Just received and read my VEA Journal today and found myself reflecting that except for a few new acronyms that the fuel firing of many of the writers of these articles was either harrumphing or touting solutions for topics that have been the targets of educators for a long, long time. So the question I want to pose is what do students really want to learn? My students always told me they thought they were in school to get a job and since I was teaching language arts, I laughed because I wondered what listing being able to identify iambic pentameter or writing lovely similes would do for them on a job resume.
The question still remains - what do students expect from the twelve plus years they spend in school? They (not to mention their parents) have every right to expect to walk out with skills that will help them get a job and not just any job -maybe uncover talents to launch a career. At least that's what I came to believe. So I looked at my objectives, followed the business sections of multiple media outlets and did some other research and learned what C.E.O.'s of major corporations wanted.
What can language arts teachers change about the delivery of their curriculum to give their students a head start in the job market? Here's a brief list of what students can do: non-fiction - researched- based writing that is properly sourced; clear e-mail or memo style writing; learn and use leadership skills ( these can be taught when you are teaching character traits - lots of fun and can be done over and over again with different pieces of literature or media); the ability to work in a group and use time management skills to keep the group on task and productive; learn public speaking skills (teaching a unit on debate is really a home run if you can figure out how to match it up with your grade-level objectives - also, work with your social studies teacher to show some videos of some great speeches and analyze the persuasive techniques embedded in the speech), and create graphic presentations using persuasive language/ techniques.
Here's a quick example that combines an assigned ninth-grade text with a project that hits on a lot of skills that companies want. Using Homer's, The Odyssey - divide the class into groups after reading the text and have them choose one of Odysseus's layovers before getting home to Penelope. Have each group design and present a travel brochure ( a tri-fold) and brief Power Point enticing others to visit the place. This assignment was a treat with lots of revisiting the text. Also, use of figurative language occurred without me having to beat students over the head.
And your touch of interesting research from WAPO OP-Ed section that caught my eye the other day:
For 2014 graduates, 10 topics for your continuing education By Alyssa Rosenberg
http://www.washingtonpost.com/news/act-four/wp/2014/05/30/for-2014-graduates-10-topics-for-your-continuing-education/
According to the article, students want to know practical life skills: budgeting; financial planning; reading contracts; emotional and stress management; time management; basic cooking and meal planning; negotiation; career planning; basic home and car repair and travel planning. Please read the article for the details - my own thoughts on this are that my now 28-year-old daughter did learn a lot of these things at home because I knew that these practical things would make her life a lot easier in the long run. Not that she listened to me during her high school years, but I made the effort not to preach, but be a good role model and she has blossomed and seems to have mastered these skills. I take no credit for her abilities in these areas because she is not only an old soul, but an fiercely independent person - but she was observant so I like to think that some of her knowledge came through casual interactions.
Good luck thinking through what matters - you only have your students for a year. Figuring out what will help them beyond filling in some bubbles on a test is a big deal and since you have decided to be a teacher - most of you want what is best for your students. The good news is that you can give yourself permission to have fun.
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