How would you describe the assignments you completed for school when you were a student? Would you say that they were joyful? Would you say they were fulfilling? Would you even go so far as to say they were liberating? Those are three words author Lauren Porosoff uses to describe affirming assignments in the book Teach for Authentic Engagement (p.78). Porosoff further describes three additional features of affirming assignments (pp. 79-85). Affirming assignments:
- Make a real-world contribution. Whether inquiry-based or project-based, all content areas have opportunities to incorporate real-world problems. As such, student responses can contribute solutions to those problems. Benefits for communities range from informing to entertaining to inspiring and beyond. Several years ago, a group of environmentally-minded engineering students at the Rose-Hulman Institute of Technology became curious about water usage and trash quantities in the cafeteria. They wanted to ensure that the processes allowed for the least amount of water use and trash. After a year of study, they made recommendations to the cafeteria about the size and kinds of utensils used. The cafeteria implemented the findings and ultimately reduced water use and the amount of trash.
- Express what matters to students. Porosoff asks readers to think of some adult genius. Now, think of that adult genius during his/her school years. How would you have created assignments to ensure that particular individual was able to reveal his/her genius? Now think about your current students. You may have some budding genius in the room. How are you helping him/her express those things of greatest importance? Now take it one step further: assume every student has some particular passion and/or genius within. How are you helping them let it out? Design assignments that allow for each student to express those things that are really important. Several years ago when I was a building administrator, we had one student who seemed to be obsessed with music and acoustics, but he pretty much shunned every other content area. We met with all of the student’s teachers and devised a plan that would closely link all content areas with music and acoustics. The student embraced the plan and produced incredible work during his last two years of high school. He went on to become a professional musician and sound creator.
- Help students become the people they want to be. Selfing is defined as the ongoing process of discovering and building who we are. Bring informed choice into the classroom, so that students can begin to navigate their experiences to become who they want to be. I can think of several students who matured and became wonderful adults after they passed through my care. I’m sure you can name several, too.
As you prepare for next week, think of how your assignments can become affirming for students. You and your students will be glad you did!
Phil Harrison Coaching 