Lesson In Day Dreaming

I spent four days in teacher school this week, otherwise known as a "conference". It's still school though. I know this because a) it took place in a school (not mine), b) we sat in uncomfortable desks for seven hours a day after minus-ing breaks and lunch, c) learning took place and there was homework, and d) my mind wandered.

That's what my mind did when I was in grades k-12. On several of my elementary report cards, under comments, my teachers would write: "daydreams too much." This would seem to indicate that there is an appropriate amount of day dreaming, and I too often exceeded it. Exceeding in school is often considered a mark of excellence, but in this case, it was the opposite. Possibly elementary school teachers are provided a range of frequency that dictates what is part of the norm for wandering minds and what is an objectionable or disruptive amount. I teach high school, so I am not privy to the inner workings of K-5 teachers. In high school if you can get the student to focus on learning (not ipods or texting for which teen attention spans are infinite), enough to turn in homework assignments, you feel successful. There is no report card comment code for day dreams too much. There is, however, a disciplinary form you can use for students who fall asleep behind sunglasses which should have been removed upon entering class.

So I learned this week many helpful things from a very smart teacher with great ideas. I also observed that a room full of teachers gathering knowledge has similar dynamics to a room of teens, except for the sleeping behind sunglasses part. Over four days, several cell phones rang during class. Certain individuals don't know when to unwrap food with crinkly paper. The front row participates quite a bit (where I sat). People on the edges can get by with less participation. There is always one know-it-all student who likes to hear the sound of his or her own voice. No matter how engaging the teacher, sometimes you will feel sleepy and be unable to demonstrate your highest quality work. No one, of any age, likes homework even when they fully understand the concept of practice to improve a skill. At first it's scary to give your answer aloud, but it does get easier the more often you do it. Presenting in front of others you perceive to be potentially more clever than you is nerve-wracking. Finally, the age group of the students does not preclude them from rudely talking while others are answering questions OR teaching. This last one is surprising because we English teachers are notorious for getting rankled over inattentiveness in our own classrooms.

I learned many valuable teaching techniques this week. As I reflect, I wonder if the most vital lesson won't come from my experience as a student. This taught me to remember the challenges that learners of all ages face and to leave plenty of time for minds to wander into the occasional day dream.