I had a smaller group today of about 8 7th grade boys.
After they finished making fun of at my saying “dude”, we talked about which classes they felt “grounded” in and which classes worried them, and then talked about why they felt each way, and then about what they could adopt from the “good class” to the “bad class.”
They love humanities (because it’s fun, they ask questions, they try their best, and complete their work). From a teacher perspective, I also see that there is a real community and within the structure and expectations, students know what to do to succeed. They feel successful!
The class that the boys were most “worried” about was (surprise, surprise), TTO, our math pilot. They brought up things like…
– not wanting to be laughed at
– teachers not able to answer their question right away and then their session is done during the “independent zone” time
– teachers not explaining why but just how (CM was referring to our recent project, and all I could do was nod sympathetically, because it’s true!)
And I’m just nodding.. because I *totally* get it. And yet, what can I say? I’m the teacher in this program. I can’t honestly bash it with a clear conscience because we are still working at fixing it. They did ask me why I was teaching TTO, and I did honestly respond that I didn’t have much of a choice. I told them I didn’t want to teach humanities and that I wanted to teach math, and this was the choice of our school.
My question is… why do we want to keep tweaking and fixing it? What does it offer that we so desire?
- Honestly, were our students pretty behind when they started? yes.
- (Are we setting the curve in Oakland flats schools? yes).
- Are kids learning math? yes.
- Are kids learning more math? sure! possibly!
But what about considering these other questions:
- Are they happy? maybe that’s a nonissue.
- Are they getting opportunities to work deeply with math through inquiry, pauses, wonderings, and struggle? no. And maybe that’s our fault. we’re “just not leveraging the tasks and small group collaborations to their full potential.”
- Do they understand expectations? Maybe.. but again, that’s our fault too, because we could have better management.
With TTO, our students might be learning more math. But is it at the rate that it’s worth the opportunity cost of happiness and … just.. kiddo noises? I think I’m actually fine with them slowing down if it means we can have a better relationship, and they don’t leave thinking math is boring and online programs suck (because if used in moderation, it wouldn’t be bad). During the short transition period between schools, I like to visit other classrooms. These past 2 weeks, this is what I’ve seen:
- 1 humanities class pausing before starting the day because kids have been working so hard, they did 10 minutes of theater games before getting started
- science class finishing up their lab reports, color-coding their drafts, and listening to music and staying focused and walking around to get the supplies they needed.
- another humanities class doing a jeopardy review game before a test
- another humanities class spending earned time outside on a Friday
- classes starting to gear up for their expeditions
Basically, the more I’m with this pilot, the more I realize that I came to teach middle school so that we could get excited and learn to be fine with struggle and pause and reflect (for real — I mean if you do reflections like every 3 weeks, how do you even measure growth? how do you grow in 3 weeks???) and stop being motivated by external factors so that the kids could become super pre-adults who have creativity, assurance, and communication skills………. I didn’t come to teach middle school so that my kids could become testing automatons a la Korea and Singapore. Been there. Done that. Left that. Leaving this.