We’re all in this together

As I sit here writing and preparing for tomorrow's lesson, I am nowhere near as ready for the switch to a class that de-emphasizes grades as I thought I would be two weeks ago. I idealistically thought my time over break could be spent resting, spending quality time with family AND recreating the structure of my course. Easy enough, right? Instead, I spent time with my family and resting while thinking about the restructuring of my course. At first, I thought my time reflecting on the restructuring and the resulting lack of pen-to-paper (or finger-to-keyboard) work was a failure. Upon further reflection tonight, I realize the work is never going to be done and that fact is a key characteristic of this transition.

Control over a classroom and the content covered is something I have strived to accomplish since I started teaching 11 years ago. The idea of a well-written lesson plan and extensive knowledge of content and pedagogy was the goal of my pre-service teaching program. I can still recall my first lesson plan with learning objectives, activities, pre- and post-assessments, and a multi-page anticipated classroom discussion. Yes, I had to write a script of anticipated student responses to my questions. It was my first and last attempt at being a screenwriter. It was also the the first and last lesson plan to include this feature.

I share the above story to give you insight into what influenced my choices as a young teacher. As a more experienced teacher, I realize I do not need to have the control or foresight seen in that initial lesson plan. I want the classroom to be a place where students take ownership of their learning. I also want to model for my students the learning and risk-taking I expect out of them. Modeling of that behavior comes from being honest with students about what a teacher actual is. A teacher is someone who never stops learning about their content. A teacher is someone who never stops questioning what they teach and the pedagogical choices they make. The learning and questioning is not due to a lack of knowledge or confidence but the result of acknowledging teachers are always students.

As I start my journey tomorrow, I am going to be honest with my students about this upcoming classroom experience. I am changing the classroom structure because I believe it is what is best for their learning. I do not have all the answers for how this new process will work. I am okay with learning as I go because I want them to do the same. There may be bumps along the road, but it is a road worth traveling. And the best part of our travels will be that we’re all in this together.