Building Repoire

It seems I'm overdo for a seasonal plague so this week I'm having the headaches, sore throat, and upset stomach all in one convenient package. Also adding to my stress: my girlfriend's grandmother- a woman I have come to deeply admire-is succumbing to brain cancer after five battles with breast cancer. If the phrase "it never rains but it pours" hadn't already been coined somebody in Delburne would have thought it up in the past couple weeks. Beyond the tragedies immediate to our school (see Feb. 2009 posts) it seems that we- students and teachers alike- lug the gravity of our personal lives to school as well, be it a common cold, depression, or the knowledge that someone we love is suffering. The combined weight can be exhausting and I have become increasingly conscious of what helps me stay afloat. In the past two weeks I have laid the groundwork for meaningful relationships with many students. Sharing moments of humour, understanding, and success with my students has kept me motivated and optimistic about my practicum and life. I believe that at the end of the day the school should be a community of caring. We may be struggling in entirely different ways but teachers and students benefit equally from knowing that they have a community to count on when life gets heavy. I'd like to share some of the ways I have been building repoire with my students:

Share Experiences
My students began to connect with me when I shared personal stories and experiences- especially embarrassing ones. I had a ten minute lull at the end of my ELA 20-2 class earlier this week and decided to tell my students about my first experience in their small town. I had made a quick stop at the grocery store and in a rush hopped into my gold Ford Taurus and had my hands on the wheel before I realized the car wasn't mine! In fact, my (identical) car was parked right beside it. Why don't people lock their cars in this town?! The students thought this was hilarious and began to share stories of their own. This was my breakthrough with a group of students who were very hesitant to accept and respect me. Even students that have an issue with the teacher in me seem to like the "person" in me.

Recognize Individuals
My classroom is full of individuals, not generic students. I have hockey players, dancers, video gamers, and cowboys and they appreciate that I remember this. I'm making an effort to provide opportunities for my students to share who they are in class. I have started a "Canadian band of the day" ritual with my Social Studies 10-1 students. Every day we sample a couple of songs by a Canadian band that a student has done basic research on. Not only are we getting our recommended dose of Canadian content, but students have an opportunity to share their interests in music (and music is life for many students).

Have A Presence
I've learned more about my students from conversations in the hallway than in my classroom. Mornings before class, lunch hour, and my planning block have been precious opportunities for me to connect with students. Two simple phrases have dramatically changed my hallway experiences at DCHS. The first couple days of my practicum found me floating through the hallway surrounded by curious glances. I decided that I would confront students rather than leaving them to stare. "Good morning" and "how is your day going" have become habits for me. I get a burst of energy in the morning because I am greeted by my students.

Get Involved
My favorite teachers were the ones who showed up at my basketball games, dressed up for theme days, and support school fundraisers. A couple of my students have invited me (and reminded me repeatedly about) the senior boys' and girls' basketball games tomorrow night. This is another chance for me to find common ground with my students- I love basketball and I'm a vocal fan! I also made a point of bringing cash for the bake sale today. Just my luck- the cookies were sold out but I could tell that the students were excited to see me in line.

MY MOOD IN MUSIC: "Degausser" by Brand New