Tag Archives: Reflection

On My Mind

Welcome Home

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It has been almost a week since I’ve been home, a week since I left home to come home, a phenomenon that remains strange no matter how many times the scenario plays out. I cried in the airport and then, just hours later, comfortably walked the streets of a town that, a year ago, I was just beginning to know.

Time flies.

Laughing recently over a tale of people who remained in place and those who have come to them, I wonder about the point at which we begin to put down roots. “I’ve nested,” a couple people commented recently about apartments they don’t plan to leave. If plants in pots and frames on walls are nesting, I’ve managed both with varying degrees of success, but I wouldn’t quite call that roots. There’s a difference between being in a place and being part of a place.

After watering a garden plot earlier this week, we talked about what to do differently in the garden next year, how to make a few suggestions for improvement. To invest time and energy into something and wanting to see it to completion takes exactly that – time and energy. And this means doing more than being in a place in which time just passes by. To be part of a place means to leave a bit of oneself there, to have contributed in a way that creates an impression, to be involved in ways that connect us to others so that we build something together.

Perhaps this is what it means to lay down roots, something I’ve thus far shied away from. In the case of this garden, however, I’d like to stay to watch it grow. I’d like to feel my hands in the dirt, to smell the tomato vines in the greenhouse, to prepare a meal with produce that comes from right there. These things take time and for once, I’m in no hurry. This year I’ve watched the garden grow and next year, I’d like to help plant it.

After two planes, two trains, and a bus, it was a lovely feeling to relinquish my suitcase to careful hands, to walk along paths that changed in my time away, to laugh about what had transpired in just a short while. “Welcome home,” you said, and I was.

Singapore – September 2020
On My Mind

I Wonder

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I wonder how much of what’s on paper is real. I wonder how much of poetry comes from life lived.

A few months ago, I started reading a book of poetry* aloud. I’ve carried it around town and read under the tree, in the park, by the fountain. I carry a blue pen with me, slight weight, fine black ink, the kind of pen that was made to tell stories rather than sign papers, I like to think. The kind of pen that’s meant to be enjoyed rather than kept in a box on a desk for special occasions, but also the kind of pen I’d be sad to lose, so I left it at home once, and those pages are easy to find in my journal because they don’t look like the other pages. I haven’t left it at home since.

I carry a blue pen with me and I annotate, underline, fold down page corners, record dates. I read aloud and sometimes I reread, sometimes I stop because the words have become the sound of my voice and I need to go back to the words. I read aloud and sometimes there are people around and sometimes I stop just to take it all in.

There’s something about the words that makes me braver than I am, that reminds me that I am all I have, that assures me that when everything falls apart again, there’s a way to rebuild.

I can still see the look in your eyes I can’t read, hear the chorus that told me what I already knew and didn’t want to know.

Sometimes I wonder if you’re as scared as I am.

And I laugh at myself for wondering because you’re not. You never were. I wonder if that’s how I seem, too, and I wonder if that’s why I can’t read that look in your eyes.

How much of poetry comes from life lived?

Weimar, Germany – March 2022

*River Flow by David Whyte


Education

What Students Want

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Recently I wrote a piece about asking students for feedback, which I have since discussed with several friends who are also educators. Subsequently, I had a conversation with a teacher assistant who is working towards teacher certification. She had a few questions that made me smile because they were questions that I first had in her shoes many years ago, questions that I grapple with often. In light of this, I thought it would be helpful to outline a few themes that came through in the DP Psychology course evaluations from my grade 12 students. As their words suggest, students appreciate the following:

Opportunities to learn from each other

I believe that the world needs good people, and I believe that good people work together. They support one another, they work towards shared goals, and they do what is right for the benefit of the group. Schools are phenomenal places of socialization and I’ve learned that these are the lessons that carry outside of the classroom and into the real world. Therefore, one strategy I often use in class is “jigsaw” learning. Divide a task into pieces, share the pieces among the group, conclude the task in a way that requires all pieces to come together. For example, if an essay question contains three parts and then requires an overall evaluation, all three parts must be complete before the group can work together on the evaluation.

But what if he doesn’t do his part, or she completes hers to a much higher degree than they do?

