As I
sit here, reflecting on PBL and how to best implement this teaching strategy in
my class, I am consumed by many different emotions. These emotions range from excitement to fear
at the prospect of what my classroom will look like, but more importantly what
will my students actually gain from this process.
The
challenges that I foresee, leading to my sense of fear, are around the students
themselves and their willingness to go along with the process. We all have those students who will do
anything we ask of them and those that would stop breathing just because you
told them to take a breath. My fear is
based around those students who are either so put off by school that they are
completely apathetic or are so angry that they will not be willing to try
something new. How then can a teacher
who has five classes of 32 students motivate the one or two students a period
that fit this category? These students
provide a challenge, not only to me the teacher but to their group as
well. If they choose not to participate then the
group they are with will be resentful towards the project, because they will
have to pick up the slack for others.
This snowballing affect is the biggest struggle that I foresee during
this process. Those students that are
engaged should not be penalized because another in their group is not. How best to deal with that issue is what I
struggle with as I get ready to introduce a PBL activity to my classes.
I
know that along the way numerous issues will pop up that I will not be prepared
for. However, in teaching I find that
most days the students come up with questions and comments that I had not
thought of or anticipated. For that
reason, my confidence level in trying something as radically different as PBL
is high, in regards to the management of the process. I also have the luxury of being a new teacher
in my building, so if something does not go smoothly I can always blame it on
being new.
The
final, and obvious, management issue is time.
Yet, this is not going to be the big issue that others might have to
face. My administration wants us to
implement at least one PBL activity a semester.
This means that the time needed to work on these projects is already
understood by the administration, so no justification is needed for a long
thought provoking unit.
While
I have many fears as to what can go wrong with this unit, I am focused on the
positives that can come from the projects successful completion. These benefits, which have been proven
through research, are pushing me forward into changing my classroom and my role
as an educator. I am positive that the
teacher I become, as a result of this experience, will be one that allows
students to express themselves individually and will surprise and shock me at
every turn.
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