This is a question for teachers, administrators, pre-service colleagues - actually anyone. The following negative experience provides the background that raises the question, “How to reverse 8 years of low expectations?”
Two years ago, I was a substitute teacher at an urban K-8 school located in a poor to working class neighborhood. The 6th, 7th, and 8th grade classes are single gender. The Social Studies teacher left a quiz for his 6th, 7th and 8th grade students. The same quiz was used for all students. The teacher’s instructions were: (1) students were not allowed to use textbooks and (2) students were allowed to use notes. The quiz assessed students’ knowledge of powers and responsibilities of the three levels of government (Federal, State, or Local). The quiz contained 25 multiple choice questions and 25 (fill in blank) types of power and responsibilities and the students’ must (a) indicate which level of government applied and (b) state the reason. The 6th grade boys were most studious about completing the quiz. The 7th and 8th grade boys grumbled a bit; a few did not have their notebooks or notes; some complained about not being able to use the textbook. The 7th grade girls were chatty and some were slow in starting the quiz. The 8th grade girls (about 13 girls in the class) complained about having to take a quiz while the teacher was out. Most did not have notes. Three girls asked to get their notes from their lockers. Two students had just returned from suspension. Several girls were angry that textbooks could not be used. One girl (Sara) boldly stated, “Well I don’t care, I’m going to use the book”, and proceeds to get the textbook. I reminded her of the teacher’s rules and she was offended and rebellious. I stated that if she used the textbook, her quiz would not be graded. She continued using the textbook; yet she did not turn in her quiz. Only three girls turned in partially completed quizzes. The remaining ten chose not to take the quiz. The overall tone of this group was utter apathy. The “I don’t care mindset” resonated loudly with these girls.
I was truly disturbed by this event, 1) mainly by the students lack of concern/care about turning in their quizzes, 2) Sara's lack of regard for following teacher instructions, 3) the teacher providing the same quiz for 3 different grade levels?
My question is as an 8th grade teacher, what can I do to help erase 8 years of low expectations some of these students repeatedly experienced from teachers, administrators, families and peers?
What can I do in the one year of schooling I'll have with them to motivate and encourage and change their thinking and perceptions going forward into high school?
Carmilla this is something I struggle with everyday. As a teacher who is trying to teach a "dead language" I must always look for new ways to motivate my students. Everyday I hear, "Why do we have to learn this? Its not like Im going to go home and speak Latin to anyone!" Kids, especially adolescents, are very poor at looking towards the future. That is determining the risks of decision making, possible outcomes, unexpected results, etc., teenagers just simply don't see the long-term. Its not just this one particular instance, but getting students to see the grander scheme is difficult. Its not that you have to learn "x", but more you should learn "x". "X" will help you understand "y" better, which then hopefully, will make learning things associated with "x" topic easier. Its not just the challenge of getting students motivated but keeping students motivated. My advice would be to stay as positive as possible and relate the material to on-goings in their life as much as possible. Show them that it matters to them specifically. the biggest undermining factor to this is, "You have to know this because it will be on the test."
ReplyDeleteYour situation sounds rather difficult. I have to admit that some of my experiences as a substitute have been disturbing as well. Even though you might be tempted to utilize force to motivate, it seldom works in my experience. I would have started out with a discussion about why this is important for them in a practical way. Teenagers often have a difficulty looking to the "big picture." I think that, as teachers, we have the responsibility to move out students into a deeper or larger realm. Moving as much as possible for them to see the bigger picture--a wider vision.
ReplyDeleteThis is not always easy and many examples would have to be utilized depending on the interests of the students (or groups of students). I would hope that a substitute should not have to do this, but that it would have been a part of the instruction of the unit to begin with (which I often know is not the case). The quiz is one thing, but the application into the future is quite another, but it makes a bigger difference.