Certainly, this happens. But this is where the framing comes in. When this is framed as an opportunity for students to learn from each other rather than just to complete a task, interaction is more positive. When jigsaw activities provide a means of sharing a range of examples and information in circumstances where there is choice in what students ultimately decide to study, sharing knowledge means that a student might find what a peer has to say more interesting than what they themselves had prepared. In this case, the student has some background knowledge when it comes to making the choice to study a different example than the one they were originally assigned. A student’s overall success does not depend on peers, but working as a group gives everyone a clearer point from which to start.

Real deadlines

I am a stickler for deadlines and have always been. Normal classroom interactions, regardless of grade level, are as follows:

  • “I didn’t finish this.” –> “Submit what you have now.”
  • “Can I have more time?” –> “Submit what you have now and if you’d like to make changes, you have until X time. At that point, I’ll mark whatever is submitted.”
  • “I’m not ready for this test.” –> “Give it a try and if it’s a disaster, we’ll talk about it.”
  • “Do we have to turn this in today?” –> “Yes.”

(Full disclosure: There are exceptions, but they are rare.)

When students ask, as they always do, why deadlines matter, the answer is straightforward:

Deadlines matter because everything operates within the context of a bigger picture. If the problem is procrastination (this is very often the case, and the issue of distraction due to technology grows more alarming with every passing year) postponing a deadline will not solve the problem. Instead, it will exacerbate the problem by creating a domino effect with other deadlines.

Deadlines matter because they allow teachers to catch significant errors when there is still a chance to fix them.

Deadlines matter because unlike the students I work with, who are going through the IB Diploma Programme for the first time, I actually do know how the two-year program works, where the areas of difficulty are likely to be, what to watch out for, and the fluctuations in work ethic that occur throughout. It is not my first time guiding students through this program and that expertise counts.

The easiest example of maintaining real deadlines is with the submission of my students’ replication of a psychology experiment, an internal coursework component that makes up 20-25% of their final official psychology grade. Many students complain about the deadline and protest that we are months ahead of the IB required submission date. Yes we are, I tell them, and you will have plenty to do between now and then. Invariably, every single year, we laugh at this before students go off on study leave. They are always glad that this task was one more thing off the to-do list that never ends.

Organization

A number of years ago, when I moved into a school system that was fully integrated with technology, I started keeping daily plans for my students on blogs and websites with links to all of the resources we would need for that day. This evolved to include search functions, folders of resources, calendars, key words tags, and useful external links. Parents love it because class becomes transparent, and students love it because they know exactly what to do when they’re out and they know where to find everything we’ve ever done in class. When revising for an exam that covers two years of coursework, knowing where to find materials is especially useful. If I am organized, it takes that cognitive load away from my students and allows them to focus on the aspects of learning that require their individualized attention.

My students also wrote about how helpful it was to learn how exam questions are constructed, to begin every unit with a revision document that we filled out in sections throughout the unit, and to follow the same patterns and procedures over and over again. By the end of the course, our psychology key ideas organisers should contain absolutely everything students need to study. And I have heard from students over and over that while there is a lot in these documents, they work.

Thoughtful use of time

I think that one of the reasons students complain about school is similar to one of the reasons adults complain about meetings – they feel that their time is being wasted. I am all for teachers developing a rapport with students. This is critical to creating environments conducive to learning and and to getting to know one another as people, which is essential for working together. However, there is a time and a place. There is a time to laugh and joke, a time to tell a quick story, and a time to spend a few extra minutes on one topic over another.

On the other hand, classroom time is limited and there is a lot that is important to do during that time. It’s easy to lose sight of the big picture and get caught up in tangentially related ideas, or to spend too much time sharing an interesting story and not enough time following the plan for the day.

We all know that it can be fun to get distracted in class, for teachers as well as students, and I have learned that students appreciate when teachers have an eye on this. There is always a lot to do and it is the responsibility of the teacher to make sure that it gets done and to make sure that limited time is used well.

A general sense of security

Overall, I think this comes down to the message that students appreciate actions demonstrating that teachers know what they’re doing and are working to help students achieve their goals. They want to know that teachers make decisions based on what works for students, that teachers are consistent, and that their time in school is valuable. They want to be treated with dignity and respect – and don’t we all?

Shortly after I wrote the first outline for this blog post at the beginning of April, this article came out. It says in better words, backed up with research rather than anecdotes, what I am trying to say here. “Calm, clear, and kind” are the themes that come through. And again, isn’t that what we all want in our interactions?

“Education should not be intended to make people comfortable, it is meant to make them think.” – Hanna Holborn Gray