Teaching English through Entrepreneurial Practice

I had one of my flashes of seeming insight this morning and wanted to share it with the world. What if we ran an English class as an entrepreneurial think tank? Here's what I'm thinking...

The students would develop a product or service that they believe the world needs. It could even be a clear improvement on an already existing product or service.

They would then need to create a product/service description - informational writing.
They would need to convey why this product/service would either be necessary or wanted in the market - persuasive writing.
They would need to learn the legal requirements or ramifications of making this product/service available - research.
They would need to find out why it has not been offered in the past - counter arguments.
They would need to show the community/investors/buyers how the product/service fits into peoples' lives - narrative.

It feels as though I could go on and on. Should we be supporting this entrepreneurial spirit? Couldn't these ideals serve in all manners of lives, jobs, and interests?

What do you think?

Chasing perfection, but what is that?

I've been struggling with my classroom management since I began teaching, but who hasn't? A few realizations have made it much easier to deal with.

1. My idea of perfect management is much different than the next person's
What I mean is that there is only so much time that I can spend living up to the ideal expectations of those around me. My classroom runs differently than the teacher's down the hall. Why? Well, we are different people (something that I value). Also, we have different students, a dynamic we struggle with at the beginning of every year. I cringe every time I hear another teacher say that this year's classes went like last year's. Though it might be easier if they were, wouldn't that be boring?

2. Treating my students like people (as opposed to obstacles) works much better for me.
I'm constantly seeing students labeled. That's why I am very precise in telling my students that what they are doing is annoying, not themselves as people. Overreaction seems pretty standard for teachers. We want our students to turn every mistake or failure into a learning experience. But, how can they do that if they are going to fear some sort of overly severe punishment for those mistakes? A student breaks a school rule, how often do we stop to explain to them 1: why the rule exists, and 2: why it is important to follow rules in general, even the ones that we dont fully agree with?

I'm all about a well organized and managed classroom, but not at the sacrifice of my students' individuality, a reasonable amount of freedom, and their right to embrace a culture of mutual respect.

Visual and Verbal is the way to be

I'm always looking for ways to make the management techniques that I'm already using more effective.  In addition, I'm always trying to keep them as simple as possible, it leads to less confusion and less time to teach and practice.  However, sometimes you need to add a new element to something to get it working just right.

Currently, to get the class's attention and to get them quiet I have been using the method of putting my hand up silently and waiting for them to all notice one another and do the same.  But, I have also noticed that with them actively engaged in group activities it becomes hard for them to distract themselves visually to see that my and other peoples' hands are being held up.  Therefore, I have added an auditory command where I simply call out, "Hands Up."  So far it has been a good addition to the procedure.  It gives the auditory students a signal as well as the visual/kinesthetic learners.

As always, I'm keeping an open mind every day and trying to find a better/different way to do EVERYTHING.

Keeping students engaged and under control?

It's always a fine line we walk down as educators.  We want our students to be autonomous thinkers, working without the teacher prodding them along, but we are always trying to hover over their shoulders to see what they have done.  At the same time we are told to plan our units with the end in mind, but at the same time we have to grade very little thing that is done between the beginning and the end.  We are to differentiate our instruction to offer its access to every learner, but also are supposed to offer an equal education to every student.

Autonomy is something that I have been experimenting with quite a bit this year.  If you have heard of the book you can find his page: Daniel Pink.  His points are focused on business, but it is so easy to see how they can be applied to education, and how they have been by many.  However, management + autonomy can = a bad combination, so it has to be tried with a lot of trepidation and planning.

For more on his ideas, watch this:


However, here is the problem that I am facing: How do I allow my students autonomy without allowing them to face failure?  Teachers are constantly burdened with getting the kids to work up to grade level to making them more than they are, to do this, to do that, but where does it stop?  Currently in my classes we are finishing a persuasive paper and an accompanied video project.  The video project is directly tied to the topic of the papers, bullying.  The kids LOVE working on the videos, not so much the paper, but that's life.  When it is time to work on papers in class there is talking, but I do not constantly end the talking because I want my students to begin making choices.  One of them being: Do I take this provided time to work, or do I waste it so that I will either 1. have to do the work later, or 2. fail this class?

