A Trip Down Memory Lane...

     One of the last episodes of Saved By the Bell (and I should know because I own all of them on DVD...which shouldn't come as a surprise by now) is a strange "time capsule" episode where a group of new Bayside students discover a video from Zack and the gang describing their years at Bayside. Its basically a series of flashbacks and favorite memories from each character (but why isn't anyone else in their graduating class in the video...what, the six of them are the only students that matter?...but I digress). To many, this may seem like a pointless episode, one only made to fulfill an entire season, and simply a "look back" before the graduation episode. But I have to admit, it is one of my favorite episodes because it reminds me of all the moments that made Saved By the Bell great.

     It may very well be the history teacher in me, but I enjoy reminiscing about the past. My wife and I will sometimes find ourselves talking about our time of dating and courtship to revel in how everything came together so perfectly for us. I can easily get lost in looking at family photos of my kids as they've grown up and instantly the memories those pictures capture come flooding to my mind. I keep every card or note any student has ever written me so that I can re-read them for encouragement or for plain old sentimental reasons.

     The other night, while my wife and I were at Disneyland for a date night, I ran into a former student of mine from six years ago (she spotted me as we waited in line for Space Mountain...remember when Mario Lopez used to do the video instructions for that ride?...anyways, her yelling "Mr. Harp" certainly got me to turn around). She's in college now, but it seems like just yesterday she was a little 7th grader in my world history class. That's how I feel about all of my former students whether they come back to visit or I see their updates on Facebook...weren't they just sitting in my classroom the other day? When did they grow up? How did they become these young adults all of a sudden, embarking on their futures? (it also makes me feel a little old, but that's beside the point)

     This reflection always makes me wonder what impact I have made on my students. Did I make a difference in their life for the one or two years they were in my class? Was I a positive influence and role model for them? Sure a lot of my former students remember my games/activities and the "fun" we had in class, but I hope that there's more than that. You see, like many teachers, I didn't go into this profession for the money (shocking, right?) or for fame, or even because of an intense love of history. I wanted to be a teacher to influence the younger generation. To leave them with an idea of how education and learning can be fun. To help them discover their passions and gifts. To develop their abilities to lead and work as a team. In short, I hope to inspire them, through my words and actions, to be better people. That means more to me than whether or not they remember ancient empires or antebellum America. Who cares if they passed my class or a state test if they're not a better young man or woman?

     I may never find out if I make this difference. I don't get to hear from most of the students I have had in the past. For every random Disneyland run-in, there is another couple of dozen students that I have no idea what they are up to and where they are headed. I unfortunately don't get to be there to see the flowers that are my students grow and blossom. But its still an important job to plant the seeds.

Stupid Johnny Dakota...

     “There’s no hope with dope!”…ah, yes, the catchphrase from the Saved By the Bell drug episode. You know, when famous actor Johnny Dakota comes to Bayside to film an anti-drug commercial using Zack and the gang, but it turns out that Johnny smokes marijuana and offers some to Zack and Kelly (yeah right, because Hollywood actors always invite high school students to their parties) so he proves he’s a hypocrite and the students quit on the commercial. Mr. Belding was so proud that they turned down a chance for fame and did the right thing. It was one of those “serious” episodes where the characters were role models for young viewers like myself. In fact, it was an example of an “inspirational” moment on Saved By the Bell, right up there with taking on the big oil company on behalf of dead animals, saving “The Max” with an all-night radio-a-thon, and helping a homeless father and daughter during the holidays (hey…I thought she moved in with Zack…)

      As teachers, we sometimes (or frequently) have plenty of reasons to be discouraged and to lose hope when it comes to our profession or students. It can be quite saddening to hear about a student’s personal problems at home (parents divorcing, sick loved ones) or watch them struggle to stay afloat in your class academically (can never seem to pass a test or turn in homework). And it can be pretty frustrating to handle the students who seem to purposefully cause behavior problems on a daily basis. Just last week there was even drama at my school over conflict between some teachers and our principal. It is stuff like that that makes the teaching job suck. It makes me come home and breathe out a huge, depressing sigh once I hit the couch. I love what I do, but every year, I have my moments of feeling disheartened.

