Resolutions

Lately, I've had lots of opportunity to talk and think about how our words and attitudes impact our students. Edutopia has a great article on positive words, but positive words are only the start. Kids are incredibly perceptive, even if they don't always fully grasp what they're perceiving. They might not be able to say, for example, "Well, Ms. So-and-so says the right things, but it always feels forced and artificial," but they can definitely feel when something isn't adding up right. If your room, your posture, your tone, and your attitude says "they can't," it doesn't matter how well your words say they can, they're going to hear what you're thinking loud and clear.

So let me be clear: they can. Every student in this county is capable. Yes, some have challenges -- but they might not be the ones you assume. If you tell me, quietly, privately, that "these kids just can't," well, that's going to be self-fulfilling. But here's the thing: if you just assume they can, they will.

When I was first assigned to teach an AP class, I didn't realize how students got into the class. I just assumed that every one of my students was highly academically motivated, highly intelligent, highly inquisitive, and highly capable. I assumed every one of them wanted not only to take but to excel on the AP exam. I was blissfully unaware that students at my school tended not to take the exam at that time (it was not yet required), and those who did tended to score mostly 1s and 2s. I just assumed they would all take it and do well, and everything I did in that class was built around that assumption and not wanting to let them down. And, come May, they all took the test. And while not all of them scored a 3 or higher, a far higher percentage did so than in other classes, where a smaller percentage took the test.

The logic is that if fewer students take the exam, only the ones with a legitimate chance to do well take it, and "pass rates" are higher.

The reality is, if the teacher sets an expectation that everyone will get a three, you can increase both the percentage taking it and the percentage passing it.

Afterwards, someone asked me how I got so many students to take the exam and I honestly didn't know. It just wasn't ever an option not to.

Now, it wouldn't have been enough if I told the kids they could do it. I had to believe. Because many of our students have had a lot of evidence presented to support the idea that they can't. So, until there is evidence that they can, someone has to believe. Not just say "You can do it," but really believe they can. If you say it to their face, but don't believe it behind their back, it just doesn't work. But if you really, truly, deeply believe in the capability of every one of your students, they will rise to meet that belief.

A colleague, right now, has 8th grade students writing five paragraph essays. They are good, well-constructed essays. I've read them. They're impressive. This colleague has told me, repeatedly, that they can do it, they just need to be taught how. Teachers at the high school these eighth graders will go to next year explain the low performance of their students by saying, "These kids can't write; they can barely read. They're not going to be able to do well on the NCFE."

So, who's right, the teacher who says they can, or the ones who say they can't?

The truth is, they both are. Because the kids are exactly as capable as we expect them to be. No more.

And no less.

What will you choose to believe about your students in the new year?

Mrs. Bracey's Mock Trial Activity

Mrs. Bracey's DBMS 8th grade class is a great example of how students will rise to the level of expectation set for them. In this student-centered, project-based learning experience, students started the activity by writing essays to "audition" for their role in the mock trial, then prepared and ran their trials. What a great learning experience, but, as Mrs. Bracey reflects, there is always room for improvement. Thanks for sharing, Mrs. Bracey!

One of my goals this year was to implement more student centered learning activities, project based learning and create more engagement. I have always wanted to implement a mock trial in my class but was not very confident in past years. With this being my 3 rd year teaching I decided that I had enough experience to take on the challenge.

The assignment was for students to put the British soldiers from the Boston Massacre on trial. One side would be prosecuting the soldiers while the other side defended them. My goals were to make the learning student centered, further their understanding of the causes of the American Revolution, and to teach students how to think critically.

Caution: I tiptoed into this with my students more for my sake as I wanted to make sure I was guiding them appropriately as I figured this out along the way!

Step 1: Inform students about mock trial

I informed my classes that we would be doing a mock trial and explained what exactly a mock trial is. I went through and explained every role in a mock trial (ex: juror, prosecuting attorney, defense
attorney, witnesses, bailiff, etc.) In order to be cast in a certain role, students would have to write an essay explaining which role they would be best suited for and provide an explanation. This doubled as a way for me to easily select students for roles and to implement how to write an essay to my class. This also makes the students more at ease because if they are someone who does not like to talk they can easily just select the role of juror while the students who want a more vocal role can select the role of an attorney or witness. There’s a role for every student and their personality.

Step 2: Select a topic for the mock trial

I chose the Boston Massacre as my topic. The topic for the mock trial coincided with just finishing the American Revolution unit and working through the Constitution/Government unit. The topic is also controversial with students able to argue both sides.

Step 3: Inform students of their roles

After reading and grading the essays, students were informed of which role they would be playing and which side of the argument they would be on.

Step 4: Mock Trial Vocabulary

Students were given a list of mock trial vocabulary words to learn. In order for students to have a sense of authenticity I felt it was important for them to be familiar with common legal jargon. Some of the words included: acquittal, conviction, verdict, evidence, admissible, testimony.

Step 5: Break out into two sides

I set aside class periods for the two sides, defense and prosecution, to get together and work on their cases. I had a separate assignment on the Boston Massacre for the jury members and the bailiff to complete while the defense and prosecution had time to prepare questions, opening statements, closing statements, and testimony. This part requires a lot of teacher guidance because students had no prior knowledge or experience so I had to constantly move around answering questions and guiding them through their arguments. Students were very motivated and excited though and worked very well with those on their team. The prosecuting attorneys had to prepare their witnesses while the defense attorneys prepared their witnesses and defendant.

 

Students would break out into their two sides and would have to work together to prepare 1) strategy, 2) opening and closing statements,  and 3) questions to ask the witnesses that help prove their case. This is a time where the teacher can assist the teams, answer questions and guide them but for the most part the students are working independently of the teacher.

Step 6: Rehearse

The day before the mock trial, students spent ten minutes rehearsing the movement and procedures. The desks were already positioned as they would be for the trial with a seating chart so that students would already be familiar with where they were sitting the next day.

Step 7: Mock Trial Day

Students run the mock trial from start to finish on their own. In every class it took students time to warm up and get comfortable. If you notice students are having a difficult time getting started you can “call a recess” where students get five minutes and you go to each side to help them along. Students will get very into the trial and will surprise you by how well they can think on their feet. I did not have to do much but stand back and supervise while the mock trial was conducted. The
students were able to carry the trial on their own based on their preparation of the topic. Students were encouraged to use evidence like primary sources to make their arguments. Verdicts were reached by the jury deliberating and voting.

Reflection

This was a great first experience with a mock trial. Students that you would not assume would want speaking roles were begging to participate and worked very hard. It created so many opportunities for me to see my students think critically and formulate arguments. Looking back and reflecting I want to encourage the use of primary sources as more of a basis for their arguments next time.

The outcome that I wanted for my students was for the learning to be student centered. By the time the research and preparation was completed, students were able to conduct the mock trial on their own because they clearly knew the topic which demonstrated to me that this was a successful project to reinforce and further student learning.