in which the students become the teachers

Sometimes, I get tired of hearing myself talk. I grow weary of warning students to stay seated. I'm especially over the whole I'm-saying-this-for-the-tenth-time-because-you-weren't-listening-the-previous-nine charade. And I really, really, hate when I waste time quieting kids down instead of accomplishing my lesson objectives.

So I told Grade 8 that I was done being the teacher for a little while. I told them they would be stepping up. One of my more talkative students shot his hand straight up and shouted, "I'll help you teach first!" Okay, step 1 accomplished: Get them excited.

Our selection for the day included 6 poems from authors of different backgrounds (mostly something hyphenated American), all surrounding the theme of dreams. This group of students is especially imaginative, and I hoped they'd attach to the theme since they all have high aspirations in life.

They paired off, picked a poem, and read their poem for meaning. While they discussed, I wrote a smattering of poetic devices on the board, which they were shocked to discover they had learned throughout the course of the year together. For those who aren't poetry junkies like me, poetic devices include things like metaphor, simile, imagery, onomatopoeia, allusion, alliteration, symbolism, theme, mood, tone, rhyme scheme, etc. Step 2 accomplished: Give them the tools for success.

The students worked together to find examples of the above literary terms present in their poems, then presented their ideas to the rest of the class. I sat in a desk in the back with the rest of the students and listened. Step 3 accomplished: Give them the power to express ideas.

To be fair, the poems were not very straightforward. Although it may have been frustrating for them, I piggybacked on their presentation of basic concepts with some insights of my own (or some insights from the Teacher's Edition...hehe). The students listened--for the most part--and when they didn't, the presenters were free to wait for the others' attention. Step 4 accomplished: Give them the freedom to demand respect.

I tried this method not entirely because I'm tired of always being the teacher, but also because I completed my self-evaluation this week, and allowing students to present their own work is something I fell short in. Today's teaching tactic was just a step in empowering my kids towards self-confidence. Because that's the bigger lesson here. I'm not primarily a Literature teacher. I'm a teacher of confidence, of esteem, of dignity, of respect. If my kids learn those life lessons, something tells me everything else will fall into place.

But learning to identify personification and imagery never hurt anyone, either.