      Fortunately, I was inspired. I held a mock trial for the Boston Massacre where students act as the witnesses and lawyers and jury. They get character role-sheets but have to create their own testimony and cross-examination and opening/closing statements. They do 100% of the work and all I do is guide and offer suggestions. When they presented, I was blown away. Everyone was so prepared and there were several moments where the classroom felt just like a real courtroom. A few days earlier, some of my students invited me to join their Facebook group where they post their own poems (some silly, many serious). I can’t tell you how impressed I was with their writing and their reflections. I couldn’t wait to share it with some of the English teachers at school, and hopefully we’ll be able to put on a Poetry Reading night at school or at a local coffee house.

      Now these are the moments that make teaching worth all the discouragement. Students have the ability to inspire all of us, even during our darkest moments. I think often teachers tend to dwell in the negative. When someone asks about our day or our classes, we often share of the troubles we are having first, rather than celebrating the positive. If we stay in the “mud” too long, we will completely miss out on the wonderful things are students have done and are doing, both in and out of the classroom. I also think we need to provide more opportunities for students to be able to shine in our classes. Too often I spend a lot of class time in front teaching or running an activity. I am inspired by other teachers at my school who create projects or assignments that allow their students to take the lead, giving them a chance to showcase their talents (my mock trial revealed I have a few young actors and actresses in my class and a couple of future lawyers…)

      Inspiration is there, sitting in my desks every day…I just need to have the right perspective to look for it. And it shouldn’t take Johnny Dakota to discover it.

Fantasy Classroom?

     For the past couple of years, I have played fantasy football. My wife thinks its geeky and a waste of my free time, but I have enjoyed having other reasons to watch more football. Not to brag, but I've done pretty well every year that I've played, always finishing near the top of the leagues I'm in. My strategy is always the same: draft the perfect, well-balanced team and then look to add or trade for up-and-coming players. I spend hours over the summer and each week during the season reading about statistics and studying schedules of the players I want for my team (this is where my wife could be right about that whole "waste of time" thing). Like everyone else who plays fantasy football, I look for players who will consistently perform at a high level and deliver yards and touchdowns for my team week in and week out.

     It has gotten me thinking...wouldn't it be cool to draft the perfect classroom? You know, comb through the "statistics" of the students at your school to find the best and brightest students. The ones who study hard, always turn their assignments in, think critically, go beyond what is expected of them, behave perfectly, and have a genuine love of learning. The ones who never give you a problem all year long. Then you and the other teachers hold a draft and take turns selecting your ideal students. Just like Zack chose teams in that Army Cadet program episode. He stacked one team with the athletically gifted and the other team with the pathetic wimps. Yes I realize that the episode ended with the "underdog" team winning, but you get my point. With the perfect class, my job as a teacher would be so much easier! There would be no need to adjust my lessons to make sure all students understand the material. There would be no need to provide extra help at lunch or after-school because no one would need extra help. There would be no need to ever change my teaching style because my students would adjust to me. Oh imagine the possibilities!

     Wait a second...there's a reason they call it "fantasy" football...its not real. I could waste time dreaming up this perfect classroom, but its not going to happen. And to be honest, maybe that's a better thing! Technically, the students I receive each year are random and haphazard (sometimes the only reason they are in my class is because it works with their schedule), but I firmly believe that there is a God-appointed reason each one is in my class. The reason may not be obvious right away but I try to make it my goal to figure out why each of my 160 students occupies a desk in my room each year. Each boy and girl brings their own unique personality, learning style, needs, and past with them. I have to believe that such diversity will encourage me to be a better teacher to help them. Perhaps I need to provide extra help to the two girls who struggle with tests and how to study. Maybe I need to experiment with different teaching techniques to reach the students who don't learn by just lectures. Perhaps I need to show more compassion to the boy who needs extra time on homework because he doesn't have access to a computer at home. Or maybe I need to be a positive role model for students when it comes to life outside of the classroom.  If I don't believe, I'll become the teacher who spends most of their time complaining about their students rather than celebrating them.

