3rd Class:

Tonight went well, but it didn’t sing like it did last week. I got through my lesson plan, which revolved around character. But the kids seemed tired (the class starts at 5:30 on Monday evenings, so they have every right to be tired after going to school all day!) or hyper-active. In other words, not the night to have the kids work in pairs as I planed! I was inspired by some recent reading from Colors of a Different Horse: Rethinking Creative Writing Theory and Pedagogy. The essay suggested having students work individually, in pairs, and in groups. So I tried out pairing up the kids to work on a character sketch, to imagine together a new character.

What was wonderful about this exercise—imagination run amok as the kids talked out possible names and histories and settings for these characters—also seemed to throw a little chaos into the mix. The kids got rowdy, and it took a little time to get them pack to center. A few were talking amongst themselves as one student read aloud, so I asked them to respect and listen to the reader as he had just respected and listened to them. It worked, but I sensed some resistance, and I realized that that’s part of the job too—getting kids back in line, not being so likeable all the time, demanding respect.

Any other suggestions for how to reel in a classroom? Because this is an after-school program, I’m not expected to be a traditional disciplinarian. Has anyone else worked with teenagers? Any advice? The class wasn't out of control or anything, but I did have to work a little harder that I did last week to keep it that way.

We also read an excerpt from “The Things They Carried” by Tim O’Brien, and thought about the symbolic and physical weight of the things the soldiers carry and what that reveals about character. I had the class list the things they carry every day and write about it. The kids offered impressive and sophisticated lists, which ranged from guilt and secrets to dreams and inspirations and lyrics and poetry. Very few offered traditional physical objects, so I loved that they were inspired to think symbolically.

A few also seemed more inclined to share than they had last week, which just makes me so excited for them—they’re growing more comfortable with reading their own work, no small accomplishment. I also noticed one kid kept who writing after the exercise was complete, as if he had to keep going. He asked to have more time. I love that. I could only give him so much class time, but I keep reminding the kids to take these home, to please NOT lose them as we have the Anthology coming up, and that they can always, always keep working on them and keep writing.

Huh, upon reflection, I feel that the class went a bit better than I originally thought tonight. I just hope they got as much out of it as I did in my analysis of it here.

Jennifer