Concluding Post: An Open Letter to My Students

Dear students, past, present, and future, 

My journey teaching all of you has been similar to what I have always referred to as "reverse hiking." As most of you know, I only have one lung and hiking is tough for me, but "reverse hiking" is even tougher. While you know I about my personal health struggles, you may be wondering what the heck I mean when I say, "reverse hiking." My former Michigan students may not know, but my Arizona students do; hiking the Grand Canyon is tough. Real tough. I call it "reverse hiking" because the way down is easy; you're going down hill and your legs move fast without hardly any effort, you think you’re golden. And then, you realize, YOU ARE AT THE BOTTOM and there is not some magical escalator to take you back up.  So, you turn around and start walking again; this time, much more slowly. It’s a struggle. A you don't think you are going to make it to the top kind of struggle. 

Now, you might be wondering how teaching you has been similar to this experience of "reverse hiking." Well, much like the trip down the Grand Canyon, I thought teaching you all was easy--at the beginning. When I initially began teaching in my field placements as a junior, senior, and intern in college I very much felt like it was a cakewalk. I observed what my mentors were doing and honestly thought, "I could do a better job." Now, granted, my experience was very much limited to hypothetical lessons geared toward hypothetical students. When I did occasionally get the opportunity to take the reigns, lessons always went well, and you all were angels.

My first and second years of teaching full time in Arizona were time consuming, yes, but they were only really a challenge because life moves quickly, not unlike a down hill hike. I was able to stay on top of my lesson planning, grading, and data collection. From an outside perspective I looked like "all my ducks were in a row." By my third year teaching in Arizona, I was flying high. I had amazing students, two years of planning under my belt, and won teacher of the year. Then I resumed my masters degree. This would be analogous to the bottom of my "reverse hike." 

Not dissimilar to hiking back up the Grand Canyon, teaching has become increasingly difficult throughout the years. Not only, have my responsibilities as a teacher and teacher leader increased, but I have also become more aware of additional challenges—challenges that weren’t apparent to me during the first few years. For the most part, I can attribute this to my continued studies through Michigan State University. Through my MSU coursework, my eyes have been opened to many elements of teaching and curriculum that I hardly recognized before. Namely, I was encouraged to conduct research as an educator, examine data more carefully, include multiple literacies into my curriculum, and finally, closely examine my specific role in creating curriculum. 

Looking back, I've had the opportunity to reflect on my data binder from previous years. While, I did some serious number crunching and reflection on your student performance and what my next steps would be as a teacher. Upon re-reading these pieces, I notice that the element of data as a part of my teacher accountability has pushed me to see students more as data points than people (on occasion). I have always prided myself in the fact that I am a reflective educator. And while that may be the case, I have not always been as aware of the curriculum as it pertains to each individual student. What I mean is, I am able to look at data holistically and choose next steps while reflecting on my practice; however, I have not always acknowledged the fact that the curriculum is truly different for each student. This notion in conjunction with an action research project I conducted on differentiation in the classroom helped me to see students as individual learners with individual needs. As I continue reflecting upon my classroom data I must be cognizant of each student’s perceived curriculum and how that relates to the intended curriculum I create.

Additionally, looking back on curriculum maps throughout the years, I also see challenges to overcome moving forward in my teaching career as an 8th grade English teacher.  I notice many units that I would consider to have been "safe." I chose some older texts from the recommended Common Core list and developed units that might have included some high-interest activities for students. Yet, any sort of controversy was missing; an element I had not thought deeply about until this course. By incorporating controversial issues into the curriculum, students begin to explore the kinds of controversial issues that they will come across throughout their lives. This has prompted me to choose a new novel to be the anchor text for a unit in which students will explore issues they are passionate about. The novel prompts students to think about patriotism in schools, teacher behavior toward students, and the media's portrayal of stories and sensationalism. Additionally, since the main character stands up for a belief, the students will also examine "This I Believe" essays and write their own. While I am certainly grateful to have had the opportunity to think about this topic, the element of putting it into action in my classroom adds a bit to that uphill hike back to the top of the canyon.

While acknowledging controversial issues is a valid component of curriculum creation, establishing learning outcomes and helping students to reach those outcomes is essential as well. Looking back at old syllabi for my courses, I notice my views on late work, re-takes, and re-dos have evolved. I've always accepted late work--for a limited time frame, and if a student asked to re-do something, I usually said yes, but did not broadcast that this was a practice. However, through my work with Cambridge, the MOWR initiative, and MSU coursework, I wholeheartedly see the value in students working through curriculum at their own pace in order to demonstrate mastery of concepts and skills before moving on. I'd love to say that this was solely my idea and that the execution was easy; but it wasn't and it's not. Thankfully my school has developed pathways that allow for students to work through our Cambridge curriculum at their own pace while also being allowed re-dos and re-takes after re-teaching from the teacher. While I love this, and agree with it's purpose, the execution can be difficult; thus adding to the incline of the "reverse hike" that is teaching.

