On Uniqueness and Freedom!

Much has been said for years and years about the uniqueness of the individual...but what about the uniqueness of a group of children who are a class? I was once the 'Oral English Teacher' in 1st, 2nd and 3rd grade at a large private school in Asia. Many experiences there are engraved in my memory, but one that I remember frequently is discovering that each class has a personality. It's not that they are just all first graders...I had 4 first grade classes. At the beginning, I used to plan one lesson out for first grade, and then go out and "follow it" with each of the four classes. It seemed to only ever work beautifully with one of them...with the other three it was uncomfortable. Like wearing your older or younger sister's clothes. Never exactly right, although not blatantly wrong.

In a constant cycle of action and reflexion I discovered that each class is totally unique. What I did need to have was a common set of objectives for each grade, following a scope and sequence. But, the way I organized this for each class had to be different, with that group of little people at heart when I thought out the activities we would do and how we would practice what we had learned. If I had another group of little people in my mind and heart when planning...the result was never satisfactory.

Thank God the awareness of this has really stayed with me, as I realized gladly today. I was a little unsure of what the best next step would be with one of my classes. I have a very clear idea of the big picture, but try to adapt the little steps as much as possible to what I perceive from them. In this way the topics and the activities we do remain fresh and meaningful.

But, as I was uncertain of what to do I started to 'recycle' ideas... Hmmm, maybe I could do ..., that worked out so well with the other class. Or I could do .... (brilliant idea I had thought out for the other class.

Fortunately I didn't! I went ahead with the idea that I had uniquely thought out for them:

1. I asked the kids to organize themselves into four groups.

2. I gave each group a set of flashcards, each of which had a word on it.

3. I told the kids that this was a quote, and that I had not capitalized any word or written any final punctuation.

4. Instruction: Figure out the quote!

5. Then: Interpret. What does it mean?

6. How does this apply to "The Lost Symbol"?

Well, to answer this last question: A week and a half ago I gave the students the link to "The Lost Symbol" e-book version. They downloaded it and then made their own planes for how to accomplish reading the whole book in 5 weeks.

So..."fly your plan"... Are you flying your plan?

Beautifully effective way to have kids see where they stand with their own plans. No finger-pointing. No pressure.

Fostering of awareness.

Ebb and Flow...

Pulling students in and then letting them go...

From one day to the next the beauty and truth of this hit me. Not that anyone had talked to me about the great similiarity of students and tidal waves! Nope, self-discovery! The great thing is that I had a case from each of my two classes yesterday, and already today both of them came around.

Two boys. Teenagers...and very much showing signs of being immersed in this process. Attitude: Cool. Disengaged. Laid back. Both very intelligent but making a tremendous effort to hide it! I love them both. Behind the tough look they try to get on their faces are two very sweet guys.

But...they came in to class yesterday not wanting to do much. Character A comes in and is not showing the amount of interest I want him to, toward the class. I ask him to put away what he is fiddling with, and he roles his eyes at me. I ask him to step out and work outside...I've been putting up with this behaviour all week. I try to forget about him and then think that I do care about him and should give him another chance. But this was not to be. I go outside and what is he doing...? Having a splendid time chatting with boys from another grade. I try a third time when the class is over and he is obnoxiously playing with a sheet of plastic which he has over his mouth. End of story...

That is, until I change my attitude completely. I welcome him into class today. I tell his buddy which he is sitting with, "You were great yesterday, impress me again today!" (totally true, to my joy!). I hand this kid some construction paper to do the activity. I ask Character A about his topic. Although his responses are not highly satisfying, I carry on the conversation. He is undecided about what to write. I leave with my beautiful (and large!) stack of colored construction paper. I go on and approach several other groups, when Character A says, "Hey Miss, I want to do the activity, too! Could I have some paper?"...Oh course, honey! Ebb and flow.

Character B. When I used to do traditional classes, he would be highly disruptive to the development of the class. From the old choosing a point and then blaring "beeeeeeeep!" each time the teacher goes by it, to throwing stuff, bugging his partner... So, our classes nowadays a fun, meaningful and creative. We're doing all kinds of things...but to my amazement, the attitude persists! I hadn't done whole-group activities in a while, it's been all about small group or pair work for a while. But, I plan for a very fun activity: an action...students buy words. The idea is engaging, you see a word one the board and you offer money for it, the highest bidder gets it, if...he knows if the word is right or wrong and why. About 60% of the class was into it...the other 40% was made up of the less fortunate who had not found a way out of poverty...and the robbers! Yes, include Character B. Robbing the fake money! I didn't approve of it. Did a few things to prevent it, but when after being flexible and finding other ways to develop the activity it was sabotages also, I stopped.

"Guys, I am not angry. But, after trying several different things, this isn't working the way I would have liked. So, we're going to reflect on it."

The text on the board read, "How our attitudes in games reflect who we are". And so they wrote. Some enjoyed it more than others...

I asked Character B to stay a minute to talk with him. Smirk on face, "Well, I don't agree with that." His position: This is just a game. Of course I am not going to go out and steal. This was just a game. That's why I was stealing. And, there is a gleam in his eye showing how much fun he had at it! So, it was about finding sabotaging that much "cooler" and enjoyable than following the rules. Not about a traditional class or a "fun" class.

So, he walks in today. I got 90% of the rest of the class organized. I let him and a buddy do their own thing all that time. Then I get together to work with him. I joke a little, speak a bit of their language...and then, the minds were engaged!

Ebb and flow.

How old do you have to be to make a difference?

Nothing to do with age. Take Alec Greven, now author of 5 books, one of which is being published in 17 countries...he wrote it when he was 9 years old. What about Cecilia Cassini? She's revolutionizing the fashion industry...at age 10. And Sirena Huang? Delighting audiences with her incredible talent to play the violin...made her professional solo debut with the Taiwan Symphony Orchestra at age 9.

What is it that these three children have in common? They are prepared. They are knowledgeable. They are informed.

They didn't just have big ideas. They weren't opinionated.

They had a dream. They had an idea. They went out and learned and continue to develop.

They have something to give. They have cultivated themselves.

And so the world listens. And so the world pays attention.