Reflection: Student Led Inquiry Peer Editing, Typing, Proofreading, Finalizing our Parodies - Section 1: Working in the Computer Lab to Edit, Proofread, and Polish


In my first teaching job, I received a positive evaluation from an assistant principal who praised my ability to be the "guide on the side."  As a new teacher, that was the first time I had heard that expression, but it resonated with me.  I am happiest in the classroom when the students kind of take over, not in the sense of a mutiny, but by taking responsibility for their work.  My dream classroom would be one in which the students come in and get right to work, without any coaching from me.  If they did that, I could travel around, working with students on their self-designed projects and supporting them with the resources that they might need to move to the next level.

So, what is holding us back?  I'm not sure.  Even though I have read copiously (and spoken at conferences) about the importance of student choice, I feel like our current model of delivery is so ingrained that it doesn't seem realistic to give so much autonomy to the students.  At the middle school level, my students aren't ready to be in charge.  That could be because no one has allowed them so much control over their work, or it could be that they still need more coaching than a workshop model would give them.

However, days like today make it seem like a real possibility.  When I feel like a "guide on the side," I really feel like we can go just about anywhere.

  Position wanted: Guide on the side
  Student Led Inquiry: Position wanted: Guide on the side
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Peer Editing, Typing, Proofreading, Finalizing our Parodies

Unit 1: Narrative Poetry
Lesson 10 of 11

Objective: SWBAT apply the conventions of grammar and punctuation to improve their "Light Brigade" parodies.

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