A few years ago, I had the privilege of meeting Dr. Nancy Doda and Mark Springer at a Middle-Level professional conference. Their passion for education, especially the education of middle schoolers, was inspiring. Attending sessions with them led to a lot of the work we do as a seventh-grade team, but it also has influenced how I teach.
As a teacher, I am always striving to improve my craft. In addition, as I become more comfortable with transitioning from a more traditional pedagogy to leaving the stage, I have looked for ways to incorporate more student voice in my classroom. In an ideal world, I would love for students to drive the curriculum more than I do, but one of the common constraints many teachers feel is a lack of time and a more-or-less mandated curriculum. I am fortunate that I do not have to worry about state mandated testing, but unless we move away from a structured grading system, I will never be able to fully relinquish my mandated curriculum.
A personal goal that I have for myself is to generate lessons where students are able to construct meaning on their own within the confines of my structured curriculum. Each year, I get better at doing this, but the students are different every year. What works for one group of students does not work for others. That is still a work in progress. However, I have been finding other ways to incorporate student voice in my classroom: