Winging It

I hate how time dictates the school day. I hate how we expect drastically different students to learn the same material, at the same age, at the same time of day, and even at the same pace. Sure some have drank the differentiation Kool-aid, but we haven’t yet differentiated high school as a whole. Same graduation requirements, same times, everything is the same.

From my experience, the majority of teaching takes the form of presentation of material, followed by some guided structure with the teacher, and then some independent time for the students to practice. This is the typical I do, We do, You do approach to education. When I prepared for this approach I would carefully think out my presentations. They wouldn’t be flashy, but I would take a substantial time to think about how I was going to talk about something, what I wanted students to notice, and what examples I want students to use. My goal wasn’t to entertain, but it was my goal to make the information clear. Though there are supporters of the entertainment aspect of education.

Are you not entertained?! When I used to show that to students they would remark that the class looks fun, that he makes the subject matter exciting. However, at the end of his courses, the attendance rates and failure rates were similar to other classes. So if the results were the same, what is the point of all that prep work to make the presentations exciting?

Maybe my presentations weren’t nearly as entertaining, but at least I was being clear on what I want accomplished. I started class telling the students what we’re going to do today. I wrote up clear definitions and gave clear examples with multiple steps shown. But the goal of education should be to create students with the ability to think, which involves a whole host of issues. Part of the problem with using clearly stated goals is that novice learners will only focus on the goals, most likely bypassing interesting and important connections along the way. Yes, I know that that study is talking about reading, but from my experience students do that with just about everything they do.

To put it another way, when I was presenting mathematical information I was covering information that is part of a complex tapestry of mathematics. However, my students only take in minor details, basically ignoring as much of my voice as they could, grasping for the bare minimum structure to be memorized so that they can correctly answer test questions. This picture eloquently summarizes what I think is going on in the journey from my mind to their minds, even though it really is about rubrics.

It is a visual representation of why so many of my students seem to think math is just a disjointed collection of random facts and procedures. When I thoroughly thought out my presentations, I made sure to highlight those red dots of importance, but in my mind those dots are just part of the whole picture. My students just pick up on the red dots though, which I often referred to them Charlie Browning me. My voice was the blue, my examples were the red, they copied the examples and heard this.

My good compliant complacent students were Charlie Brown. The had the appearance of listening, but really were just quietly searching out those red dots, those examples and steps to let them solve the next math question. My favorite are the students like Patty though. At least they weren’t pretending to care, yet an alarming amount of them are on the honor roll. They have internalized the process of hunting out those red dots, be it from examples in books, notes, online, or asking their friends, “How to do this?” They are obsessed with the how’s, but not the why’s?

To help try and combat this I changed my presentations. Instead of carefully planning out every individual step with concise, clear objectives, I started to wing it in class. It didn’t mean I wouldn’t lesson plan, it just means that my plans were a rough outline, a framework, that was then filled by the organic discussion in class. My goal was to make sure the students wouldn’t become fixated on the red dots. When I would be planning my presentations I would pick a topic, think of how it connected to the previous topics, and then try and use student questions and ideas to drive most of the presentation. When I know my students and my content I find this to be an enlightening experience. They start to finally see some of that blue background behind the red dots.

However, it does have a couple large drawbacks. It did give class a more organic feel, but students crave the conditioning that they have been experiencing for years and years. Charlie Browning is most prevalent in my honor roll students because it has allowed them to get success in the past, at least in terms of grades, with the least amount of mental effort. For most of my students, it takes a significant amount of time to overcome that conditioning, and some, unfortunately, never will.

It also gives the appearance that I am unprepared, but for me, it changed the hierarchy of my teaching prep. When I plan, I start with content from a teaching viewpoint, then worry about presentation and pacing, then worry about assessments, then worry about supporting activities, then worry about individual students. My ever changing schedule the past eight years has meant that I feel like I am perpetually stuck in my first hierarchy of teacher needs, focusing on content.

I guess I forever will be a rookie.


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