I might have mentioned, in a mini-rant several blog posts ago, that teachers don’t actually take the summer off. We definitely technically have that option, I suppose, and I can say that I’ve taken the vast majority of June to play outside and visit my wonderful family and friends. The flexibility of summer is amazing!
But tell any teacher that they took the job because they get summers off, and you’ll likely get a snarky response back. It might be a rejection of that idea, and the teacher will outline all of the work they do over the summer. It might be a rant about how summers are entirely needed because of the the crazy hours and lack of flexibility during the school year.
So the question remains: what do teachers do all summer? I can only tell you my own story here, and hope that it helps explain a little bit.
I spent the entire graduation weekend in the little office behind my classroom, getting rid of posters and books and unpacking boxes. It takes me hours to get rid of and organize the documentation and tests and various paperwork that builds up each year. I dusted shelves and cleaned out my classroom and locked cabinets. I love how clean everything looks, and that back room is more organized than it’s ever been!
One of my biggest projects this summer has been familiarizing myself with a new biology textbook. I am part of my district’s pilot process, and next year I’ll be using BSCS’s A Human Approach. I’m a little sad; I just figured out the old curriculum! But the more I work with this new book (everyone calls it AHA for short) the more excited I am about it. The book is designed to give students learning experiences, rather than telling them a lot of facts about biology. It’s built around activities and questions rather than blocks of text. It’s definitely not your traditional textbook, and I think that’s a good thing!
AHA is based on a constructivist theory of learning. Imagine a teacher pouring knowledge into students’ heads, and students automatically remember it. This is the opposite of constructivism, and this kind of learning rarely actually works. Usually, students have to examine an idea, figure out how it fits with other ideas, and figure out how all of that fits in with what they already know about the world. It’s why misconceptions are so hard to uproot; despite learning facts that oppose the misconception, if those facts don’t fit with a student’s world view, the student won’t incorporate them and the facts will be forgotten. There’s a hilarious (but mostly terrifying) documentary which includes some clips of Harvard graduates demonstrating this idea.
Constructivist learning gives students a phenomenon, data set, or scenario and asks students to grapple with the ideas themselves. This gives students an opportunity to incorporate new ideas into their worldview in a much more lasting way than memorizing facts for a test.
(I’ll also include a disclaimer here; constructivist learning can be the topic of an entire master’s degree. I’ve only skimmed the surface, both in my own learning and in my explanation of it here.)
Using a resource like AHA means I’m changing not only my curriculum, but also my style of teaching. It means drafting letters home to parents to explain the change. It means spending hours reading the teacher edition of the textbook and making a year-long calendar so I have an outline of the year. (My year-long calendars definitely change throughout the year, as I move more quickly or slowly through lessons or encounter snow days, assemblies, and testing.) I’ve been meeting with one of the other teachers who is piloting to scaffold two of the later chapters so we can do them first.
These meetings, especially, have been incredible amounts of fun! I get to be creative and thoughtful and really purposeful about how I want to teach. I love lesson planning, especially when I have all the time in the world to come up with something I really like. Here’s a secret; I actually really enjoy grading when I have the time to do it. I like reading what my students have written and trying to figure out how much they know. If I’m doing it right, grading leads right into planning.
In a perfect world, I also would have already made my year-long calendar for anatomy and physiology. I haven’t even thought about it. I also would love to revise some of my project prompts and rubrics so they were ready to go when I needed them. Good thing it’s still July!
The thing I love most about teaching is that really, what I do all day is tell stories. I tell stories about science and life and how humans have played a role in that story. A year-long calendar is one way to view that story; a lesson-plan is a more focused way to view that story. But it requires a lot of deep thinking to take all the facts and principles of a HUGE field like biology and weave them into a coherent content story line. That’s what summer is for.
I’m also going to be doing some learning this summer; I’m headed to Yosemite for a six-day training on water ecology and naturalism. At the end of July I’ll go to Philadelphia for the Knowles Summer Meeting. And on August 10th I go back to school!
So what, exactly, do teachers do all summer? We learn. We prepare. We do the deep thinking and reflecting we don’t have time to do during the year. And in some ways, I love this part just as much as I love my students.
Your homework: What part of your work brings you the most joy? Why is that? Is it what you expected?