Although the surveys require a lot of time and dedication, they are an extremely rich source of data. After teaching for 5 years there are certain strategies that become instinctive- like breathing. These are things that I do because I have learned to anticipate when and why my students will be confused. For the most part, these strategies have been born from roadblocks I encounter over and over. Examples are: I make explanations as short as possible, each time I ask a student to read to the class I ask him or her to read in a loud voice so the whole class can hear, I finish my lesson and explain the homework ten minutes before the bell, I ask students to sit forward with both knees under the desk.
Students responses on the survey shows me that there are roadblocks I have been encountering, but I did not know were there. I must develop new strategies that become just as instinctive and will make student more open to the learning. At first these roadblocks don't seem to be specifically about the learning, but they affect learning.
HI Rebecca
ReplyDeleteI hope this is you---your name is not on your blog, at least not where I can find it) but I believe it is your project I'm reading about here. This work is really exciting---and so important. Understanding student alienation will make a big difference in what you're able to do in your classes. It was great to hear you say that you think it has already made a difference. I'd love to know more about what you're learning and how looking at the data has led you to new insights about these kids who have captured your interest and concern.
As I read the two posts from the meeting this week I'm wondering how you're connecting the insights you're getting from your survey data about what you're calling "roadblocks" --- to the larger questions you raised about identity and alienation. How are these things connected? I think they are---but/and I'm trying to get my head around how. What will be the next step in terms of data collection. Any thoughts?
Anna