While my second interview for Dream Job went pretty well, there was a moment toward the beginning where I literally froze. Just froze. I stammered a little bit about being nervous, and the principal fetched me a glass of water. By the time she returned I was back on track, chatting up a storm about authentic assessment. But man, that frozen moment was SCARY. Luckily the assistant superintendent saw through my nerves and gave me the nod to go on to the last step of the interview process: Scary Meeting With Scary Superintendent Who Makes Everyone Cry. I don’t know. Apparently he’s a nice enough guy, but everyone I know who has faced him in an interview has cried. In his presence. Remember the little freeze I mentioned earlier? Yeah. I’m envisioning that times ten on Thursday morning. Oh god.
The principal, who loves me, called me this afternoon to coach me. She wondered what I could do to avoid an attack of nerves, and advised me to write down some thoughts about what I might say to Big Scary. A colleague at school reminded me that I don’t actually have to Wow him, I just have to not blow it. The school wants me to work there. I want to work there. As long as I don’t completely fuck up I’ll be cool. In other words, “Willow. Don’t freeze.”
Here are some of the questions that I’ve been warned he might ask, followed by some fragmented musings that I will attempt to piece together by the Thursday:
How do you decide what to teach children?
I make my curricular decisions based on a variety of sources. It goes without saying that I refer to grade level benchmarks and standards in every subject area as I plan the arc of my lessons. But I look first and foremost to the interests and abilities of my students to inform my teaching. They can provide the seed that blossoms into a really meaningful unit of study because they feel ownership since the very conception. (At this point I will describe the mud hut unit I created and implemented in my student teaching this year.) Basing my work on the ideas of my students allows me to address global and local issues in an immediate way that is tangible to my kids. I can ask them to participate in higher levels of critical thinking because the ideas aren’t completely foreign to them. If I’m really attuned to my students I work with them to address essential questions of citizenship, ecology, and culture through the lens that they’ve provided. (Return to mud hut example to illustrate this idea.)
How do you design instruction?
I start with primary concepts I want my students to come away with and work backwards. What lessons and activities do I need to plan in to enable my students to grasp the underlying idea? I start by creating anchor lessons that give kids a bunch of information, and then work on the filler (use a different word) lessons that will help kids prepare and later reflect on the anchor ideas. For instance, during the shelter unit I taught, we took a trip to the Rebuilding Center. It was a powerful experience for my children, who come from an incredibly privileged place. For them to fully process the visit however, we needed to do a lot of work in the classroom before and afterwards, talking about basic human needs and the importance of meeting them for all people. The field trip alone wouldn’t have made nearly the impact without the deep reflective work we did together.
How do you ensure that your students are engaged in learning in a meaningful way?
I keep Gardner’s theory of Multiple Intelligences in mind when I design my lessons. I try to incorporate a combination of auditory, visual, tactile, reflective and interpersonal elements into each of my lessons to ensure that each of my students unique learning needs are addressed. I know they are engaged when they talk about the lessons outside of school- when parents come in and tell my their kids have been talking nonstop about a Tanzanian village called Idweli, or when I overhear my kids patiently explaining to their siblings that houses can be built almost entirely of reused materials and still be strong and beautiful. I know they are learning when they approach me with ideas for extensions of lessons, “Willow! Since we are already raising money for the kids in Idweli, can we have a bake sale at Spring Festival to add to the money we make with our mud huts? Can we do another fundraiser later for the Rebuilding Center?” When kids are excited, when there is a buzz about the classroom, when they make connections between their own lives and the topics of study, when they ask great questions, when all of these things are happening I know my students are finding and creating meaning.
How do you know the lesson you’re teaching has purpose and meaning?
If the content of the lesson extends and applies to the world outside the classroom door, I know that it is meaningful. If my students take the empathy work that we do in our global studies and apply it on the playground, or with their siblings, I know they have internalized the ideas. If, when they talk about the journals they use in Writer’s Workshop, they are able to explain that writing allows them to communicate what is inside of them to their readers, and if, when they talk about the books they read they express that reading gives them new insights and perspectives then my literacy program has purpose.
So that’s about it. I still need to do some thinking on specific ways to foster authentic collaboration between the 1st grade faculty, as well as the personal values I bring to teaching. But writing these here has definitely helped me organize my thoughts- something about knowing I have an audience and need to be succinct. Thanks to any reader who has made it this far. :-)
On a completely different note- softball was a success! Our team came from (far far) behind to win the game in the 9th inning, despite clouds and mud. It was great seeing familiar and fresh Urban Honking faces- really made me thankful to be a part of this community. In fact, it went so well that I reserved the field again for next Sunday 2-4. Yup, I graduate that morning and will be wearing my fancy cap in the outfield, tassel and all. If you are in PDX, stop by Peninsula park and play a few innings! In the meantime, wish me luck. If Thursday goes well the job search thread of perfect heart will officially retire, and I can return to blogging about boys and parties! Yea! (BTW, I have boy news that I will reveal soon. Cha cha cha!)