I’ll be honest. I’ve started this post three times. At first bemoaning why I can’t believe summer is over. Then whining that I didn’t get enough done, and finally, justifying why I can’t seem to get in a writing groove. None of it matters. I started back to school yesterday. Kids come next Monday.
I will be ready. And I’ll love it.
I’ve spent hours working on my new room. It’s almost done (I’ll post photos soon), and I figure if I can get my room perfect, everything else will fall into place. Misplaced priorities? Maybe, but that’s how I roll. The aesthetics in my classroom matter to me, and if you’ve visited (and many teachers and admin from around TX did last year), you know what I mean. Book shelves just right. Colors and furnishings that invite. Places to chart skills taught and showcase students’ thinking. All of this matters to the culture I work hard to cultivate in my classroom.
And while I’ve worked, I’ve thought about the students whose names rest on my rosters. Who are they as readers and writers? Who are they as individuals with needs and wants and passions? How can I help them know of their potential and of the possibilities that await them not just this year but beyond?
I’m teaching seniors for the first time this fall. Since my school is on an accelerated block schedule, I will have these students for one semester. Just one. One semester at the end of their high school experience. One semester to create a community, build a culture, bridge gaps, shape literacy identities as individuals about to face the big wide world — hopefully as citizens unafraid to face their fears, and the frightening things in our society.
One semester to read and write and think — together. One semester with a dream for a lifetime.
I’ve read a lot about the importance of building community lately, and I’ve talked a lot about the first day of school in most of the pd I’ve facilitated. I used to think, especially with my AP Lang classes, I had to knock ’em dead with my syllabus the first day, list my expectations, explain my grading policy, discuss my plan for how and what they would learn. Scare them into understanding the complexities of my AP class. I blew a lot of opportunities over the years. That “my” got in the way a lot.
How can it be “our” learning community if I am the one laying out all the learning plans? If I am the only one talking about what the learning must look like?
I wrote this post Talking about the First Day of School in 2015. Funny because I’m in the same canoe this year, wondering about how I will welcome students on Day One. The last thing I want is to ignite the fear, flight, freeze response, which so often happens with that same ole same ole flood of student expectations. Students are already experiencing high levels of stress the first day of school. I do not want to accelerate it
I’ve thought about reading the poem “Possibilities” by Wislawa Szymorzska. I wrote about how my students and I used this poem to begin our understanding of rhetorical analysis last year. I’ll do that again, but it’s probably better as a week two activity.
author bio, Linda Sanchez, Wylie ISD
I’ve thought about reading author bios and asking students to write their own. Lisa and I wrote about our successes with students writing author bios last year and even modeled writing author bios with our teacher friends during pd this summer. So many talented teacher writers! Author bios are a new favorite, but they’re probably not for day one.
I’ve thought about jumping right in and setting up our writer’s notebooks. I stocked up
I bought 170. The cashier at Walmart scanned them one by one.
and have one for each student ready at the bell. Now, I’m wondering if setting the notebook up is as important as just writing down some thinking on the first day of school.
Susan Barber wrote about her First Day of Class activity, and the idea of beginning with reflection resonates with me. I just don’t know about a trek to the football field — our students graduate at the UNT Coliseum miles away, and TX weather means it’s still hot hot hot. I can already hear whining. I love Susan’s idea though and want to think about this more.
I keep coming back to community. And culture.
My instruction works because of the community we build as readers, writers, listeners, and speakers. Or is it a culture we create as readers, writers, listeners, and speakers? Is it possible to have one without the other?
When Lisa was in town, we sat in my car in a parking lot and talked about this very thing. Lisa shared her wisdom: “Community is the classroom. It’s more immediate.” Mentioning her teaching before her move to workshop, she said, “I built community to help us get through the things students didn’t like — like Huck Finn.”
Interesting. So community is good — sharing likes, dislikes, working toward a common goal, getting along, respecting one another.
We talked about get-to-know you games, icebreakers, we’ve all used on the first day of school. Many of them good ideas for building community. Then Lisa asked: “Do we get-to-know for the get-to-know — or the value of learning who are students are as readers and writers?”
Ah, the beginnings of building a culture.
