On "data-driven" reform...

Do we rely on only DATA to determine how we teach?  I teach students, not data.  How about some STUDENT-DRIVEN reform for a change?

Why I LOVE my job... Part 1

1) Students tend to give me new perspectives on life unintentionally.
2) Most of my students are bad at lying. They giggle & get big, revealing grins when they try to lie. It's reassuring to know they're still too innocent to tell a lie with a straight face.
3) A student will make me laugh or smile at least ONE time a day, even on bad days.
4) Students share the greatest stories and tidbits just because: "I got a new hamster!" "I just tripped over my own foot!" "My Dad got married on New Years!" I'm grateful that they like sharing things with me.
5) I get to work with young people every day. Whether we're actively learning or taking a moment to appreciate a classmate's sense of humor or personal story, I am humbled to be in their presence.
6) Teaching involves being a learner more than being a teacher, but both roles are worthwhile.
... to be continued.

Students on Student Work

My course this semester (CEP 813) focused on e-portfolios. In addition to developing our own "web presences" further, we were supposed to create a showcase of student work.

One of our assignments was to discuss "best work" with students. As I was on break, I used Facebook to discuss this topic with a few of my former students. These turned out to be fascinating conversations.

Students shared their thoughts on what some of their "best" creations have been throughout their academic careers. From a painting of a Jamaican track hero to an essay defending gay rights, students found meaning in various kinds of work. Their stories revealed what students--and people in general--value most when doing work of any kind. Things such as freedom to choose the medium, work that matters personally, addressing controversy, and being recognized by others were all elements that helped make their work memorable. It was inspiring and thought-provoking to hear each student gush about their work and revel in the opportunity to re-live their experience with their work.

One student who was always rather shy in my class told me about a parody she had written and read to her class. As she described her classmates and teacher reacting with contagious laughter at her humorous piece, I could almost picture this usually reserved young lady "performing" in front of an appreciative audience. What a different role for her! This paper had been presented years before, but she carried that experience with her not only because she was proud of her work, but also because she presented it publicly and got such a great reaction from everyone.

I had been concerned that I wouldn't be able to complete the assignment of discussing "best work", but instead I managed to have wonderfully rich dialogues that provided great insights and allowed me to re-connect with students from years past.

I was grateful for the assignment, for the chance to hear student stories, and for the chance to use Facebook for something far more meaningful than status updates.