It’s the beginning of a new school year, and around this time, many #edutwitter and #langchat bloggers do a post about their #oneword. (I promise I’ll stop with the hashtags now.) I never bothered before now, because I didn’t really have one word that could sum up my goal for the year. I’m quite terrible at setting year-long goals: my goals tend to come up organically, something to adjust as the year goes along. So when I set one in August or September, I’ve usually forgotten it by November because something else has cropped up that needs more immediate tweaking. But by tweaking little things throughout the year, it ends up addressing a larger goal I didn’t know I had, which is usually some variation on be a better teacher.
But this year, I have a word! And it’s a marvelous word. My word is PATIENCE. You see, last summer, I bought a house. It’s a wonderful house that is slightly too big for me and my four cats with a giant fenced-in yard for my non-existent dogs. I love my house. But my house is 117 years old. It has been well-maintained and updated, but like any house, it has things that always need to be repaired or changed to my liking. So, like all teachers, I’ve spent my summer slowly chipping away at the gigantic list of home repairs that accrues throughout the year (because any project that takes more than about 2 hours and $20 is not happening during the school year) and I have learned… patience. Because if I am impatient and sloppy with how I do things, especially considering I am extremely clumsy and have poor manual dexterity, I am going to have a poor end result. And then I am either going to have to live with that poor end result (which will irritate me to the end of time) or I’m going to have to redo it. With patience.
I’ve also been playing a lot of video games this summer that require patience. I am a pretty impulsive gamer – shoot first, die, then ask ‘What are we doing?’ later. (My boyfriend, bless his heart, is very good about reviving my stupid self when I blunder face first into a pack of enemies, guns a-blazin’.) I’ve been working on Darkest Dungeon, where it autosaves. If you mis-click, if your character dies, it’s permadeath. No going back to a previous save. You have to have patience. Calm. Cool.
As teachers, we all know, we need patience. So much patience. In my years of teaching, I have found untold depths of patience I didn’t know I had. I need patience with my students and their needs. I need patience with other colleagues who might not understand what I’m doing and why I’m so darn cheerful all the time (and why my classroom is so noisy. All the time. There is a lot of laughter in my room). I need patience with other language teachers who are not so sure about this whole comprehensible input thing. I need patience with my school leaders, who are often pulled in 72 different directions and 71 of those don’t agree with what I think is best. I need patience with parents who sometimes don’t understand that my class doesn’t look like a traditional classroom, but we’re still doing lots of learning in there. I need even MORE patience with my students and their language growth. Language acquisition is a process that takes foorreeevvverrr. And just as importantly, I need patience with myself. I can only do so much.
This brings me to my sentence of the year. I might write it on big paper and post it in the back of the room where I can see it every day. It’s going to say:
IT’S NOT ABOUT YOU, COURTNEY
with maybe some squiggles and exclamation points to really drive that point home. I listened to some of the president’s recent speech to the Boy Scouts at their Jamboree and I was so angry. He took a thing, a celebration of the scouts and their accomplishments and what the scouting stands for, and made it about him. But it shouldn’t have been about him. Scouting is about the kids.
And so it is in our classrooms. My school is planning to switch to the Power of ICU type plan for dealing with our chronic low quality and missing work. (For reference, our grade 7-12 population is about 120, and we have approximately 25% of those students failing one or more classes at any given time. That is unacceptable to us, and the things we’ve been trying have been utterly failing, so we’re gonna do this new thing. I think it’ll work.) Basically, every student completes every assignment. No arguing, that’s just the way it is now. It is a cultural shift. The first quarter of trying it is going to be an absolute nightmare. The kids are going to push. Some teachers will be upset because part of it is that you accept all work, no matter how late it is. Another part is that if students don’t turn in work, it goes on the ICU list (where everyone can see it) and if it’s not a quality assignment, then eventually people are going to start dropping hints about maybe reevaluating what kind of assignments that teacher is giving.** And as much as teachers hate that, it’s not about us. It’s about the kids and what they need, and they need quality assignments that are not just rote memorization. It is going to be an awful quarter, I think, and we’re going to have some kids who never do get on board. But if we stick firm, most kids will adapt, and it will be easier from there on out. (I also like the Power of ICU because it takes away the shame/power struggle part of missing work – it is simply, “Who do you owe? What do you owe? How can I help you?”. As someone who prefers to keep things positive in her room, even during study hall or advisory time, the neutrality of the questions makes me happy.)
This thought also dribbled into my brain at iFLT. My overuse of English? Keeps me comfortable, lets me talk about whatever I want with the kiddos, but it’s not allowing their Spanish to grow at the pace it could be. But the class is not about me.
And – going back to patience – when students complain about things in class, I like to frame it as, they’re trying to communicate to me that they are unhappy about something and would like a change, but their underdeveloped teenage brains don’t know how to appropriately state their feelings and a plan of action. So if my students are saying “ugh, stories are so boring, we do them all the time,” I don’t need to get upset. It’s not about me. What my student is trying to say is, “I feel like we do stories frequently, perhaps we could mix it up a bit with some other activities?” Or something that definitely happens in Spanish 3: “Reading, AGAIN? Let’s just get this over with. Why don’t we do any of the fun stuff we used to do like in Spanish 1?” Translation: “We used to listen to more music and play more games, where did they go? I enjoyed that part of class.” Because guess what! Not about me. (Also, they’re right. Something I intend to fix in my overhaul of Spanish 3 this year.)
So those are my two interrelated ideas for 2017-2018. Patience, and it’s not about me. It is about the kids and their needs, and sometimes figuring out those needs requires patience. Meeting those needs definitely requires patience.
**I just finished Tom Rademacher’s book It Won’t Be Easy and as an English teacher, he makes his assignments pass the Google test. If his kids can Google the answers to his assignment, then he needs to come up with something more challenging. I agree with this test. Especially if you are a 1:1 district.