     Maybe instead of focusing on ideal students, I should spend more time asking how I can be the ideal teacher (who still plays fantasy football) for them.

All You Need is Love...

     Mr. Dickerson. That name may not sound familiar to you, but it struck fear in the hearts of Zack and the gang. He was mean, sarcastic, yelled at his class, always graded hard, and even gave students nightmares before tests (unfortunately he was a history teacher on the show, like myself, thereby continuing the mythical stereotype of history teachers...thanks a lot Mr. Dickerson). Thankfully he went crazy, literally, and Mr. Belding's brother comes to save the kids by having kids tear up their test and then decide on their own grade (yeah, because that's realistic). But Mr. Dickerson serves as a reminder of how important kindness is in the classroom.

     My three-year old daughter started preschool a few weeks ago. For the first couple of days, she enjoyed playing with new toys, tracing, showing off her Elmo backpack, and eating animal crackers for snack time. But when she went back the second week, everything changed. She cried as we left and the teacher needed my wife to come back to calm her down. When we tried the next day, she clung to my wife and wouldn't let go as they walked to the door. At first, we assumed she was just having anxiety (she is young and has never done something like this before), but being scared is not natural for my little girl. After talking to her and her teachers, we discovered that she was feeling lonely and hurt herself on the playground one day, and was just having a hard time adjusting to a whole new experience. The teacher, after noticing my daughter's tendency to want to hold a hand or an adult's leg when she's nervous, asked my wife if she was too accustomed to physical affection at home and suggested that perhaps that may not be a good thing for her when she's away from us!

     To be honest, I'm kind of proud of the fact that my daughter is used to hugs and kisses. It means that she feels loved and safe, and when something goes wrong (like falling off a slide or dancing into a wall...which yes, she has done), she knows that Mommy or Daddy will be there to comfort her. That gives her a sense of peace and confidence where she's willing to be adventurous and uninhibited. So how can I recreate that atmosphere in my classroom? I want my students to feel assured and know that I truly care about them. After all, how many times have I witnessed how my treatment of students directly impacts their performance? If I give students reasons to fear me, like a Mr. Dickerson, how can I ever expect them to want to do well for me? My little girl's unease about preschool caused her to not want to go back and she was less willing to do the work her teachers asked of her. The same is true for students of any age. It seems like a no-brainer...kids will respond positively to a teacher's kindness and respond negatively when they are afraid.

     Sadly, though, I have experienced and talked to teachers who think that kindness if overrated in the classroom. They think being friendly isn't necessary nor important and they even seem to enjoy the superiority over students that accompanies fear. Yes, I understand that you always run the risk of student's trying to take advantage of your kindness, but compassion and generosity doesn't mean that you let kids walk all over you. I believe that its time to give more "hugs" and "kisses" in our classrooms (of course not literally...we all want to keep our jobs). Our students deserve our smiles, encouragement (don't be afraid to be a cheerleader, even if you're a guy!), high-fives, fist-bumps, and laughs. In the end, the results will speak for themselves.

Fly Teachers Fly!

     Saved By the Bell isn't perfect. Wow...you don't know how hard it was to write that for me. But its true. One of my few complaints about the show is how every athletic competition that Bayside High was involved with...they won! Slater always won his wrestling matches, the football team always came out on top (even with maroon-covered faces!), "Running Zack" won his track meet races, and even Screech was chess champion. Obviously it makes for better television to portray winning rather than losing, but its completely unrealistic! Sometimes even our favorite teams/characters lose...and that's okay!

     This comes to mind for me, because a new football season is about to begin. I am an extremely passionate fan of the Philadelphia Eagles. I keep track of their record, the results of their last game, and their upcoming game on my whiteboard for my students to see. I play the Eagles fight song on Mondays after big victories as students walk in my classroom (I have also learned not to grade student work during or after games in case the Eagles lose and I consider taking out my frustration). Like every fan for any pro sports team, when the season begins, I have an incredible sense of optimism that this is the year...this is the year the Eagles win it all...this is the year that won't end in disappointment...this is the year I'll get to run around my school campus the day after the Super Bowl to remind everyone who are the champions. A new season brings new hope and renewed devotion for the team I love.

