As we launch into the second semester I imagine everyone is facing a different scenario when it comes to returning to the classroom or establishing what’s “normal” again. Regardless of the tumult, it’s a pretty natural time to pause and look backward, to take stock of where we’ve been and to look ahead at where we’ll go next in the classroom.
I wanted to think about three ways of looking back and offer a couple of tools and resources that I’ve found helpful with my junior English classes.
3 ways to reflect
Below is just an attempt to break down some different ways we tend to ask students to think about their work and their learning journey. Clarifying this helps me to fine-tune the reflection questions or task. I think each has its place, but lately I’ve really been thinking about how to add more space for self-discovery to units. Without the self-discovery component, I find that my students can lack direction when given choice or feel more disconnected from a unit and its focus. I find that having some time for this at the beginning of units is really important– a chance to bring their passions and curiosities into focus.
A couple of reflection resources
These are a few quick things I’ve tried or found useful at junctures like this:
- BuzzFeed quiz generator: BuzzFeed has their own quiz generator, but I like the free version of Opinion Stage. This is a quiz I gave my students in December about their “reading diet” that tried to help them think about their tendencies over the course of the semester. Then I simply asked them to reflect on the quiz results and to think about next steps. It generates some interesting aggregate pictures for me, too. Below is the composite response to the question, “Which best describes your reading volume?”
- “Burning the Old Year”, a poem by Naomi Shihab Nye: I love using this poem in January because it asks us to look backward and think about three things from the previous year: the things that are “flammable” (disposable, temporary), the things that are “stone” (permanent, lasting), and “the things that I didn’t do” (the unfinished). These can be framed as academic or as personal questions. We use it to launch into some brainstorming for personal narratives. The poem also asks us to think forward, to consider how we will start again in a new year and fill our days with what will last. So we set a few goals for 2022, some academic, some personal.
- Something/Nothing passage from Extremely Loud and Incredibly Close by Jonathan Safran Foer (108-111): This is a powerful passage that can stand on its own, but it’s the narrator’s grandfather writing to his son, the narrator’s father. He describes how he and his wife tried to set up rules and live by them, including taping off sections of their apartment and labeling them as “something” or “nothing” spaces. It’s a wonderful metaphor made visual and the students usually find it interesting. But it lets us ask the question, what is “something” or “nothing” for you? We can apply it backwards to what we did in the previous unit/semester or use it to think about writing territories. This passage leads to other good conversations about communication and the power of language, too.
Some other professional resources for self-reflection:
- Sarah Zerwin’s end of semester letters: You can read about Sarah Krajewski’s experience with end of semester reflection letters here. Chapter 7 of Point-less describes this process as well.
- Kelly Gallagher and Penny Kittle from 180 Days: p.126 has their end of year reading/writing reflection, which asks students to take stock and includes the wonderful question: “Which piece would you like to burn?”
- Maja Wilson from Reimagining Writing Assessment: She has several wonderful pages that focus on self-reflection, specifically p.75-6 and p.137. What I like is the direction of her questions, which she insists should focus on the student’s “decision-making and intent”, or why they did what they did in a writing piece. Here are a few more of her questions:
I don’t think there’s a wrong way to reflect other than omitting the step because of the “fierce urgency of now.” One of my goals this year is to carve out more time for self-discovery and to allow students space to think more about who they are in the midst of the chaotic world they find themselves in right now. It’s a January aspiration.
Nathan Coates teaches junior English at Mason High School, a large suburban district near Cincinnati, Ohio. He’s still celebrating the unlikely success of the Cincinnati Bengals, Joe Burrow, and Jamar Chase.