I previously taught at a small high school in Michigan. If you were in 10th grade at Whitmore Lake High School, you had Mr. Wildeboer for Earth & Physical Science. I was the only teacher who taught Earth/Physical Science since it was introduced in 2002¹ (my first year). This situation meant that I was solely responsible for the content of that class. I developed all of its lessons, projects, labs, and activities myself.

I was given the freedom to experiment, create projects, swap out exams for cumulative projects, cut back on breadth and focus on depth, and do pretty much whatever I felt would be best for the students. Freedom to do what I personally saw as best was the advantage of being a “lonely” teacher. The disadvantage was that I never really had anyone to work through ideas and struggles with. Sure, I could talk to other teachers who could provide valuable feedback, but it’s something different entirely to collaborate closely with another teacher while developing lessons or other curricular materials.

This year there are three other teachers who have the same classes I do. When I was hired, I was quite excited at the prospect of being able to collaborate with other teachers. I knew that might mean I wouldn’t have the same degree of freedom as I had enjoyed previously, but I figured I could live with the trade. I didn’t start the year working with the other teachers very well (several old posts explain why), but that was more the fault of Central Office than anything. As time when on however, I found we weren’t working together as closely as I would’ve liked. At lunches and meetings we’d talk about what we were currently on, where we were going next, and what supplies we each needed. Unfortunately, that was about it. We shared a little back and forth, but I wasn’t thrilled with the worksheets being sent my way. I would take some time to tweak them, then use my own presentations (which were shared, though I don’t have reliable intel that they were ever used outside my room).

I tried to replicate what the other teachers were doing as best as I could while only making design and other minor changes to improve the quality (IMHO) of what I was setting down in front of students. This was frustrating. In hindsight it seems foolish.  I provided what I consider sub-par curriculum materials to my students because I wanted to stay at the exact pace of the other teachers. I did this even though we really weren’t collaborating with each other, and looking back, I realize that I was really replicating was teaching style². No wonder I was frustrated. What I was doing was trying to do was suppress the style I had developed over several years of practice, research, and experimentation. It was foolish of me, and I now regret it.

Coming soon: What happened when I decided to stop worrying about keeping up…

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¹ Interestingly enough, due to changes in the state curriculum, the school decided to switch up the science curriculum starting the year after I left. The class I taught was replaced with something different- meaning the class started and ended with my tenure.

² I don’t mean to suggest here that the other teachers were ineffective. I have a certain reperatoire of activities and projects that have proven to be effective and mesh well with my personality. I’m happier when I teach within my personality, and happy teaching leads to happier students.

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Image Credits:

Power Law of Participation by Ross Mayfield
Streeter Seidell, Comedian by Zach Klein

For my second semester Earth/Physical Science class, when I started thinking about designing their final exam project (as opposed to a formal written test), I had what I thought was a great idea: I’d have them design it themselves from the ground up. I figured they’d created multiple artifacts by this point and are familiar if not comfortable with the format; why not let them design the rubric?

I put them in groups and assigned each a different section of the trimester to go over and decide which parts were important enough to be included in the final exam project. I gave them a pep talk about collaborating together to create something useful for the entire class.

At best, this is how they worked.

The normally very chatty class was the quietest it may have ever been during that time of “collaboration.” Quite frankly, there wasn’t any collaboration. Indeed, there was very little cooperation. It was essentially groups of individuals working independently of one another.

After that class period, I had time to reflect upon the utter failure I had just experienced. I was at first upset with the students for not trying to work together, then with myself for not structuring it well enough. However, in the end I realized the problem was much bigger than any of us.

Our entire educational system is based upon individual achievement. Sure, students are exposed to group work, but in the end it’s always their own grade their worried about. Grade conscious students are essentially taught to take over groups to ensure they get a good grade, while less motivated students quickly learn ride the coat tails of those who will do all the work for them. The problem in my class was that these students do not know how to collaborate. The concept of completing something for the good of the community (rather than the individual) was foreign to their school experience.

I decided to take a few steps back with them to explain why I feel collaboration is an important skill, and then explain what it means to collaborate in the classroom. I showed them the Did You Know 2.0 video. I explained how I (and a multitude of others) feel that collaboration is an important 21st century skill. I explained how I felt their lack of collaboration was as much the fault of the system as it was their own.

I then set them up in new groups, and asked for essentially them same thing, but now with a little more background and clarification. I got a little more collaboration, but it was high maintenance. In essence I felt like I had to drag the collaboration out of them. I suppose that should be expected after 10 years of being taught selfishness at school.

This opened my eyes even further to the shortcomings of our current school system. What type of system encourages people to shun others for their own benefit? To not share their knowledge base lest someone else gain from it? I don’t feel like I was throwing away much of the current “schooliness” in asking students to collaborate in this way. I felt like it was just a baby step toward a better model of school, yet it took a huge amount of energy for me to communicate what is essentially “sharing.”

Halfway through writing this post I happened upon Clay Burell’s post attempting to define what he commonly terms as “schooliness.” In it, I see much of the frustration I’ve been feeling towards the system that tends to punish community, collaboration, and independent thinking. Surely we can do better in our schools. Our students deserve it.

Photo credit: Bright_Star via Flickr