Various elements led to my growth as a teacher; many of which are from my work in my masters courses an continuing education. While these new and enlightening thoughts often add additional “work” to my job, they make me a better teacher similarly to how I became stronger while hiking back up the Grand Canyon. I am sure I will never truly get to the top of the "reverse hike" that is my job as a teacher, and that’s a good thing. It means that I am continuing to learn and better my practice. That being said, former students, I am sorry I thought I "knew it all." Current and future students, I vow to be more aware of individual students needs in addition to creating a culturally responsive and diverse curriculum for all learners.

My Best Always, 

Ms. Meunier

“Cycle Three: Should the curriculum address controversial issues?”

“Cycle Three: Should the curriculum address controversial issues?”

Finally! A question I feel like I can answer. Yes, curriculum should address controversial issues. While, I wholeheartedly feel this is the case, the execution of this can sometimes be difficult for a variety of reasons.

I work at a charter school in Arizona that prides itself in “teaching the whole child” through character education in addition to academic education. Charter schools rely on parent choice in order to viable schools. Additionally, I’m not sure how much you all know about Arizona, but it’s conservative. Conservative in every sense of the word: politically, socially, etc (The only thing that isn’t conservative is the way people dress since it’s so darn hot all the time). Putting all of these elements (charter school, character ed., and conservative culture) together can make it difficult to address controversial issues in the classroom. Now, I am not saying that to discuss controversial issues in the classroom has to be in poor taste or go against character education; though I do feel the parents in our school community may hold this viewpoint from time to time.

Part of our staff on "Mix It Up Day" a plus is we get to dress wild and crazy; it helps students let their guard down a bit!

Let me give an example, every year my school puts on a school wide event called “Mix It Up Day.” This day’s primary purpose is teaching tolerance and acceptance in various capacities (race, religion, appearance, sexuality, gender, I could go on). Many of our activities are also centered on anti-bullying and awareness of one’s own actions. We watch short films, do a “cross the line” activity, “if you really knew me,” and last year we even did a “tunnel of oppression.” Even though this is quite possibly my favorite day of the year; it seems that our attendance is always lower on this day. Why is that? There are two reasons: 1). Some of the older students who have been through the day before have become desensitized to it. 2). Many parents choose to keep their children home on this day for fear that it promotes a “homosexual” agenda. Now, I realize this post is supposed to be about controversial issues and their place in the curriculum. Even as I write this, I question whether or not things like race, religion, and sexuality should really be considered “controversial.” However, my reality is that they are. So many of the parents at my school sound like the parents quoted in Eckholm’s (2010) NY Times article.

Part of me even empathizes with these parents. I do teach at a campus that serves students in grades 6-12. Should a sixth grader be learning about suicide for the first time at school through watching a short film about an LGBTQ teen who had enough; or should a sixth grader learn racial slurs by walking through the tunnel of oppression? We choose, as a campus, to do different activities based on varied age range of our students. However, is it for us to determine what is or is not appropriate for students to be exposed to at a young age? Or is it the parents who should decide? While it might not be controversial, I remember my mother feeling frustrated that I was taught about drug and alcohol abuse as a second grader—I came home thinking my dad was an alcoholic because he might have a couple of beers with dinner.

That being said, we do our best to be age appropriate in our planning for “Mix It Up Day.” If parents do not agree with our judgments, then I suppose it is their prerogative to keep their child home. However, I feel absolutely thankful that despite the occasional parental pushback, we still do “Mix It Up Day” every year. Even if it helps just one child in our school feel more comfortable with who they are, then it’s worth it. I imagine that an event like this one would have been beneficial for Joel Burns while growing up.

Now, I can’t say this is directly tied to “Mix It Up Day,” but I have no doubt in my mind that the event helped; one day two years ago in my senior English class a student asked to make an announcement before we got started. I said yes and the student walked to the front of the room to announce that she was transgender and would like to now be called Vic instead of Ann. Needless to say, I was not expecting this announcement and I don’t think the rest of the class was either. But I could not have been prouder with their reaction, most of the class clapped and many people told Vic how brave they thought he was after class. I can’t help but think that the school culture “Mix It Up Day” helps to establish played a role in Vic’s decision to come out to our class.

While it makes my heart happy to reflect on this story, I am a bit ashamed at my own response. While I felt very proud of Vic, I worried. I worried about the reaction of some of the other students (and more so their parents) if they found out. So, I called my boss and told him. Needless to say, Vic had not yet come out to both of his parents yet (they are divorced), and my principal held a meeting to help Vic come out to his father since 30 other students knew and soon enough more would. Unfortunately this was something Vic’s father was not ready to accept and asked that we all go back to calling Vic Ann instead. I think about Vic often and feel grateful that he felt comfortable enough in our school so come out in such a public way before even coming out at home.

Now we get to the point of my story, curriculum should indeed discuss controversial issues; however, it must be done so carefully. It’s worth it. As most people said in their introductions and earlier posts, part of education is helping to create students who are productive members of society. Regardless of the backlash, students need to know how to accept others (perhaps not agree with, but accept) who may be different from them in appearance, lifestyle, viewpoints, etc. The crux of my viewpoint is that controversial issues should be taught in schools in order to promote tolerance and acceptance.