It has been a long time since I came back to this space. I have wanted to, I have written countless posts in my head. I kept thinking someday, then put it on my Sunday morning calendar, and I watched them come and go. So today I am working on an Op-Ed unit for my credential class, and I needed to write a sample for the unit I will be teaching.
This led me back to my dissertation, (luckily I could still remember the password for my drive) and my thoughts on equity, relevance and student engagement. I actually re-read some of it, some of it was crap, but there are some really good things I said in there. I think there is still a need to share it, voices and connections that need to be heard now more than ever.
And I realized I am starting a digital writing club on Monday, and I should be walking the walk, and publishing my own work, in my own space. So here I am. Trying again. If nothing else this space is a testament to long-term grit and determination. I will share it with my students, tell the story of losing everything on the site at one point, and then starting again, and again, and now again. So here is my post to share as an example to my junior and seniors next week. Hopefully, as we create a writing group, I will get back in the habit of posting here.
Sample Op-Ed
Why Relevance and Connection Matter A Message To Teachers
Creating a safe writing community is one of the most important roles of the classroom teacher. When there is a positive and supportive classroom environment, students feel safe to take academic risks to improve their learning. (Block, 2008). So many times, content area teachers focus on just that, the content of the course. We know that we have limited time we tend to get right to the heart of the content without taking time to get to know the learners in our room. Building relevance and connection is key if you want students to do the work required to become confident academic readers and writers. Knowing their interests helps build yet another bridge or scaffold to the learning. This is not always easy to accomplish. Sometimes it takes a pandemic to remind you of the importance of relationships and classroom climate.
With 8 weeks into distance learning, and really no near end in sight, our classroom was becoming more disconnected. Students were working together in breakout rooms creating lists of topics for their argument essay, but there was more arguing than a discussion about quality topics for writing an essay group to group and noticed that most of the students had a similar list that had been posted on the board earlier. There was clearly no buy into the topics, and the feeling of frustration in the classroom was tangible.
The following day, we met again and tackled the obvious disconnection that was felt. Students weren’t really able to express what the problem was, other than they were having a hard time picking a topic. We looked at the lists and noticed that none of the topics seemed very personal, just more a list of things we had quickly generated as a class a few days before, but nothing new was added. After a few minutes, I shared a story about one student in class who stayed after school the day before and had made a skateboarding video. He brought up his phone, shared the video they had made, and then went online and showed his brother’s online video. The class was now buzzing. Could we create argument topics about skateboarding? Should there be designated skateboard areas in our local park? Should skateboards be sold without a required helmet?
Then another student talked about his gaming video channel he had on Youtube, and the discussion came to be about two of the quietest students in the class, and what they did outside that room. As they spoke, the room remained pretty quiet and totally engaged. More topics for writing were developed. What was missing was relevance. We needed to be tailoring our writing to things that really mattered. Somehow the writing seemed less daunting if we had a purpose. We ended class by going back to our argument essay outlines I crossed out my topic of Clean Beaches, and wrote in big black sharpie “Why is it important to write for real reasons?” I asked the students to look at their work for the week, and ask themselves, “Is this what you are passionate about? Is this the message you really care deeply about?” If not, cross it out and write a new topic, because with passion comes the willingness to do the work.
A few students kept their original topics, but many kids looked around, turned the page, and began to write a new page. Folklorico dancing, the border crossing, and my family, why dress code is stupid, why skateboarding is good exercise, why I produce on youtube, why you shouldn’t do drugs, and a few recycle and clean beaches off our original list. Everyone in the room at least began to understand the message that we write to communicate, we write to inform and we write because we have something to say.
Creating a classroom climate of respect and interest is key to supporting students. Taking the time to develop culture seems daunting, but in the long run, that connection is what makes learning happen for students. Students perform better when they understand what they are learning and how that learning will help them. Purpose and relevance are established because the teacher consistently strives to build positive connections with students. Student and teacher connections are what drive a positive classroom culture.
Studies show that relationships with teachers in the later years of schooling can still significantly impact the academic achievement trajectories of students (Midgley et al.,1989). When teachers have positive bonds with students, especially students in these challenging times, students tend to do better academically because they feel more secure and trust that the teacher will encourage and support their success (Muller, 2001). Middle school and high school students, although they appear to not want adult interactions, now more than ever seek the attention of caring adults.
It is imperative that teachers continue to take the time to create virtual spaces where students can connect and feel they are heard. Positive teacher-student relationships in middle and high school include a strong belief by the teacher that the student will be successful (Gallagher, 2013). This is particularly important for students now in the era of COVID and distance learning. Creating a positive culture, creating distance learning classrooms where students know that they are valued, challenged, yet supported is what is necessary to create an equitable educational experience for every student.
Citations
Block, Peter. Community: The structure of belonging: Easy read comfort edition. ReadHowYouWant. com, 2009.
Gallagher, Emily. “The effects of teacher-student relationships: Social and academic outcomes of low-income middle and high school students.” Applied Psychology OPUS (2013).
Midgley, Carol, Harriet Feldlaufer, and Jacquelynne S. Eccles. “Change in teacher efficacy and student self-and task-related beliefs in mathematics during the transition to junior high school.” Journal of Educational Psychology 81.2 (1989): 247.
Muller, Chandra. “The role of caring in the teacher‐student relationship for at‐risk students.” Sociological inquiry 71.2 (2001): 241-255