Just writing about this has brought up another thought in my mind: Should I be assigning specific time in class for either writing or video project work, or should I allow students to make those decisions?

My take - give the students a chance to be autonomous and have the opportunity to fail or succeed.  This will create a more meaningful experience for my students and a more authentic performance on their parts.

Update on the New Procedure

Having the students raise their hands in response to me doing so quietly has been a HUGE success.  The students all react instantly and they even bug one another to get quiet quickly.  It's almost like they are thinking, "What's wrong with you?  Can't you see his hand is up?"  Life is SO much better!

In addition, while I was giving out the new instructions I had another thought.  My classroom has a netbook cart with 34 computers.  We are using them constantly.  Because of this the students can become very distracted by the things on their computer screens.  Therefore, when we do our procedure of hands up, their other hand is to close their computer so I can be sure that I have their full attention.  This also has been working wonderfully.

Accepting that you have a problem is the first step to recovery and this was no exception.  Yay change!

My Students Want to Be Successful...

So, I have decided that I am going to try and give them a slightly larger role in the classroom management area.  This week I decided that I really did HATE my room arrangement.  Straight rows really are last century and they stifle the students' ability to work together and collaborate.  With both of those things in mind, I have decided to let students attempt to come up with a room arrangement (not to be confused with a seating chart).  Some of them that I have previewed are a bit whimsical.  One student went so far as to create a design for the desks in the shape of an R (the initial of my last name).  While I appreciate the sentiment, it wouldn't be a realistic design.

The design has to suggest cooperation, collaboration, and an attempt to be equitable to all students in the class.  I'm going to finish reviewing submissions today and, hopefully, one will stand out.  Making seating charts is a PAIN, but I do accept, and believe, that they are necessary, especially at the 6th grade level.

November 4th - New Ideas, New Perspectives

With the fact that I need new ideas and perspectives, I have reached out to another teacher on campus for advice (trying to remain humble, everyone needs help).  It actually turned out to be INCREDIBLY useful.  She told me that she is still struggling with classroom management, and she has been teaching quite a while longer than I have.  Here is something she suggested: Reflect on what is going on in class that is not right and then have that be the focus for the week in management.  Just one thing to keep in mind and have the students focus on diligently.  In addition, she told me to write it on the board for them to see so it can be pointed out, if necessary.

The first week, 10/25/10 - 10/29/10 I had students focus on staying in their seats and asking permission to get up.  After the first day of reminders, and a couple of people in detention (only a couple minutes at lunch), the students were really getting it.  They don't seem to find it horribly unreasonable, and I try to plan activities in my classes that require them to get up and move around.

The second week, 11/1/10 - 11/5/10 I am still working on, but the focus is: Raise your hand, wait to be called on, then speak.  Students have this tendency to assume that if their hand is up, that is gives them an inherent permission to begin speaking as soon as it is raised.  In addition, many students are yelling out to me to get my attention when they feel it is warranted.  This too has shown a great improvement.  Students are following procedures and order is being maintained.

Something else that I have tried this week is a new seating arrangement, which has been a HUGE failure.  I organized the students into standard rows.  I haven't done this in 3 years, and now I'm not sure why I did it in the first place.  It restricts movement, which sounds nice in theory, but I believe it makes the students want to move around just to break free of their seeming imprisonment.  I'm going to stick with it for a bit because I want to give it a chance, but we may have a new arrangement next week.

Classroom management is rough, but taking the time to work on it really does help.  Asking for advice is definitely the first place to go.  Also, try to look at one, maybe 2 things at a time, don't try to reinvent the whole thing at once.