An Invaluable Partnership

For me, the most invaluable part of the Classroom to Community experience has been working with and learning from my Teach for America (TFA) partner. My TFA partner is Nina Hyvarinen, a 7^th grade biology teacher at Bethune Middle School.

The value (and luxury) of having a partner really hit me while Nina and I revised my first lesson plan. Prior to our meeting, I was having a hard time understanding the difference between an objective-driven lesson and an activity-driven lesson and why/how an objective-driven lesson is more effective. Nina helped me by explaining the purpose of each section of the lesson plan in detail and by giving examples from her own experiences writing lessons. She went through my lesson, section-by-section, showing me not just how to re-work it, but why.

I went back to look at my first drafts, which I had written over a month ago, and compared it to the final drafts and was amazed by the differences (it is so embarrassing to look at now!). My final lesson plans are much more condensed in information, but more explicit in directions; anything I will say in class is written in the lesson plan. My original plan for my first lesson had 6 objectives that the students would be able to complete at the end of the lesson and 15 key points of new information that they would learn. Many of these key points were not specifically related to the objectives and thus were not included in the guided practice or independent assessment. I would never have been able to complete my original lesson on time, and there was too much information for students to remember. My final plan had only 3 objectives and 11 key points. These key points were all relevant to the objectives and were repeated 3 times: in the introduction to new material, during guided practice, and during the independent assessment.

After each lesson, Nina and I “debriefed” on what went well and what didn't. She pointed out what my strengths were (presenting information clearly so that all students could understand) and what I still need to work on (giving clear directions and then holding students to it, i.e. wearing my “teacher pants”). I don't think I have ever been so happy or willing to receive constructive criticism.

How have your TFA or Rollins partners helped you to grow?

~ Erica Hazra, Rollins School of Public Health

Fighting Failure with Communication

Many students live in a world where it’s easy to give up on them. Their communities are burdened with so many challenges, that it’s easier to say “Get out!” than it is to tackle a behavior problem and acknowledge underlying social factors. Sometimes, this is rationalized by saying that the student is disrupting classroom learning—that you’re doing it for the benefit of the other students. But what do the other students see? They see you giving up on a classmate. Soon, they think, you might give up on them too. So what’s the point of behaving well?

Observing Ms. Bryson, I’ve seen an alternative teaching style. She constantly reinforces positive models, pointing out individual students and their behaviors. “I see Darius working hard on his class work. I see Kayla raising her hand quietly.” Instead of tearing the students down for their misbehaviors, she tells them, “I want you to tell me what you need.” Communication and resolution. It doesn’t always work. And it never looks easy. But there is something incalculably rewarding about seeing a student learn a life skill. This not only helps students create a positive learning culture, it helps them communicate their needs and their passions. Once they master communication, they have the potential to succeed.

"Education is not a way to escape poverty - It is a way of fighting it." 

 Julius Nyerere, former President of the United Republic of Tanzania

- Gaelle Gourmelon