TIME IS OUR MASTER
AND IT'S RUINING OUR CLASSROOMS
Photo by Jon Tyson on Unsplash
My fear of missing out goes through sporadic episodes. It typically comes with family related adventures, but it also has to do with my profession. Teaching.
For example, any Instagram or Pinterest search for social studies lessons builds a bubbling excitement (and deep-seeded anxiety) that I’m completely missing a great opportunity to engage students. I wrestle between the projects that I’ve already used and the new work shared by fellow educators. I gently try to balance the curriculum with fun…in hopes of creating more student buy-in. And engagement.
But while I L-O-V-E inspiration from other teachers, I’m worried that every Target-fueled activity and mini-lesson could over schedule our learners' time with us.
Overstimulated and Overstretched
If you spend any length of time around teenagers, you would know that their devices are life. And, adults aren’t that much better. The point being - there is a constant consumption of content. Whether it be snaps, posts, or shared stories; news articles or blog posts; people devour information at a phenomenal rate.
And when you add school in to the mix, that overconsumption paired with our subject-area content creates a conundrum for students.
“Do I focus on what I’m interested in or school work?”
It’s part of the reason so many teens say anxiety and depression are so pervasive.
As teachers, we run into the same problem. How do I grade all of my student’s work, prepare for next week’s lessons, and have a personal life? Let’s admit, the typical school-year weekend routine includes copious amounts of sleeping and personal time. We rarely prioritize an entire weekend around work.
We Have It Wrong
When it comes to school, though, we’re stuck with prioritizing standards and content. We’re conforming our 21st Century expectations to a 19th Century system. Standards drive tests; tests drive instruction; and teacher panic ensues.
I’ve heard of a study that was done on Pennsylvania state standards that concluded it would take more than 20 years to teach all of the standards. We don't need a study to tell us it's true.
But, what if student interest and time were able to drive the standards? Of course, fundamentals such as reading, writing, and math couldn't be compromised. But, what if we relinquished control of the content and teach students how to think critically about topics within our subjects. AND, they chose the content.
For example, instead of directly teaching the Suffrage Movement, what if they explained the reasons why today's women's rights arguments aren't as powerful as the one's presented in the 1910s?
You say, "That sounds academic. A regular high school student couldn't do that. They wouldn't know where to start."
I'd say, "EXACTLY! Because they don't know how to think in that type of learning environment. For too long, we've told them exactly what they're going to learn." But, I also know it can work.
Restructure
We’ve continually modified and molded our structure to meet an out-dated reality. The fact is - the factory model of the 19th century is still present in most schools: with a bell at the beginning and end of the day. So, where do we start?
It's Their Time
Let's get this straight. School is their time. We must build deeper pathways to understanding and thinking by allowing our learners to tie the content to our passions and use THEIR time to pursue more relevant ideas. If we continually dictate every minute of the day, we've enabled their inability to prioritize and work independently.
The Master Schedule
We only have a specified amount of time every day with students. We can work with our administrators to restructure and allot time differently (blessed be block scheduling). Ask to see how the master schedule is developed, how can lunch be a non-factor in the building schedule, and can more fluidity be allowed between classes? In my school, we have flexible time at the end of each day that allows students to go to a club, get remediation, or attend a seminar class (for credit).
Thin out standards and show them to students
On a state level, we need to thin out the standards. And, more importantly, write them so students can understand them. In our classrooms, we can't be the wizard behind the curtain. Students are capable of comprehending the standards ONLY if we make them available. And, we teach students how to decipher them.
It works. In my classroom, students self-select four standards for each project they create. They understand that the standards (and thinking skills) are the backbone to what they're creating. And, at the end of the project, we'll talk about how they were used.
Make the standards readable for each grade level
The State Department of Education, and their writers, probably don't think students will ever read the standards. So, they write them for teachers and other academics. I copied 2 pages of standards from the state civics list. Here's the readability level.