      Isn't this the same feeling that all teachers have at the beginning of a new school year? We have the optimism that every student has great potential, we have the energy to spend extra time to prepare for the year, we are reminded of the fervor that drove us into teaching in the first place, and a fire is rekindled in our hearts. Sure there may be sadness that our summer break is over and we return to a daily work routine, but for the most part, there is excitement and anticipation in the voices of teachers as they talk about the start of a new year.

      But how come that fire doesn't last? Why do teachers feel burnt out by Christmas (or worse, Veteran's Day)? In football, my optimism can start to fade when the Eagles lose games they "should" win or injuries strike some key players. I get discouraged and start to give up on the season, even if there are several games left to play. Similarly, we teachers can lose hope if we are met with challenges early on. If our students don't meet our expectations and struggle, we could fall into the trap of giving up on the "season." We might assume that things cannot be turned around and a feeling of despair, bitterness, and/or cynicism might set in. What kind of fan would I be if I gave up on the Eagles after a loss? What kind of teacher would I be if I quit on my students after a single test, essay, or project?

       We owe it to every one of our students to do whatever it takes to maintain throughout the school year the same drive and optimism that we have at the start of the year. Unlike Saved By the Bell, there will be losses. Obstacles will come up unexpectedly and we will have to weather the storm to get past the negative and stay positive. Our students know when we throw in the towel. It shows in our attitude when we teach. When they see us quit, they will consider quitting too. As a new school year begins alongside football season, my goal is to be a passionate and dedicated fan of both my Eagles and my 7th, 8th, and 11th grade students.

Hey, Hey, Hey...What is Going on Here?

     One of the things I appreciate about Saved by the Bell is the show's attempts to tackle moral and ethical issues that Zack and the gang often find themselves in. In fact, I could use several episodes as mandatory viewing for my kids to learn the lessons/dangers of: overspending and lying (the "Lisa Card"), gambling and having unsupervised parties (Screech and "Hound Dog"), making and using fake ID's (The Attic), drug use (Johnny Dakota), and of course drinking and driving (probably the only useful "Tori" episode...I usually ignore the others). Laugh if you will but the show portrayed some pretty common mistakes made by teenagers and it certainly teaches better lessons than most of the reality TV junk on MTV.

      But I've noticed that these episodes usually focus around the kids and their parents. Noticeably absent are the teachers or even Mr. Belding. Sure Zack often gets detention in many episodes, but they are usually for academically-related offenses. Saved by the Bell gives off the impression that when it comes to teenagers' moral upbringing and decisions, the responsibility is completely on the parents...but is that right?

      I have been reflecting a lot lately on a teacher's role in their students' ethics and morality. I spent a week with my school's 8th graders on an East Coast tour. While on the trip, the chaperones discovered that one of the boys was "sexting" with a fellow 8th grade girl back home. Very illicit language was being used and if the boy's phone hadn't been taken away, photos would have been exchanged as well. My initial reaction was shock that students I had known for the last couple of years would be doing this (even though I am fully aware of how common sexting has become among teenagers). When the surprise wore off, I was left with a huge sense of sadness. I was sad to see the lost innocence of 13 year-olds. I was sad that the boy and girl did not respect themselves or each other. I was sad that these two students, and probably others that I didn't know about, thought this behavior was acceptable...my heart broke.

     As a teacher, when students make choices like these, I am often handicapped as to how much I can do in response. If they haven't broken a law or school rule, all I can really do is inform the parents and let them handle the situation (which we did in the above situation). But for me, that doesn't feel like its enough. Its not that I don't trust the parents to appropriately respond (though some may not). I'm sure they will, and if punishment is necessary, they will do so accordingly. But I believe that one of my most important roles as a teacher is to set a good moral example for my students, and if one of my students makes a mistake in judgement, I cannot sit idly by.

