Path, whenever she feels conflict with a student, she often pauses to ask herself, “Is this going to build the relationship?” and I like that thinking. It certainly feels like it will create more peaceful days to let some things just go.

I also had each of my students write a Take Care of Me Letter at the beginning of the year. They wrote this letter in English; however, it was a really wonderful “get to know you” activity, that helped me quickly learn about my students in September.

So, I’m trying. I didn’t do my homework, but I’ve tackled this question from a few other angles, and I’m looking forward to seeing what I can learn and try next, hopefully using French more often than English.

See you Saturday!

Jenn

world's best try-er

I Cried During P.D. Week

I cried during PD week this year.

You see, as our school continues to strive for excellence in creating a caring and nurturing environment for our students, we devoted much of our P.D. week before school began talking about relationships. We looked at Dr. Tranter’s philosophy of The Third Path and the 8 conditions necessary to teach through a strong student-teacher relationship.

According to this perspective on education, the first condition necessary is safety. “Students need to feel emotionally safe in order to explore and learn.” (www.thirdpath.ca) . Afterwards comes regulation, belonging, positivity, engagement, identity, mastery, and meaning.

Of course, I want my students to feel safe in my classroom, but part of me is already questioning whether, even after 15 years of teaching, I can even truly say I have figured out step 1 of 8 on this path. I teach French to middle school students. I love it, and I love them; however, I know this subject is a tough sell to many. My students take risks every single time they speak in my class. How do I make sure they know it’s safe to try? That no one is judging what they can and cannot say in French. How do I make sure that’s true?

I also know this means my relationships with my students matters even more.

But this only brings me more questions. How do I get across to my students that I value who they are and what they think? How do I build my relationships with my students in a more meaningful way? And, most importantly, how do I do this all in a second language?

Last year, I used my Cohort 21 action plan to dive deep into encouraging and supporting more interactive oral communication in the classroom. I was (and continue to be) so excited about what I learned, and the new routines and learning activities I brought into my classroom. Speaking in French became our number 1 priority, and I spent many hours thinking and rethinking lessons and learning activities to encourage my students to speak more. And they did it. It was a great year.

As I embark on my next step growing as an educator, am I going to lose what I have gained? How do I strengthen my relationships with my students without feeling like I’ll have to do this in English, and therefore give up some of the progress we made last year? What does meaningful relationship building look like in a second language?

And, as I talked this all out with a colleague in the middle of our gymnasium, I cried. I was overwhelmed with these questions and the feeling that I am in front of a battle I may not win. And I was scared. Anytime we open ourselves up to relationships, the possibility for rejection exists. Then what?

All of this sets the stage for what I’m hoping to think about this year in C21. I have honestly no idea in which direction my action plan will go, but I’m looking forward to seeing both familiar and new faces at our first Face to Face session this Saturday. I’ll be the one carrying the Kleenex.

xo

Jenn

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