Teaching in a continuation high school can often be challenging, but this past year was the most challenging school year I have ever experienced. Wanting to learn from and build on the experience, I have decided to go through Create Your Dream Classroom by Linda Kardamis. I'm also considering taking her on-line class. The book suggests responding to journal prompts, and I had been considering starting an informal blog anyway--since I'm always looking for other blogs by continuation school teachers, and have yet to find one! :)
So, I'll begin this blog by using it as a place to respond to the journal prompts.
Journal: Imagine your dream classroom. What would be different from your current classroom? What would be the same? (take a few minutes to vent your frustrations.)
What discouraged me this past year--about myself, about the system, others, etc.? (therapeutic venting). Well, finding the right combination of instructional delivery and student interest was really difficult this year. My students were a tougher group--at least for my toolbox. Whatever approach I took in instruction or assignments, some group was vocally unhappy and resistant. There was a decided lack of relationship loyalty--an unusual disregard for the relationship between them and me. Drama was a huge issue this year. School was a place to continue, showcase, and dwell in the drama of the weekend--and there was a group of particularly vocal girls that got instantly irritated and vocally aggressive if I tried to steer them in any other direction. I was frustrated with myself for not handling it differently--but whenever I thought on what to change, I couldn't come up with something that I was comfortable with. My usual approach sort of worked in a very watered down sort of way, and even then not until the end--and I'm fairly certain they would all turn on the progress we made in a second with very little motivation. I didn't like the mandatory cell phone rule we put in place, but I also saw the need for it. I wish there was a good solution for that. I began to struggle with the incongruity of my teaching subjects and the lives of my students, many of which were heartbreaking, dangerous, and depressing. I struggled with balancing educational standards with simple basic life needs like food, hydration, and a place to sleep. I struggled with my purpose. Finally, the constant use of language and talk of sex and drugs wore me down this year.
Okay. That's out. Let it go. Learned a lot, survived a lot, time to process and change, baby!
My dream classroom?
My dream classroom is colorful, bright, and conducive to learning. Students enjoy being there. Even if the work is sometimes mundane, they feel accepted and safe and motivated to earn credit. Everything is not a fight. Procedures are in place, and I can enforce them without "squaring off". Students are involved in projects often, and create meaningful expressions of the topics we're learning--there is group work, paint, discussion. I am able to make a connection between what we're doing and why it's important to their lives. (and I believe myself.). We're busy, and friendly. This is silly, but I'd love to have covers on my lights and a fridge with healthy food for my detoxing students. For an hour, my students feel safe and happy. Even if they don't like school, they like my class and are willing to do work in it to honor the respect between us and earn credit towards graduation. I am able to combine credits and learning with things they like to do. Most kids are engaged, and I have a concise, consistent, workable system for discipline that functions like clockwork (hey, she said "dream big"). We celebrate together. We have a class culture. Honestly, the subject is secondary to the relationship, and we're able to conquer history because we're in it together. But in this dream classroom, I've also managed to make history interesting and relevant; and I know how to deal with those who just adamantly hate school and I don't take their attitudes personally. The other kids' attitudes rub off on these "haters", and they eventually come around and do some work. I feel in charge, in control, and relevant to their lives. I don't support a system that is undermining them; rather, we are a part of an alternative education system that supports their goals with a meaningful, skill-based learning environment. In this ideal classroom, I want to come to work everyday. Or at least most days. I spent too many days this year dreading the morning, dreading Monday. I don't want to be that teacher again. Many projects, writing, away from the textbook, discussion--and the kids don't hate me for it, and want packets instead.
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