I tell my students some version of this poorly-worded, yet, in my humble opinion, profound, token of life advice fairly often. I did not assign a research paper to the juniors because I thought they would like it. I assigned it because I remember being an 18-year-old college freshman who felt ill-prepared for the rigors of English, History, and Philosophy courses. I assigned it because I quickly realized in my post-high-school years that people took me more seriously when I had statistics and specific cases to back up personal stances. I assigned it because I want my students to recognize the difference between an informed opinion and an opinion. I assigned it because I think it is my job to produce thoughtful citizens, not skilled test-takers; engaging a variety of perspectives might possibly help these kids break our cycle of political and social polarization. So, in essence, I assigned a research paper as a matter of practicality regardless of the students' college or career tracks. We are all going to have conversations. We are all going to live, play, and work with people who think differently. We are all going to have to do things we don't want to do.
I want to prepare my students for those moments. I want them to consider why they feel the way they think they feel. I want them to be respectful to ideas and people who espouse thoughts that would otherwise frustrate them. I want them to be able, in a job setting, to buckle down and do the "not fun stuff" that we all know will be required of them.
Are they going to like all of the assignments in my class? No. Are they going to like me every day? No. My job, however (and as I told my 4th period class one day when reminding them of appropriate email protocol when addressing a teacher), is not to be their friend. I hope my students feel comfortable talking to me; you parents can rest assured that I would take a bullet for any of them; I lose more sleep worrying about these kids than anyone (other than fellow teachers) would guess; I spend too many hours after school and on weekends trying to find supplemental activities that I hope will liven up boring material. But am I their friend? No. Heck, do I like them everyday? No. Nevertheless, I believe in them and I see their potential everyday. I want good things, even for the ones who make my job most difficult. I assign "not fun stuff" that will inevitably invoke eye rolls and sighs from 150+ teenagers - and in return, feelings of self-doubt and worthlessness in myself - because I think it is good for them.
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I have not had a chance to grade the research papers yet, but I suspect the juniors have risen to the challenge. Here are a few titles that I am particularly excited to read on this snow day:
Does traveling make a person more open-minded? (Cassie Huber)
How Music Impacts our Mood (Kendra Moore)
Should marching band be considered a sport? (Jeffrey Cowan)
The Designer Generation (Haley Wright)
Why do people typically move back to their hometowns? (Taylor Cowles)
Cults for 500 (Jada Garmon)
Can money buy happiness? (Andruw Morgan)
Social Media and Self-Esteem (Amber Smith)
Does young love last? (Lanie Willis)
I plan to select a standout paper from both the 4th- and 7th-period junior class and post in entirety next week.
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How Frustration Can Make Us More Creative https://www.ted.com/talks/tim_harford_how_messy_problems_can_inspire_creativity#t-843186
"Just because you don't like it, doesn't mean it's not helping you." - (around the 14-minute mark) Tim Harford - TED Talk
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Just a reminder of warmer days and the notion that we do take breaks from the "not fun stuff."  |
| Vocabulary word: Emulate |
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| Vocabulary word: Stoic |