     I realize that I cannot expect my students to live by the same moral guidelines that I do or want my own children to, even if I think of my students as my kids (I cannot even assume that their parents have a similar moral compass!). My authority over their lives is limited outside of the classroom, but I have realized that I am not okay with that. Hilary Clinton wrote a book "It Takes a Village," emphasizing the role that all adults, not just the immediate family, play in the upbringing of children. In my opinion, teachers are a part of that village. If I catch a student cheating, using drugs, lying, sexting...I'm going to use that opportunity to have a discussion with them about the choices they are making. It may not have an impact and my students may very well ignore me since its not really my place, but I'll feel worse if I don't even try

I'm so Excited...I'm so Excited...I'm so...I'm so...Scared!

     One of the most iconic episodes of Saved by the Bell, and maybe my favorite (so hard for me to pick just one) is the Hot Sundae episode where Zack tries to get Jessie, Kelly, and Lisa to form a girl's singing group. With all the practicing and an important geometry test to study for, Jessie turns to caffeine pills to stay awake and focused, becomes addicted, and has a huge breakdown the night of the big performance (but remember when we snuck out to see E.T?). Besides the powerful lesson on the dangers of drug use, the episode also highlights the very essence of Jessie Spano.

     Jessie was the straight-A, class president (MTV in study hall!), environmental-conscious, feminist, ideal student out of the bunch. She obsessed about her grades and getting into an Ivy League school (Stansbury anyone?). She mocked Zack's laziness and freaked out if she ever received a "B." Sadly, I teach many students who are just as extreme as Jessie when it comes to their academic performance. Even sadder, I teach with teachers who expect their students to perform at the same level that Jessie did.

     I already wrote a blog on letting kids be kids and not burdening them with too much work in the name of learning. But recently, I've been thinking about the expectations that teachers unfairly place on students in their classrooms. We expect that they should be able to do/know certain things. We expect them to be better than previous years' students. We expect them to love our subject because we do. We expect them to want to be Jessie Spanos and strive to be the best. Really? Doesn't  some of that seem silly? Now its one thing to set goals for our students and to challenge them to be better than they think they can be. The problem is that often teachers set the bar too high and then get frustrated and then complain when students don't meet their expectations...and then punish them for falling short!

     I try to be a realistic teacher. As a history teacher, I know that a vast majority of my students do not enjoy history, so I can never expect them to take the same interest in the subject like I did (which didn't even come out until I was in college anyway). I remember how busy my life was in high school with sports, clubs, band, drama, and church involvement, so I never expect my students to be able to devote a ton of time to only my class. If I do find myself surprised by what my students cannot do compared to any expectations, I would rather re-evaluate what I am doing or how I am teaching before I just throw up my hands and say "oh well last year's kids could write better than this...what's their problem?"

     All 8th grade students at my school recently completed a research paper. They had never done something like this before, so I didn't expect amazing quality from my one class of students. In fact, I was looking more for strong effort and a basic understanding of what a research paper is all about (so they are ready for high school) As I sat with the other teachers to grade, I was shocked at how some of them were so quick to harshly criticize the students' work. Low C's and D's were being handed out with little second thought and when we reflected on the papers, the comments like "I expected better," or "these are disappointing." or "why are these so bad?" were heard. Not once did we reflect on our performance as teachers: Maybe we didn't teach them well enough how to write this paper? Were our instructions clear? Should we have given them samples to compare before they wrote?

     Jessie Spano might have placed high expectations on herself, but as teachers, we need to be careful to not add even more. If we do, we run the risk of being narrow-minded about our students and also forgetting that we are the biggest agents of change in the classroom...not the kids. So let's "put our mind to it, go for it, get down and break a sweat" (I just couldn't resist)

Through a Child's Eyes

     One of the things I love about being a daddy is watching my 11-month little boy and 2-year old daughter discover the world. So many things are new to them that they view life in wide-eyed wonderment. My daughter will take the time to look at things out the window while we drive somewhere, or my son will focus intently on a toy until he figures it out. They're never rushing through life...they are enjoying all the little moments as they happen. As an adult, I am often guilty of living life so fast that everything is a blur.

