final lessons

Back in October, when my students and I were still feeling each other out and testing the boundaries (okay...I guess they still do that!), I assigned my Grade 8 students to write themselves a letter. I told them about my positive experiences having done it at the beginning of high school and the beginning of college and how rewarding it was to reread how my brain worked with several years' perspective.

Today, our last class period of the year, I gave them back their letters. I realize that 8 months doesn't quite have the same effect as 4 years, but I won't be here next year.

They were amazed. They read quietly, quickly, completely captivated. They laughed in spite of themselves. We talked about how we can change so much in 8 months. Someone remarked that the people he disliked in his letter he gets along with now.

I encouraged them that if they had unfinished business with people, now was the time to fix it. I sat back, jaw agape, as they crossed popularity lines, clique lines, and gender lines to hug one another and sort out their differences. It was truly touching. My kids are amazing.

I reminded them that the next time I see them (speaking in faith here) they will be much much different than they are now, but I have so enjoyed seeing them mature this year and can't wait to see the people they grow up to be.

While I managed to make it through the day without crying, the girls did not. I doled out the hugs and they really did cry as they begged me not to go. It was tough stuff.

Moments like these make me want to throw my hands in the air and ask God "Why this? Why now?" I'm sure he's got this all under control, but sometimes I'd really like to be let in on the secret.

One week from right now, I'm going to be on a plane. holy crap.

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.