For example, any Instagram or Pinterest search for social studies lessons builds a bubbling excitement (and deep-seeded anxiety) that I’m completely missing a great opportunity to engage students. I wrestle between the projects that I’ve already used and the new work shared by fellow educators. I gently try to balance the curriculum with fun…in hopes of creating more student buy-in. And engagement.
But while I L-O-V-E inspiration from other teachers, I’m worried that every Target-fueled activity and mini-lesson could over schedule our learners' time with us.
Overstimulated and Overstretched
If you spend any length of time around teenagers, you would know that their devices are life. And, adults aren’t that much better. The point being - there is a constant consumption of content. Whether it be snaps, posts, or shared stories; news articles or blog posts; people devour information at a phenomenal rate.
And when you add school in to the mix, that overconsumption paired with our subject-area content creates a conundrum for students.
“Do I focus on what I’m interested in or school work?”
It’s part of the reason so many teens say anxiety and depression are so pervasive.
As teachers, we run into the same problem. How do I grade all of my student’s work, prepare for next week’s lessons, and have a personal life? Let’s admit, the typical school-year weekend routine includes copious amounts of sleeping and personal time. We rarely prioritize an entire weekend around work.
We Have It Wrong
When it comes to school, though, we’re stuck with prioritizing standards and content. We’re conforming our 21st Century expectations to a 19th Century system. Standards drive tests; tests drive instruction; and teacher panic ensues.
I’ve heard of a study that was done on Pennsylvania state standards that concluded it would take more than 20 years to teach all of the standards. We don't need a study to tell us it's true.
But, what if student interest and time were able to drive the standards? Of course, fundamentals such as reading, writing, and math couldn't be compromised. But, what if we relinquished control of the content and teach students how to think critically about topics within our subjects. AND, they chose the content.
For example, instead of directly teaching the Suffrage Movement, what if they explained the reasons why today's women's rights arguments aren't as powerful as the one's presented in the 1910s?
You say, "That sounds academic. A regular high school student couldn't do that. They wouldn't know where to start."
I'd say, "EXACTLY! Because they don't know how to think in that type of learning environment. For too long, we've told them exactly what they're going to learn." But, I also know it can work.
Restructure
We’ve continually modified and molded our structure to meet an out-dated reality. The fact is - the factory model of the 19th century is still present in most schools: with a bell at the beginning and end of the day. So, where do we start?
It's Their Time
Let's get this straight. School is their time. We must build deeper pathways to understanding and thinking by allowing our learners to tie the content to our passions and use THEIR time to pursue more relevant ideas. If we continually dictate every minute of the day, we've enabled their inability to prioritize and work independently.
The Master Schedule
We only have a specified amount of time every day with students. We can work with our administrators to restructure and allot time differently (blessed be block scheduling). Ask to see how the master schedule is developed, how can lunch be a non-factor in the building schedule, and can more fluidity be allowed between classes? In my school, we have flexible time at the end of each day that allows students to go to a club, get remediation, or attend a seminar class (for credit).
Thin out standards and show them to students
On a state level, we need to thin out the standards. And, more importantly, write them so students can understand them. In our classrooms, we can't be the wizard behind the curtain. Students are capable of comprehending the standards ONLY if we make them available. And, we teach students how to decipher them.
It works. In my classroom, students self-select four standards for each project they create. They understand that the standards (and thinking skills) are the backbone to what they're creating. And, at the end of the project, we'll talk about how they were used.
Make the standards readable for each grade level
The State Department of Education, and their writers, probably don't think students will ever read the standards. So, they write them for teachers and other academics. I copied 2 pages of standards from the state civics list. Here's the readability level.
The point? Why can't we work with the students to decipher what's required of them?
Build an environment that allows them
to question the content -
not just consume it.
There's not one answer to solve this problem. Each school has a unique set of challenges to overcome. How do you handle time? Any ideas? I'd love to hear time.