In the fall a couple of the kids planned a study group before one of the IESs (individual exercise sets...still not using the word
So what is it about the review sessions that makes it difficult to duplicate on a daily basis in the classroom? I've been giving this a lot of thought lately and haven't come up with any solid answers. Maybe it's the pressure of the impending IES, maybe it's the fact that their close friends are there along with their acquaintances from class, maybe it's the sheer number of students, or maybe it's something else...like the cinnamon crunch bagels. What I do know is that if the goal is to have the kids working independently with support from me, then mission accomplished. They're struggling but persisting, they're willingly putting in the necessary effort, and those who are taking seriously the charge to learn and understand the material are seeing their efforts pay off. There are still a few who still confuse furiously scribbling down notes in an attempt to memorize everything with real learning, and things tend to not go so well for them. My hope is that they will see the light sometime soon and patiently pace themselves through the upcoming material so that the next review session is, in fact, a review session and not a cram session.
I'm under no illusions about just how fortunate I am to have kids who are willing to come to Panera on a Wednesday night and who have the means to do so. But I like to think that the structure of the class has at least a little to do with the way they now approach reviewing the material. It's not just about the IES, though that's part of it. It's not just about the grade, though that's also part of it. Instead, the real emphasis is on the learning. It's about everyone learning and it's about helping everyone else learn.
And it's about cinnamon crunch bagels.