OK, it isn't really a problem, but I can never pass up the opportunity to overuse alliteration. :)
As I am sketching out my first semester and deciding how book clubs will fit into my scheme, I could use some advice and fresh ideas.
This fall for the first time I will be teaching 4 sections of one class. I see this as both a blessing and a curse. Blessing=if you can't get it right after 4 attempts there is no hope. :) Curse=I have started to go crazy teaching 3 sections because by the time I get to the third section I can never remember--did I tell that to this group or not? Inevitably, I end up repeating myself or leaving something out.
Anyway, because of the shear number of students I will not be able to have all four sections participate in the book clubs at the same time. I will be able to have two sections participate in the book clubs, which means I need to have another plan for my other two sections. I've done this before, but the hitch this year comes with how early I would like to complete the book clubs (beginning of October). Do you think it is "fair" to have two sections doing book clubs and writing an essay while the other two sections are possibly reading a play and/or novel as a whole class?
My concern arises from the scaffolding of skills involved. Usually I've done book clubs second quarter, so I am not as concerned about the ole' switcheroo business. Yet I wonder about my vision for this year. Is it too much to ask sophomores to conduct thoughtful discussions on their own so early in the year? As my plan stands they will have read a novel with the entire class and worked in book clubs with some short stories to get an idea for the concept of book clubs.
This feels like rambling (and it probably is), but if you can make sense of it and have any thoughts, feedback, or ideas I would greatly appreciate it.
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3 comments:
You've totally hit the nail on the head describing 4 sections of the same class as a cursed blessing (okay, I took some liberty with your words) - it seems that for the sake of your students you HAVE to vary the classes or you'll lose your engagement as the teacher (I'm pretty sure I would and the most sections of the same subject I've ever taught was 3).
I don't think it's too much to as sophmores to conduct thoughtful discussions on their own, and I'd bet that by the second week of classes you'll have pegged which of your sections will be best able to handle the challenge. Personally it might be an interesting opportunity to make a comparison between the sections. I was always fascinated by seeing how even slight variations in my instruction had the potentiatl to make major changes in the way my students learned. Sometimes I discovered that my not feeding them information as carefully as I wanted brought out the best in them and they were more than up for the challenge. Some of their deepest insights have come from my forgetting to tell them something and their having to work through the problem on their own.
Perhaps this is a prime opportunity to add another layer to your research? This is an interesting dilemma, I hope you'll keep us posted on the process.
I completely agree with Natalie. I do not think it should be too much for them at all. I also like the idea of using your situation for a comparison in your research.
Hmmm...If you have already made a decision and are in midst of things, do not read any further! I repeat, do not read any further! :)
However, if you're still debating, I'm skeptical at best about sophomores participating in book clubs. It depends on their past experiences with book clubs -- has the expectation been set in prior English class that they need to provide comments that are thougth-provoking and stimulate discussion or is it okay just to say "It was good."
I do agree with Natalie that you should be able to determine fairly quickly which groups will need less prep, but you'll still need and want to provide some scaffolding of structure. They are only fifteen and sixteen. :)
I'll be curious to hear of your decision.
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