salvēte, amīcī et sodālēs! It’s a week of beginnings and endings in my face-to-face teaching world: the end of a grading period, the beginning and end of midterm exams, the departure of some students whose families are moving. It’s a time for taking stock and reflecting … and it’s also been a very up-and-down week. Monday afternoon I felt as though I’d been completely unsuccessful with three students in particular, and yet, by the end of the day on Tuesday, things seemed to have turned around for at least two of them. I also had wonderful, positive conversations with the mothers of those two. They both continued to have some struggles (and, at times, to be extremely unpleasant to me and their classmates) for the rest of the week. But as I write this on a sunny, cool Friday morning (the first day of a three-day weekend in my face-to-face teaching world), I feel more hopeful about the two of them than I have in a very long time.
The experience of midterm exams in my face-to-face classes is often a bitter learning experience for my less-responsible, less-mature students – the ones who haven’t yet taken Ownership of their learning in particular. They certainly have wake-up calls along the way in the form of smaller, more targeted assessments … but those can be easy to ignore. As you know if you’re a long-time lēctor fidēlissimus, I have some reservations about large, summative assessments in general – but if they’re going to happen (and, by policy of my face-to-face school district, they’re required), I want them to be a real learning experience and a real indicator of my students’ progress with all the Knowledge, Skills, and Understandings they’ve developed at the half-way point in their courses. The sober faces – and the false bravado that some of my students like to put on as a mask – were good indicators that this year’s exams achieved both goals. I’ve looked at them, but am waiting until later today (or possibly tomorrow morning), over a cup of coffee or tea, to do the actual marking and grading. If it were just a bit less windy, I’d sit outside in the late fall sun … but wind and exam papers don’t mix well! I’d also have a very disappointed dog if I were outside and he were stuck inside – and a very difficult time concentrating if he were outside with me.
Of all weeks, exam periods really bring out the industrial side of factory-model schools. The very existence of a midterm or final examination implies the kind of post-production quality control I mentioned in Monday’s post, of course. And since factory-model schools are all about attendance and seat time, my poor students are stuck at school all day – even when some of their teachers have “nothing” for them to do. After years of schooling, they’ve come to expect such wasted time … so much so that they often resent being asked to “do work” on such days. I was able to find an engaging – and utterly different and self-contained – learning opportunity for them yesterday, the “makeup exam” day, but it was a painful struggle. There were several times I felt like the foreman at a factory where the workers were about to strike … or maybe the vīlicus on a Roman farm where the servī were considering rebellion! 🙂 My hope is that within a few years, schools (and assessment techniques) will change to the point that this paragraph seems hopelessly quaint and outdated! And I hope that the continuous assessment model at the heart of the Tres Columnae Project will help to lead the way.
But in a time of huge changes and shifts across society, it’s hard to know what aspects of any institution will need to change and what will need to stay the same. Is it more difficult, or just different, I wonder, when the institution is a school? Like all institutions, schools are fundamentally a conservative, restraining force – and what’s more, they (I should say “we”) exist, at least in part, in order to maintain the social order, to socialize young members of society into their “expected” or “proper” roles. That can be difficult, to say the least, when the social order is changing! And it’s always difficult to find the right balance of structure and freedom or opportunity for young people who are on the cusp of adulthood, but not quite there yet … especially when they make poor choices, or when they abuse the freedoms or opportunities that are provided for them.
When I was first planning the Tres Columnae Project, it seemed to me that a self-paced, collaborative learning environment would make it easier to strike the right balance between structure and freedom or opportunity for our learners and subscribers. After all, unlike a student in a factory-model school, a Tres Columnae subscriber presumably
- comes to us by choice rather than by compulsion;
- is free to work at his or her own pace, rather than at a “forced march” dictated externally;
- can linger over difficult or intriguing points until his or her curiosity is satisfied; and
- can become a co-creator, not just a consumer, of the learning materials by making Submissions to the project.
But just as my own face-to-face students sometimes make poor choices and abuse their freedoms and opportunities, the same is certainly possible for Tres Columnae subscribers … and for participants in any learning environment. What structures might we want to put in place to help them? Or is the process of making – and learning from – poor choices an essential part of growing up?
quid respondētis, amīcī?
Tune in next time for more – and for an exciting preview of Version Beta of the Tres Columnae Project. intereā, grātiās maximās omnibus iam legentibus et respondentibus.