Teaching in the Twenty-First Century

…your students take the idea of class structure and relate it to the current controversy within district about the video policy, which allows only G & PG movies to be shown (we are a high school district AND we can’t even show edited PG-13/R clips) So my students and I were discussing the issue on Friday, when all of a sudden they wanted to know the hierarchy of the system–so I started with me, up to department head, up to an AP, etc. They in turn suggested “Ms. Q, that sounds a lot like you are a slave to an indentured servant, who works for a large plantation owner, who answers to a royal governor, who must report back to the king.”

PRICELESS!

…a student comes up after your simulated debate on who fired the first shot of the American Revolution and asks if the idea of history as a STORY written through use of EVIDENCE, which may or may not be faulty applies to other things–like religion! (Now, I do fear a phone call from an angry parent, as I am sure my student went home and argued the fact that religion is simply a story told from multiple view points based on evidence that may or may not be faulty, but I was clear in staying away from declaring anything about religion. I let the young man talk through his suggestion and asked him if it could be related to what we discussed today. He drew his own conclusions.)

…a former student, who is now in college, comes back for my help because he realizes he should have paid more attention in my class and he is telling my current students to stick it out, it will be worth it!

…several former students come for my advice or help when they really need it. I am not talking about the ones who are simply nice and stop by to say hi–they are welcome always, but the ones who come asking for direct help show you that you must have done something right!