Alan Weintraut is a hard act to follow. I guess we all have to keep reminding ourselves that it took him and his students 15 years to accomplish what is clearly a remarkable publication.The thing that impressed me the most is how basically hands-off he seems to be when it really comes down to putting out the paper. I think it begins with the idea that the students are treated as professionals and are expected to act as professionals. For some of us, this is truly a leap of faith, but one that we must make.
As adults, it's easy to dismiss business cards, mailboxes and press passes as mere appurtenances, but they speak volumes to students about their self-worth. Material things are very important to kids. I often forget this and get too lofty.
At first I dismissed the notion of fundraising for the publication as an added burden which, after all, produces only a fraction of the amount needed to produce the publication. But, in fact, I see now that it literally invests students in the project of the paper and makes the enterprise more tangible for them.
I also like Facebook communication among students. If this is what works, why not?
I noticed that basically just about everyone gets an "A" in Alan's class as long as they are producing. I am hopeful that my students will want to produce once I have the go-ahead to get our paper up and running. This past year I had a hard time grading my journalism class, largely I think because there was no tangible output. I graded them quite harshly. I think they really won't "get" journalism until there is something for them to hold and put in other students' hands--namely, a newspaper.
Joanne Drapiewski
Frederick Douglass Academy II
New York, N.Y.
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The "hands off" approach frightens me a bit as well. Perhaps, for me, it is the fact that I don't have tenure yet; I still have to undergo the guillotine every year, to keep my job. I have to prove my worth, and I guess part of me feels like I need to do that by keeping as many balls in the air as possible, including managing the daily comings and goings of all things Musket related.
ReplyDeleteI guess part of me is concerned that someone is going to come back to me and say "Show me what you do with the paper" and if I've handed much of the responsibility over to the kids, I'm going to be like "Uhh.... A lot of crossword puzzles while the kids work?"
I also see the argument for the other side---The kids need to learn the skills. Giving them the most professional work experience as possible is only going to better their skills. Also, as a teacher, anything that reduces my workload is a good idea.
I think, too, the structure of my class makes this concept hard to grasp. I have one class. 25-30 kids, Beginning and Advanced Journalism, all in one class. So all of my instruction has to happen in this class. I don't have the luxury (or the nightmare) of having several different journalism classes.
Jessica Young
Orange Glen High School
Escondido, Calif.
I know I will have a couple students this year who will take ownership of the publication. It will go a long way to have the atmosphere be one of professionalism in the hopes that the self-motivators will be able to get the other into gear.
ReplyDeleteI have also heard a lot of talk about interest based production, letting the kids WORK on things they are interested in, whether that be taking pictures or distribution (read: passing out papers). Then, as a good teacher you can assess how well accomplished their task, and how hard they tried. I am looking forward to a more holistic approach to grading.
Adam Haller
Northwestern High School
Baltimore, Md