I had a cute exchange with my kid right before last period class on Friday. The kid was talking to a girl, and tried to appear tough, and then I appeared tough back, and he backed down, but it was cute. I walked down the hall and into my class and he went down the stairs and cut class. This student spent two weeks away from school to celebrate Christmas and he has yet to get started on the project after break.
Another kid asked me for water. “You know,” I replied, “last class you went for water and didn’t return.” “So do you want to me leave, like, collateral?” “Yeah leave your gloves on the table and get water.” I looked back 10 minutes later and her seat was empty and his gloves were gone. This student has missed a lot of class and has yet to start the project.
For all of this week, and all of next week students are going to be working on their projects, so there will be a lot of independent work, which means Work Time. Today’s class began with self reflective questions on the board about the project. After Wednesday I began to form a plan to make Work Time as productive as possible. The plan for today was to was to precede work time with these questions to quickly assess needs. Unfortunately, timing is everything, and by the time I got all of the questions up on the board, laptops were out and projects were started. Kids were too distracted by the prospect of making progress, and their individual questions around that, to want to start on those questions on the board. I tried to get everyone to start it. Then one girl said, “Hey. Let me ask you a question about the data table…real quick.” This led to her neighbor asking a follow-up. Then a kid across the class verbally wondered why they can’t also ask a question. And so on… At this point it was like a bunch of kids sitting there saying “Let me eat my vegetables!!!” and I kind of caved on the questions, except to point people to them when I walked around.
Around the time I caved on the questions it became clear that the monster at the drinking fountain swallowed the student from above. My plans for structuring Work Time is precisely for those kinds of students. She had missed the last two classes, and had no clue about how to get started on the project. Theoretically she would have answered the questions, and in the process gone down the list of things she would need to do to be on track. Instead I’m assuming she walked in, saw everyone working and gave up. Perhaps actually writing the questions on the board takes too much time, I should make an actual handout that can help people go through the parts of the project, but not feel super redundant for kids who have been there the whole time.
One of the kids who have been there the whole time was still struggling with the project. This student was super focused today for some reason though. Once the class devolved into the typical work time set up, I spent a lot of time near his table answering questions and clarifying the project. I kind of feel like a crutch for students who aren’t truly independent learners. Given the kinds of math phobias students have before they come to me, it’s clear to see why they might need a crutch. The questions don’t help this student, because this student probably wants a much more specific and detailed sets of questions than what was on the board. What the student probably needs is a whole new conceptualization about himself as a math learner. This is something I have to figure out I guess.
After class was over the student above asked what the next part was. I said, “you make a histogram with that data.” He quietly walked over to the table where the project components were laid out. He then headed back past his departing classmates and sat back down at his desk and picked up his pencil. He worked well after school to start and finish this histogram. We worked for a full half-hour after school had ended. ON A FRIDAY. Oh, and all the while we were working, another student who also stayed working on her project. It was certainly unexpected, and inspiring to see students rising to the occasion.