Humanities 7 is, by design, a democratic classroom. I provide the overall structure - independent writing, independent reading, and unit work, plus the skill list on which we focus - and they make all the decisions about what they write independently, what they read independently, and what the theme questions and individual (personally chosen) Focus Questions are for each unit.
Written and delivered by Jacqueline (Jax) Morgan '19, the Head-Elect of the Student Body.
Today was our first day of classes, and the beginnings of this year's 2015-2016 Humanities 7 class coming together as a community. As always, we began with Jonathan London's wonderful jazz poem "Hip Cat" with its theme of "Do what you love to do and do it well." These kids, at least some of them, have definitely figured out already that learning is a process, something at which you might steadily improve but also something that involves challenges and roadblocks and stuckness. Equally important, they view that kind of attitude as fundamental to who our school is.
My Humanities 7 class is studying education now. We're continuing with Firegirl by Tony Abbott as a read-aloud book, since much of the action takes place in a school, and the students voted for I Am Malala as a group read. As always, they are researching individually chosen questions as they prepare to write essays and make a presentation, and the questions range from comparing and contrasting different groups or systems of schools (public vs. private, U.K. vs. U.S., mixed gender vs. single gender, etc.) to tracing the evolution of education over time to looking at the relative benefits and importance of a spiritual vs. a traditional education, and more.
On the last of classes in the middle school, I made the following post to Facebook:
Filed Under: Teaching, All-Girls, On Education, Beautifully different, Girls Schools, community, All Girls Education, In the Classroom, Stoneleigh-Burnham Middle School, girls' school, Uniquely Stoneleigh-Burnham School, Education
written Wednesday evening, Nov. 19, 2014, the night before the last day of Fall Trimester classes in the middle school.
Alfie Kohn is most definitely one of my educational heroes. Controversial as he may be, the controversy often stems from his relentless focus on what research tells us about what is best for students even when it flies in the face of common sense. And anyone who is all about figuring out what is best for students, and who has the courage to follow through on those principles (even if they differ from my own), earns my respect.
I try to be on the lookout for chances to react to blogs, knowing (as Bill Ferriter has pointed out on more than one occasion) that one of the highest compliments I can pay a blogger is to leave a comment or even write a whole new blog in reaction, thus showing how much of an impression they’ve left on me. So when Brianna Crowley opened one of her blogs at the Center for Teaching Quality with a writing prompt from a 30-day blogging challenge for teachers, the temptation to write my own blog based on the same prompt was strong.
Until I really absorbed the prompt: “Write about one of your biggest accomplishments in your teaching that no one knows about (or may not care).”
It’s already happened. I bumped into a random person, in this case one of my neighbours, who asked about what my students were studying. “They do have a theme question already,” I said. “It’s, ‘Why do people judge other people and themselves?’” After a short pause during which his eyes first widened and then went slightly unfocused while his jaw dropped slightly, he said, “Seventh graders came up with that question?” “Yup,” I responded. His eyes came alive again and his hand went to his chin as he began to see the possibilities in the question, and to talk excitedly about his thoughts.
I love these moments, and I especially love that it happened after only two full days of classes this year. And yet, the second full day was in some ways even more extraordinary than the first.
“You clearly have a passion for middle school.” I’ve heard this time and time again, often after one of the Open House presentations we give several times a year. And in point of fact, I do, and have ever since my very first month working with this age group. Their own passion and energy, excitement at discoveries and possibilities, outrage at injustice, and desire to be known and loved and understood endear them to me. And by understanding them and their needs, and learning how best to meet those needs, you can help make middle school an amazing experience. You can’t entirely do away with setbacks and heartaches, of course, because those are a given part of life, and the nature of early adolescence is that such moments loom large. But with proper support, students can learn to work through those moments, and the nature of early adolescence is also that each day is truly a fresh start.
So when a friend of mine on Facebook shared a link to the article “Why Middle School Should Be Abolished” by David C. Banks, it most decidedly caught my attention. My initial reaction was, essentially, “Oh, I don’t think so!” and as I began reading the article, I prepared myself for what our debate teams call “the clash.” It turns out that Mr. Banks begins with a very common misconception, and hopefully clearing that up will start us down the right path.