This week was pretty difficult, yet rewarding. Even though I am conscious of how little time we have, I still start with check-ins because I feel it helps with group cohesion. It also gives me insight into how each of the students are doing. One student told me about a personal health issue he was dealing with before class and did not share it with the group. This could be why he was pretty quiet the entire session, and more so than any of our other prior meetings.
I had the students write down their ideas for the project after going over possibilities and directions they could take it. Also, I felt it smart for them to refresh their memories about what facts, problems, and solutions they heard from our two visitors. They really could not remember until I reminded them of a few of their points, then more came back.
Each student, after given time to write down their thoughts, stated what they thought. We then discussed each of these points. The boys in the group came up with ideas for a project that they talked about the first day, things that were not practical or legal, like vigilante justice in taking on drug dealers. However, the idea of having a poster prevailed and the students mentioned that they wanted these not only in the school but out in the community. I didn't foresee them wanting to do this and now have to think about how to get this done effectively.
For instance, we will have to decide where we want to put posters in the community and I will have to get student permission slips to make that happen for that specific day. If we are to put posters up in the school, we will need to get permission from the principal and have a meeting. We also have to make the posters and ensure that they convey what we have learned and a message we feel would have the intended effect of reducing drug abuse and addiction.
What I did have a difficult time with was with the behavior of two of our group members. They were distracting the others throughout our time. I redirected them back to what we were doing, but they continually made random comments completely unrelated to what we were doing. This is something I need to work on, but I do not want to have these two members leave the group as was suggested at our meeting. Michelle and I spoke about this on the bus ride after and felt that we should do what we can to make sure students aren't holding back others but also not excluded entirely. We didn't feel this should be an option or a "way out" of our more troubling students - especially when they were actually interested in these projects.
So, I will include this as a part of my research project and find a way to ensure all members of this group are included. I could definitely do more to make sure that this happens, as Kristy mentioned to me. I could amend seating arrangements and use my tone more effectively in speaking to them.
So, this was a challenging week but we now have a project to move forward on. The previously quietest group member asked me after our session what materials we might use on the posters. She wanted to bring some markers and other items the next time we meet. Clearly there is some excitement brewing to get this project going!
I had the students write down their ideas for the project after going over possibilities and directions they could take it. Also, I felt it smart for them to refresh their memories about what facts, problems, and solutions they heard from our two visitors. They really could not remember until I reminded them of a few of their points, then more came back.
Each student, after given time to write down their thoughts, stated what they thought. We then discussed each of these points. The boys in the group came up with ideas for a project that they talked about the first day, things that were not practical or legal, like vigilante justice in taking on drug dealers. However, the idea of having a poster prevailed and the students mentioned that they wanted these not only in the school but out in the community. I didn't foresee them wanting to do this and now have to think about how to get this done effectively.
For instance, we will have to decide where we want to put posters in the community and I will have to get student permission slips to make that happen for that specific day. If we are to put posters up in the school, we will need to get permission from the principal and have a meeting. We also have to make the posters and ensure that they convey what we have learned and a message we feel would have the intended effect of reducing drug abuse and addiction.
What I did have a difficult time with was with the behavior of two of our group members. They were distracting the others throughout our time. I redirected them back to what we were doing, but they continually made random comments completely unrelated to what we were doing. This is something I need to work on, but I do not want to have these two members leave the group as was suggested at our meeting. Michelle and I spoke about this on the bus ride after and felt that we should do what we can to make sure students aren't holding back others but also not excluded entirely. We didn't feel this should be an option or a "way out" of our more troubling students - especially when they were actually interested in these projects.
So, I will include this as a part of my research project and find a way to ensure all members of this group are included. I could definitely do more to make sure that this happens, as Kristy mentioned to me. I could amend seating arrangements and use my tone more effectively in speaking to them.
So, this was a challenging week but we now have a project to move forward on. The previously quietest group member asked me after our session what materials we might use on the posters. She wanted to bring some markers and other items the next time we meet. Clearly there is some excitement brewing to get this project going!
I agree with you. I think the more that you can see students with difficult behavior as opportunities for you to play with different strategies to engage them, the more it will benefit your future teaching.
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