Easy Doesn’t Mean Best
|Photo credit: NitroJam.com|
- Most students choose not to "dig in” to research--they are satisfied with the information in the first few sentences, which meets the requirements, but begins to resemble the traditional transfer from textbook to worksheet
- As with most education settings, so many of my students are not motivated to learn anything related to content. My district is about 70% free and reduced (lunch), and with poverty comes different priorities and survival methods.
- Students will spend more time adjusting their font style, text color, slide animations, and a number of other things that don’t matter—and spend a relatively small amount of time reading and evaluating content.
I am finding and experimenting with ways to address my frustrations. I accept that some things I can’t completely change, but most things can be adjusted. Can I change my students’ culture in a 50-minute class? No. But, I can change my procedures, expectations, norms, and the structure of my class to challenge and motivate my kids.
Full disclosure—some days I want to get out the textbooks, slap a worksheet on their desks, and order them to be quiet and get to work. It is OK to have these feelings, it comes with the territory, but most of us have learned that what is easy is rarely what is best.