“Culture is more pervasive,” Lisa said, “A culture of learning in an English class values reading, writing, talking, and thinking that goes on — that has demands beyond the classroom.”
And now I’m wondering: On the first day of school, how do I build a community that begins creating a culture, a culture that validates, shapes, and inspires my students’ identities as thinkers, readers, writers, citizens, and humans that goes beyond the classroom?
Not an easy feat. But maybe there’s an easy start.
I don’t know why I clicked on this headline, but I think I’ve found my first day of school: “Completing this 30 minutes exercise makes teams less anxious and more productive.”
I think we will write personal user manuals. It’s a task business leaders are using to help
I’d like a better name than “user.” Any ideas?
their teams work better. Why not try it in the classroom?
The article states, “The user manual aims to help people learn to adapt to one another by offering an explicit description of one’s personal values and how one works best with others. This shortens the learning curve for new employees, and helps everyone avoid misunderstandings.” Since student talk and collaboration is central to my instruction, I think writing one-page user manuals about ourselves might put us on the fast track to better communication and the culture that fosters better learning.
Abby Falik, founder and CEO of Global Citizen Year, states: “My User Manual is one of the ways I practice leading out loud. It’s a living document that describes my innate wiring and my growing edge, while putting it out to the world that I know I am – and aim to always be — a work-in-progress.” And the article includes the structure Abby used to write her manual and a link to the manual itself. Mentor text, y’all!
Abby’s user manual centers around these six topics:
- My style
- What I value
- What I don’t have patience for
- How to best communicate with me
- How to help me
- What people misunderstand about me
I’m thinking of including prompts that probe other topics more specific to what I need to know about my students literacy histories — kind of like a reading/writing territory — and topics that can jump start connections and trust between students. Maybe things like:
Describe yourself as a reader.
What is your favorite book? Who is your favorite author?
Write a simile about your writing life.
When it comes to English class, where do you feel you want to grow the most?
List ten things you like to do in your spare time.
Of all your memories, which three are the most indelible?
What five adjectives describe your disposition?
I also like these questions I read regarding building trust in Adolescents on the Edge by Jimmy Santiago Baca and ReLeah Cossett Lent, a book I just started and am already loving for content, stories, and ideas:
Have you experienced fair treatment, either by family or by the system?
How do you express appreciation? Do you often receive appreciation for your acts?
How important is it for promises to be kept, either those made to you or those you make to others?
Do you feel that you are a part of decision making that affects your life?
Are you dependable? Do you feel others are dependable?
How do you generally resolve conflicts?
How important is truthfulness to you?
Too much? Maybe. But students will have choice in what they answer — and how. And like any time we write like this, we will talk first. Talk matters in a writing classroom.
Of course, I will write my own user manual. If I get my act together, I’ll have it ready on Day One as a way to introduce myself to my students. Hopefully, I can write it in a way that lets them know that while I am intense, passionate, and purposeful in helping them grow as readers and writers, I am also pretty vulnerable, and an introvert on a stage cast in the role of extrovert.
I’m thinking we will use our user manuals a lot. I’ll include a copy of each students’ in my conferring notebook for easy access and review when I meet with them. We’ll share with our table mates. We’ll share in our book clubs and in our writing groups. We’ll share when we do group projects or collaborate on writing.
We will use our manuals like leaders in business do because “the ability to share your thoughts and ideas openly, honestly, and without fear of judgment—has been repeatedly proven the key to innovative, happy teams. Whether you’re a manager or young employee, writing and sharing a user manual has a clear business payoff. The better a team knows one other, the easier it will be for them to navigate conflict, empathize with one another, and feel comfortable sharing, critiquing, and building upon one another’s ideas.”
What do you think? How will you (or did you, if you’ve already gone back) start building your classroom culture?
Amy Rasmussen is the mother of six amazing young adults, grandmother of five smart and sassy little people, and wife to a brilliant marketer, sales exec, life coach, and dog lover. She teaches readers and writers in AP Language and English IV in North TX and facilitates professional development on the workshop model of instruction at every opportunity. She loves God, her family, the U.S.A., and all humans everywhere. Follow Amy on Twitter @amyrass