     In my classroom I often battle between the need to get through curriculum as quickly as possible (especially hard in a history class) and the desire to take time out to help my students "discover" the past and even themselves. Its the challenge of quantitative instruction versus qualitative instruction. This has been on my mind a lot recently because I think that quality learning should be a teacher's primary focus and I want to find ways to incorporate that more in  my classroom. I teach an AP US History class and the pressure to simply load the students with as many facts as possible to prepare them for a big test at the end of the year is overwhelming. But what if I want to spend extra time on the civil rights movement so students can debate the approaches of Martin Luther King and Malcolm X? Or have my kids administer a survey in the city about the importance of political parties in voting? Or re-create the bleak conditions of families during the Great Depression?

      Once again, I can look to Miss Bliss for guidance. Certainly she needed to get through the material of her class each year but she was willing to take time to let her students discover things for themselves: the perils of the stock market, the importance of the judicial system, even taking a stand against dissecting frogs! She didn't tell the students "there's no time for that, we need to move on" or "you won't be tested on that so don't worry about it." Yes I realize Miss Bliss is just a character in a fictional show, but there's an example there worth noticing.

     When oil was discovered at Bayside High and it wreaked havoc on the environment surrounding the campus, Zack and the gang, on their own initiative, researched the harmful effects that oil drilling would cause and challenged the oil company. Those are real learning moments. A fellow teacher told me that after visiting the Museum of Tolerance, a group of students asked to organize a charity drive. The teacher turned it into a project where the students had to learn how to effectively raise funds, write proposals, and put on community events. That's real-world experience/learning that may not fit perfectly into a curriculum (by the way...this takes place in an English class!)

     At the very least, I want to be able to encourage whatever passions and interests my students have when it comes to history. These days, students are taking AP classes as a necessary requirement to look good on college applications, rather than looking to develop and heighten an already-existing interest in the subject. (I attached a trailer for a new film that explores this very topic). So I can't help but wonder if it would be fair for me to teach a more quality-based class experience at the expense of teaching the info the kids need for the test?

     I want my teenage students to remember what its like to be a young child when it comes to learning. To break from the mold of the traditional classroom experience and hopefully in the process, discover strengths and qualities in themselves that they wouldn't have seen if all I did was lecture or assign essays and tests.

Big Bopper Belding!

     I turn 30 tomorrow...that's right, the big 3-0...there, I said it. Now, I'm not pouting about it (well maybe a little) and I certainly am not worried that I have somehow lost my youth (no mid-life crisis here). But this birthday does have me comparing myself to a man who tried really hard to deny and defy his age. That's right, I'm talking about Mr. Belding.

     Mr. Belding is the perfect example of someone always in search of staying "forever young." Perhaps the reason he became a principal to surround himself with teenagers. Unfortunately, his efforts often came across as pathetic. Remember how he showed up on the first day of school one year with a toupee? Or how he desperately tried to get on Casey Kasem's Dance Party (the sprain!) by touting his old DJ skills? Then there's my personal favorite when Belding has a fight with his wife and turns to students Zack and Slater for some male bonding because they too are in a spat with their girlfriends (did Slater really think Jessie would ever be okay with a Raider game as a going steady date?). It was comical to watch Belding pretend to be hip and cool around the students.

     So how does any of this relate to teaching (besides Belding serving as an example of how NOT to age gracefully)? You see,  Mr. Belding clearly showed that he wanted to be liked by the students. So he always tried to do things that would hopefully make him look cool in their eyes. That brings up a debate among teachers...is it necessary to be liked by your students?

     I may be in the minority here, but I believe that there is a correlation between a teacher's likability and his/her effectiveness in the classroom. Think about it...if your students like you, won't they be more willing to do what you want them to do and put forth better effort (just like any relationship...there's some post-Valentine's Day advice for everyone). It also leads to a more positive attitude from your students because they enjoy your class, even if they might struggle.  I even find that behavior issues go way down because students who like you don't feel it necessary to act up. Being liked doesn't mean that you have to make your class a party every day or super easy (yes kids would LOVE you if you didn't have homework or tests, but I'm not advocating that strategy). It also doesn't mean that you can never be tough on your students...you have to be willing to be disliked at times if necessary.

