Coming back from an unexpected respite is always difficult. Today was no exception. Students felt pressure, the moment they entered the building. Most of their classes, piled on extra homework or over-lapped quizzes and tests, due to the end, of the grading period. Students were walking around in a haze. Actually, so were teachers, who were in a state of adaptating and tweaking lessons, to best complete their unit, in an expeditious time-frame.
What I realized, as I myself, was formulating a game-plan, was that it all comes down to a defining moment- as a teacher are you going to approach this recovery time, as one of receding or reseeding? Will students be given different options, on which to make-up the information, or will they be given, specific, excessive, mundane, homework to get caught up? Of course there is middle ground, you could offer a few, productive, meaningful, handouts, but for me at least, I prefer not to. I want to get creative.
To me, receding, to move back from a position, is obviously, the option I am actively and purposefully, going to avoid. Piling on handouts and homework, does no good for anyone. Especially students, who get so overwhelmed, that they will most likely, not be putting in, their full attention or potential, in completing them. They instead, will be rapidly working their way through a pile of papers, just to get them done on time. So, I say, toss the handouts. Forget the homework. Instead, reseed, to sow seeds again, in order to grow something.
Reseeding for me at least, is adapting the information to fit, in a unique scheme, that students are not familiar with. Something to get them curious and involved. An activity similar to something they have done before, but with a twist. Routine meets spontaneity. The information is 'germinated' and 'cultivated with the action and movement of students. Getting them to collaborate and innovate. Letting them investigate and decide for themselves, how to practice and demonstrate their knowledge.
Today, no worksheet. Today, movement and action. Creating and explaining. Re-seeding and reinforcing knowledge through authentic, makerspace activities. Various options of supplies and product, to intrigue and motivate. Students made mini-models of one vocabulary word/concept that they were still confused about. Then they walked around the room and explained their term, to at least 3 people. A vocabulary mash-up and mingle. Every student created something individually, getting their brains rooted back into learning. Then as a class they collaborated and 'pollinated' their knowledge, to a fruitful end. Buzz, buzz, busy bee's were a bustle today.
At the end of class, as students were leaving, many of them said "Thank you Mrs. CJ, for letting us move around today, I needed to exercise my brain." Roots planted, seeds sprouted.
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