It is impossible for me to quantify the many various ways that Bard College IWT has helped me become a more effective teacher. In the past, I participated in three week-long summer workshops on their campus that guided my pedagogy and introduced me to a bevy of other teachers from around the world that shared their own best practices and innovations. Today we did several activities that will inform my future teaching, including a loop writing activity that I must admit that I have neglected to incorporate into my own classroom.
The theme for this workshop is "margins" and "centers," a confusing concept for someone that might not teach. But for me this poses a true reality as I think about what exists in the margins of my classroom and what exists in the center. I decided to share, verbatim, a couple of excerpts from my loop writing from today because I want you to possibly use this technique to improve your own classroom or workspace.
My teacher asked us to write about what is in the center of our classroom.
The students are at the center of my classroom because, of course, I am a student-centered teacher. I want every student in my class to feel valued and appreciated so that they can have enough self-esteem and confidence to forge ahead and become happy, productive members of society. The goal, in my case, is to make my students be able to yield power in nonviolent ways by using the pen instead of the sword. I think humanity is tired of the sword.
One of our team members attending from Israel had an interesting response to this question. He wrote that the text is the center of our classroom, the reason we meet at all. I think we both gave pretty good answers. A class needs cohesion, so this emphasis on fragmentation, lit circles if you will, interferes with advanced interpretation and significantly reduces the possibilities of creating a valuable community in a challenging environment. A shared text brings the class together.
My teacher asked us to write about what is on the margins of our classrooms.
I am on the margin of my classroom because this is my students' high school experience. Even though I advocate for them whenever possible, I want them to solve their own problems and be active learners. That can't happen if I don't step into the margins. I don't want my students constantly looking to me for the answers. I want them to take my guidance and then create their own compositions based on what they believe to be true about the text, or I want them to be able to use style and voice to explain what they like or dislike about the text. I want argumentation and persuasion, and that takes confidence.
We did several more loops today, and then we used a metacognitive strategy to analyze what we had written.
The loops gave me a way to visualize the interplay between myself, the students, and the materials presented. This activity also enabled me to visualize strategies used by my workshop colleagues as we shared our writings. The loops served to fine tune my planning--helped me access those murky spaces in my pedagogy.
We analyzed a visual. I am sad to admit that this has always been an area that I ignore or only briefly examine. My teacher used a photo that had meaning to me personally. Of course, my teacher doesn't know me, so he couldn't have known that this visual would lead me into some interesting ideas...in short, this activity is going to help my students on their exams. This activity is going to help my students with inference, symbolism, and interpretation.
The pandemic created a climate of confusion and distraction for almost everyone. Thanks to Bard, I am finally breaking out of my cycle of confusion and distraction that haunts me continuously and rediscovering my ability to get in the zone and write.