So as much as I would love to say all of my GID students’ stories are successful like the one I shared in my last blog post, they aren’t–especially when you take into consideration no two students are the same when it comes to their social emotional learning. Then there are external factors such as high and stressful expectations from the school and family community that can negatively impact students’ learning. Oh and yes, there is the imperfect teacher factor.
I want to share the emotional process I recently went through in reflecting on the successes and failures of last semester’s Guided Inquiry in my Psychology in Literature senior seminar course. For this blog, I am focusing on the failures. Now when I use the term failure, I am using the definition “the omission of expected action” versus “lack of success.” I also want to make it clear that the failures aren’t related to the phases of GID as much as the human factor brought to GID.
So my Psychology in Literature students were nearing the end of the Create phase when I began to acknowledge that I had made a lot of inaccurate assumptions with this particular group of students with whom we were working. The students with whom Anita (our school’s librarian educator) and I were working were overall a high functioning group–this is true. And therefore, I felt I didn’t have to worry about them completing their individual assignments for GI. However, I realized when I checked the note-taking app that our students use for their research called Noodle Tools (which offers a 30 day review of an individual student’s work flow) that a lot of my students waited to the last minute to complete their research and final product.
I felt duped and taken advantage of. I felt like I failed the mission of Guided Inquiry–I hadn’t sufficiently guided my students. They had continued to engage in their old research habits of procrastination. So gratefully Anita and I had a heart to heart, thoughtful reflection on what I had assumed:
*I assumed that because I had developed a safe, mutually communicative relationship with my students over the semester that the openness would transfer to GI. I assumed the individual students would approach Anita and me with questions versus us going to check in with them.
*I assumed students would balance their time between GID and an independent book group I had assigned at the same time.
*I assumed students would utilize their time to complete their final project which was a google presentation using screencastify.
*I also assumed because a lot of the students were stressed with their overall academics that we should extend their research time–assuming that they would benefit from more time to engage in their deep dive of research. However, even with an extension, some of the students still waited until the last minute to gather their research.
Well I was wrong on all of my assumptions. Hence, the imperfect teacher factor.
And admittedly, I began to get very teary-eyed discussing with Anita how I felt not only did my students fail in terms of not meeting what I perceived to be our expectations, but I had failed as one of their teachers of this process. Anita and I then discussed:
1. Maybe I had become too comfortable with GI that I assumed my students would naturally be comfortable with the process as well.
2. Maybe I got lazy. (I said this comment, not Anita.)
3. Maybe I hadn’t expressed fully to Anita that I wanted her to truly have as much input in the GID process as a lead teacher–meaning for us to honestly share for example that we needed more guided check ins with our students.
And then Anita gently reminded me–
4. Maybe I was forgetting to be reflective in the fact that some students take longer moving through the social emotional phases of inquiry, so perhaps maybe some students’ procrastination was in fact part of the GI process. And this point did register as we’ve had at least several students during each course hesitate because their GI is very personal; and therefore, it takes them longer to digest the information. Anita pointed out a lot of the psychology-based, topics students choose to delve into over the course of approximately four weeks are very emotional for the students to process.
As I read through our students’ final reflections, I did note that every student shared that he/she learned a lot from the GI process. This information gave me reassurance to not go to all or nothing thinking about this round of GI with our students–to really see their experiences as learning opportunities for me as their teacher.
Anita also encouraged me to be gentle with myself as this imperfect teacher can suffer from internal perfectionism. She and I started a shared google doc to record our thoughts, feelings, experiences on what we want to do differently next semester. For example, we plan on going back to more frequent guided check-ins with our students. I also will not assign an additional reading assignment during GI. And we will stick to our initial due dates, because although we recognize the other academic pressures students are facing, we are confident in the allotted time we give them to move through the phases.
And of course we will continue to acknowledge that each student moves through GI at his/her own social emotional learning pace…and I have learned we teachers also move through GI at our social emotional learning pace as well.
Westborough High School