I’m a huge believer in mutual respect in the classroom. Coming from a Title I school where I spent the first ten years of my career, I learned pretty quickly that students don’t grant respect simply because you’re the only adult in the room. Respect must be earned, and I chose to do this in my high school classroom by getting to know my kids.
So of course, as I thought about how I would begin my summer school class, I knew that I would need to start by listening to my students.
As teachers, I think we spend so much time telling students what we expect from them that we may forget at times to ask them what they expect from us. So that’s what I did.
Not surprisingly, one of my students, a lively fifteen-year-old boy with flashing mischievous eyes, said instantly, “Fun assignments!”
When I pressed him for more information–what exactly did he mean by fun?–he said, “Oh you know, like word searches and crossword puzzles!”
After I gently explained that my plan was to engage them differently–with interesting reading and writing assignments that challenged them to think–a chorus of voices simultaneously responded, “But this is summer school! We’re here because we couldn’t do all that stuff!”
In that moment, I was deflated–not because I was upset with the kids for wanting this type of work, but because I was unbelievably disappointed that it seemed to be a symptom of a larger issue–years and years of low expectations placed on those kids. The ones who don’t play school. The ones who are engaged differently. The ones who don’t want or need the threat of a bad grade hanging over them to comply with the system’s demands.
Then, when I think about the demands of the Common Core, I worry even more. I worry because these standards are so much more ambitious than what we have. They expect all students to have access to tasks that push them to think, that respect them as intellectual human beings, that develop their academic identities.
As I learn about what it will take to transition to these standards well and to truly embrace the spirit of what they represent, I think that, first and foremost, we have to honestly face the students we have in front of us–all of them–and, as challenging as this is, relentlessly push each and every one of them forward from where they are now, not where they should be and not where we wish they would be.
Our kids deserve nothing less.