Today was our school music department's end-of-the-year trip, and so roughly a third to a half of students were absent from any given class. Still, the work must continue; with only two weeks left in the year, it is crunch time for these kids to finish their last summative writing piece.
And so I took advantage of the smaller numbers and planned a few more one-to-one interactions for the class. My idea was that if students heard me talking to a classmate about writing choices and strategies, they could apply what we said to their own writing. And so I quickly touched base with each of them, reviewing their subject and focus, and offering specific tips for writing their lead anecdote.
"So!" I clapped my hands at the end. "Is everyone set to start writing? Does everyone know what to do?"
I scanned the room, alarmed by the blank faces.
"Uh, maybe?" someone offered.
"Maybe!" I said. "What did we just talk about?" I asked him.
He shrugged. "I don't know," he admitted.
"I don't think anyone's listening to you," chimed in another student. "I think--"
I held up my hand. "Take a beat before you speak," I warned her. "Are you sure you want to finish that thought?"
"Uh, no. No, I don't," she agreed. "I was listening," she added self-righteously.
I redirected the class's attention to the outline they were working on. "Keep going," I told them, "and let me know if you have any questions. I'll check in as you write."
But really? I suppose I understand if they tune me out when I'm talking to someone else, but for them to not hear me when I'm talking to them directly about the assignment they are currently working on? That caught me off guard.
"I think it just went in one ear and out the next," said one of my co-teachers later as we processed the events of the day.
"I don't think it went in at all," replied the other one. "I think it just bounced off!"