As part of this morning’s improv activity, we were invited to think about what we would take away from the UNCC National Writing Project Summer Institute and what we would leave. I decided to use those categories for my reflection on SI.
What I’ll Leave
The feeling that if I don’t do it it won’t get done and that won’t be ok
The whole group video portfolio project feels like it’s consumed a big chunk of my thoughts over the past several days. It’s reminded me what an incredibly complex kind of text a video can be. Even a six minute video has required hours of work spread across a number of people. At some point, I started to feel responsible for the video and simultaneously frustrated that I didn’t feel like I had the right tech (in this case a Mac) to make it happen the way I’d hoped. In the past, I might have pushed through anyway, volunteering to finish the project anyway. Instead, I talked with other people who were working on the project and we figured out a way to share the load some. (Many props to Laura, who ended up pulling the final cut together.)
The feeling that I’ve somehow escaped “having” to teach writing because I teach history
Last year when I was teaching all history classes for the first time, I breathed a sigh of relief when I realized that I was no longer going to be a “writing teacher.” In some ways this was really freeing, but it also meant that I didn’t work as hard to find creative ways for my students to connect to the material through writing. Many of the demos over the course of SI have given me ideas for writing in different ways as a part of history class. Next year I get to teach writing as part of history class.
A sour taste in my mouth for tech
Over the past year, I’d been really wrestling with my use of digital tech in the classroom, or lack thereof. Tech had started to feel like just a shiny toy, rather than a useful tool. Being able to incorporate tech in useful ways in my demo at SI and seeing the use of tech in others’ demos reminded me of the joy that I used to find in using technology with students.
The sense that all writing has to be directed toward an end product
I’m a goal-orientated person who doesn’t like to feel like I’m wasting effort. I want my writing to be directed toward something- a blog post, an article, even a tweet. I sometimes feel that if writing doesn’t end up in some publishable or shareable form, it’s not worth doing. The sheer amount of writing that we’ve done over the course of the Institute means that there’s no way that it could all make it into a form that makes sense to share. It’s been freeing, though, to let those scraps be.
What I’ll Take Away
A reminder that good teaching requires careful planning to look effortless and create space for messiness
Prepping for my demo reminded me that really good lessons create space for the surprising to happen, but that space requires careful thought to ensure that things don’t get chaotic or seem haphazard. This will be the first year in my teaching career that I’ll be teaching the same classes as I taught the year before. (Yay!) I’m hoping that not having to be in “just one step ahead of the students” mood will allow me to spend some more time thinking about how I craft space for student learning and inquiry.
A reminder of how much I love learning
I’ve heard it said that some people become teachers because they don’t ever want to leave school. Guilty as charged. I don’t see this as a bad thing though. My love of school isn’t about being a sage on the stage or a power trip. It’s about getting to have the opportunity to learn alongside students, to curate sources to pique their curiosity, and to help them ask good questions. It was fun to get to be get to be a student in the formal sense again.
Gratitude for thoughtful, passionate teachers
Throughout the SI, I’ve been impressed by the skill and dedication, both of the Teacher Consultants facilitating the Institute and the other participants. In a country where the media and politicians sometimes portray teachers as lazy and ignorant, it’s been a privilege to work and learn with people who are the diametric opposite of that portrayal. It’s also been fun to have the opportunity to “talk shop” with people who care as deeply about issues of teaching and learning as I do. I’m deeply grateful for the experience and for those who encouraged me to pursue it.