This lesson plan was written for a class of tenth grade college prep and honors level students at Abington Senior High School in Abington, Pennsylvania.
View/download the PDF here: [Lesson] (Crucible) Power
This lesson plan was written for a class of eighth grade honors students at Murrays Bay Intermediate School in Auckland, New Zealand.
The following was posted for students in a Google Classroom page, and they directed themselves through each lesson.
I hope you read that as if you were singing “Born to Be Wild.”
Today, Mrs. Toller told me I was a natural teacher.
Naturally, I was over the moon.
Today was my first day teaching Mrs. Toller’s class.
I felt like a baseball player who had just been transferred up to the Yankees and told to pitch after only playing in the minor leagues for half a season.
One of the things I complained about teaching the most in America was vocabulary. While I agree it’s important to have a big and high-level vocabulary, I never had to go through much effort to learn the words myself. I was “blessed” with a mother who consistently uses “High Vocab” or “Tier 2” words, even when simple words would easily suffice. (I even wrote an essay about this phenomenon.)
I’m used to being seen as a somewhat progressive teacher, leading the charge for change in schools. I’m used to being told my ideas are crazy and unrealistic and I’m not truly understanding the nuances and challenges involved with working in certain types of schools. Call me naive. Call me an idealist. Call me a radical.
Yesterday, I learned from Mrs. Toller, my mentor teacher here, how she teaches math, and thought it was pretty cool.
I’m sitting at the “front” of a classroom, scribbling notes for my journal entry as the students around me are sitting grouped together at their tables, chatting away as they bend over their personal devices or look at a neighbor’s. Some students are walking in and out the open door that leads to outside as they will.
This sounds like a recipe for disaster. This sounds like I have suddenly lost all classroom management skills that I picked up within my American tenth grade English classroom. If one of my students from America was sitting here, they would probably complain something along the lines of, “They get to wander off to other classrooms, but we could barely even use the bathroom?” Indeed, if an administrator for an American classroom walked in on this, it’s entirely probable that it would be the last day of my teaching career.
Here’s the thing though: the students are learning. They just don’t need me to do it.