     All it takes is a willingness to laugh at yourself, admit your mistakes, show kids that you care about them, open up about yourself, be flexible...basically all the things that you do to be liked by others in a friendship or romantic relationship! Its just sad to me to see teachers who maintain that rough and tough exterior and seem to relish in the "mean" reputation they've earned over the years. They seem to spend more effort on maintaining that image than trying to find ways to be better teachers. Students in credential programs are taught to be the "boss" as they manage their students and that they shouldn't "smile until Christmas." Really? As Dr. Phil would say..."How's that working out for you?" Its no surprise that students in those classes aren't willing to go the extra mile for the teacher, always seem disinterested, or worse, become serious behavior problems for the teacher.

     My only apprehension about turning 30 tomorrow, is that I will lose a characteristic that made me "cool" in the eyes of my students. Being in my twenties, I was the young teacher! Students thought it was cool that I was close to their age and that I was younger than most of the older teachers they were used to. I lose that uniqueness starting tomorrow, and I admit...I will miss it. Hopefully my students like me for other reasons other than my age.

The Blonde and the Useless

     The other morning I saw one of my favorite episodes of Saved By the Bell (who am I kidding, they are all my favorite!). The one where the gang is in some kind of "life skills/health" class and they pretend to be married and have kids. I found it funny how every now and then, the principal Mr. Belding, taught classes, like this one, as if he has all this spare time on his hands!

     From a teaching perspective, the episode provides a perfect example of something I strive to do in my classroom...being creative! Sure, Belding could have lectured on marriage statistics and different parenting styles. He could have had students read a book or present a powerpoint of research they had looked up. Not only would this have made for uninteresting television, but it would make for a boring class! Instead, Belding took advantage of a perfect opportunity to have the students role play simulations, which created a unique learning experience for the class (I'm sure that's what the writers were trying to convey...). Miss Wentworth's subliminal advertising demonstration (Zack Morris is a blonde Tom Cruise) and Mr. Tuttle's group business project (Buddy Bands!) are two more examples of creative teaching episodes I love.

     If there is one thing I would want to share with new teachers it is this: do not be afraid to be creative. Dare to try something new and unique. Try a variety of methods so that you never get stuck in a routine of predictability and boringness (that may not be a word, but that is why I do not teach English). Create lessons that truly engage the students whether it's by connecting material to their personal lives, simulations, using media and music, playing a game...whatever! And if it doesn't work...try again! If the lesson doesn't pan out the way you hoped it would, learn from what didn't work and don't get discouraged. Heck, I've ended assignments and projects in the middle of kids doing them because I realized it was lame! I figured the kids would hate me for wasting their time and effort, but I discovered that they appreciated me being honest with them and willing to be flexible and try different things.

     Now I get it. Some teachers would say that they don't have the time, personality, or desire to be creative in their class. Their methods work in getting students to learn _____ (fill in the blank), so why fix something that's not broke, even if the kids may think it to be "boring"? Or teachers may worry that unique lessons that get kids running around the school, or get them debating controversial ideas, or get them doing puzzles in class borders on a lack of classroom management. My response is simple...since when did teaching have to equal no fun!? Wouldn't students want to learn more from you if they know you're trying to make the class enjoyable for them? I think its a cop-out to not even try (and it's also weak to just play "review games" before every test and say the counts for being creative). I've had students play a version of "capture the flag" where everything is a metaphor for the age of European exploration. I've divided students into tribes to play "Survivor" and compete in class challenges while we learn about a unit. I've even strapped on a marching drum to have the students march like Civil War soldiers (without shoes on). The reward for me is watching how students remember more from those lessons or units than the "normal" ones.

     I'm not perfect and I hope this post does not come across as bragging. In fact, I was reminded of the importance of being creative just last week when I witnessed my high school students moan when they look at the clock, slap themselves to stay awake, or flat out fall asleep in my class while I just stood and lectured. Its hard to not get upset or take it personal. So I spent my weekend trying to create a whole new way of teaching the class that avoids me boring the kids to death. This new method may bomb or it may work out well...all I can do is try