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My action plan is one of those that really started on my first day of teaching and will be on-going all the way to my last day. Nevertheless, the gravitas of an “official action plan” has given me licence to think more deliberately about what the students and I do together and the effect we have on eachother. I am still working through “action research”.
In the last couple of months I have filtered many experiences, observations and conversations though the butterfly net of “reducing chaos”. I often wondered if I was on the right track. Was this action plan worthy of the effort, study and attention in the context of Cohort21? Had I sqandered opportunity for something more important than what sounds like Lecture 1 of the Teacher Education Seminar? Was I running out of time before our final meeting?
I thought I’d better get cracking and try to implment something. Naturally, I defaulted to my own level of chaos by testing out a whole bunch of different ideas and procedures all at once. Not all were implimented effectively of course, with once specific exception. I talked directly to students about the problem, LOTS OF THEM. I have collected thoughts and ideas from students I teach, students I used to teach, students I have never taught, students who have graduated and kids that do not even go to my school. BEST IDEA EVER. As you might imagine, this process takes a fair amount of personal time because young people have a tendancy towards impromptu candor outside of classtime. I found you have to be present and available for conversation opportunities and co-curricular activities are a gold-mine. I have learned that once you demonstrate that you are really listening teenagers will speak their truth. In addition to these casual conversations, I also asked my grade ten art class to respond to a google survey about the course and anonymity certainly removed the need for self-censorship. Yikes! But once I licked my wounds, I could also properly recognise the responses that allow me to celebrate. In talking at length with kids (sometimes for hours) I have returned to one idea again and again. I might think I know what students are thinking and feeling but I’m probably wrong. Its better to ask them and best to ask as many of them as possible.
What did I learn from the students? (LOTS!) More specifically, I do have the right action plan both for me and for them. The teenage life is chaotic. Although they recognize that some chaos comes with the territory, they do not particularly enjoy living that way.
What’s next? Now that I’ve run I’m ready suit up and take my action plan for a nice slow walk.
Credit to http://www.presentescomcarinho.com/quadro-iron-man-os-vingadores-avengers-01282 for the Iron Man image.
Listening to teenagers is awesome! Will you write another post where you list their ideas and responses, or will you be incorporating them directly into your action plan?
I’d love to see some examples of what you implement, especially if you have images or classroom “hacks” for coping with chaos that are worth sharing.
Can’t wait to hear what comes from the next phase of your plan!!
Hi Robin,
Nice post! I know exactly how you feel, as I am sure many people at C21 do. It’s exciting when you’re learning about a whole bunch of stuff and you can’t decide what you want to do and so you throw it all in 🙂
Listening is so important. As a Head of House, I am a sometimes privy to too much information, but I’m definitely a better teacher because of my role in residence.
It sounds to me like you need to show the students the curriculum and let them design their units. I’ve tried it this year – two window assessments and a final assessment and we work and putter away at something that really interests them. But it allows for the chaos to be a little more subdued. Check out @clovrics most recent post! I think Can Do statements could be a good start with art!
Looking forward to hearing more about what your Ss said, and what you’re doing in the next phases!
This is a great intro into what
Being open to a student’s critical feedback is often tough, but it reflects so well on the type of teacher you are. That’s the type of growth mindset that allows for innovation and improvement. More importantly, it helps ensure that you make connections and build relationships with trust with a student. Great post and awesome action plan!