We
talk about helping students make connections to the literature we study, but
there are some other connections that are also important.
Today was one of those crazy days. Okay, I know—when
you’re a teacher, every day has its own level of craziness. And teachers are
always busy. But, still, today was one of those especially busy days when I had
a few roles to play. I spent the entire school day in meetings with all the
other department chairs around the county, then I headed to my school to work
with Speech & Debate Team members for the last bit of their practice, and I
ended my day in a class for teachers (“High School Reads Nonfiction”) which is
being led by two of my wonderful colleagues. It was a busy day, but it was also
productive and enjoyable. When I ran into a couple of students upon returning to
school, they asked how my meetings went, and we chatted for a couple of minutes
about my day and their time in class. Students on the team asked about my
meetings and also said they hoped the class went well this evening.
And, at this point, you’re probably thinking, why is she telling me all of this? I’m
not bragging about my activities or complaining about how busy I am, and I’m
not bragging about how thoughtful my students can be (although many of them are
pretty amazing). When we talk about how we teach literature, we spend a good
bit of time discussing how it’s important to make connections, to make lessons
relevant to our students’ lives. My interactions with my students today got me
thinking about some other connections that are important. It’s essential that
we connect with our students. But I don’t believe that it’s enough for us to
know what is going on in and around their lives. They also need to see and hear
about what is going on in our lives. We all hope that students see us as more
than just teachers. We tell them about our pets, children, and hobbies in effort
to make this connection with them. Beyond that, though, students should see how we apply
what we teach outside of the classroom. They need to see and hear about that connection as well.
I don’t give my students a run-down of all of my
meetings and other activities, but I do find ways to make connections during
class discussions. When I told my students I would be out today because I would
be attending meetings with the other department chairs in the county, they were
really interested in the fact that all the chairs got together to talk about
things. It gave them a glimpse of a bigger picture for English instruction and
education as a whole. Throughout my grad-school years, I expressed enthusiasm
for my classes, and I’ve shared my excitement about the nonfiction class I’m
taking this semester. Yes, these are more “classroom” examples, but by sharing
these experiences, students can see that I’m still learning and seeking opportunities to learn and grow.
Students should know that we are learners, too, and it’s great if we can make
connections and share what and how we’re learning. When I attend literary
events (book festivals, readings, poetry slams), I share tidbits with my
students. I share my “choice” reading selections. I’ll find ways to make
connections to articles I read in places such as the newspaper or Time magazine and pose questions to the
class about the issues. I share how I network with people through Twitter, and
I talk about my attempts to keep up with a blog, discussing such things as the writing
process and writing for an audience. Again, I do not intend for any of these
things to come across as bragging to my students, but I want them to see that what we do and discuss in the English classroom
matters beyond the English classroom.
We should, of course, also make connections with what
students are doing outside of our classrooms that ties in with what we’re doing
in our classrooms. Making these types of connections helps to foster a sense of
community, and it also demonstrates a real respect for our students when we
open up and share what we’re learning and doing.
Just some musings at the end of a long day J
