Letters From The Heart
Overview
There is a saying that states, “If you write it down, it is more likely to come true.”
In the teaching field, I get several students who come into my classroom with different objectives. Some students want to make an A, others just want to pass, some want to make a speech without fainting, etc.. Over the semesters, I found that only half of my students accomplish what they set out to do. Some students wind up with certain circumstances (illness, work, poor romantic relationship choices etc.) that interferes with their coursework, but for the students, who are perfectly capable of achieving their goal(s), they sometimes fall short of their goal(s). So I decided to try something innovative and creative with my students. It is a three- part activity, which I hope you and your students will benefit as much as mine did.
Letters From The Heart
Title of the activity: Letters From The Heart
Course(s) for which this activity is intended: Any course; This activity works best for freshman-level courses.
Rationale: There is a saying that states, “If you write it down, it is more likely to come true.”
In the teaching field, I get several students who come into my classroom with different objectives. Some students want to make an A, others just want to pass, some want to make a speech without fainting, etc.. Over the semesters, I found that only half of my students accomplish what they set out to do. Some students wind up with certain circumstances (illness, work, poor romantic relationship choices etc.) that interferes with their coursework, but for the students, who are perfectly capable of achieving their goal(s), they sometimes fall short of their goal(s). So I decided to try something innovative and creative with my students. It is a three- part activity, which I hope you and your students will benefit as much as mine did.
Objective: This activity is designed for students to fulfill their own learning potential and for teachers to offer a bit positive influence in their students’ lives. Try not to preach to the student, rather compliment the student for their uniqueness. These personalized notes may even address their goals.
For example:
Nicole,
Thank you for a wonderful semester.
Your inquisitive thoughts will help you in your future endeavors.
I am glad that you made it through this class without throwing up as you once thought. Didn’t I tell you that you can do it?!?
And you were by far one of my best speakers in the class. Good Job! Best wishes!
Your biggest support all semester,
Narissra
Materials Needed: paper, envelopes, and a pen/pencil.
Description of the activity, including any preparation/preliminary steps:
PART I:
At the beginning of the semester have all of your students write on a sheet of paper at least three goals that they have for the course you are teaching. The key here is to be as SPECIFIC as possible. Tell them that their goals are personal and that these will not be seen by anyone, but the student.
If your students want an A, tell them to write the exact percentage score. If your student want to be a good speaker, tell them to write a certain person’s name. If your students have more than three objectives for your class, please encourage them to write more if they chose.
For example, if you are teaching a public speaking class, a student may write things like:
1. I want to get through a speech without shaking.
2. I want to make at least a 97 in this class.
3. I want to be a good speaker like John F. Kennedy.
After each student is finished, give each student an envelope. Have your students write their names on the front of the envelopes, seal, and sign the back of the envelope.
(This is to insure confidentiality. Some students will write more if no one is going to read it.)
PART II:
On the last day of class hand back, the envelopes to the corresponding student.
You may do a discussion of your students’ goals if your students are comfortable with talking about what they wrote. This is quite interesting. Some of your students will exceed their own goals for themselves. For instance, I had a student write that she wanted to be as good if not better then Diane Sawyer (the anchor on Prime Time). She now works as a news anchor at a local TV station.
Further, you will be amazed at some of your students’ responses. One time a got a young lady, who wrote that she wanted to date one particular student from the class. I hear they are getting married this December! I also had another student who wrote that he hoped that he could learn something useful in my class that would help him in his future career (which at the time was undecided). Now, he works as a trainer giving speeches every week!
However, you must be able to handle the circumstances, if your student does not met his/her goal. For instance, I had a student, who wrote he wanted a 90, but wound up with an 88. Hence, please realize that your students may not fulfill every goal. Remember that two out of the three is not bad at all. Try to offer helpful comments, rather than useful criticism.
PART III:
Before you end the course, write a little note to each student. This may be somewhat time-consuming, but it is definitely worth it. On the note, it should be straight from your heart. The essential element here is that it should be POSITIVE. Moreover, the note should be distinct to the particular student. Each note should be addressed to t best as you pursue to be an accountant.
Best Wishes,
Professor Carter
As your students leave, hand them out. Your students will appreciate your thoughtfulness.
I had a student keep his note. He told me he would never throw it away, because it was the first time in his life that a teacher told him something positive! I’ve had others keep their note because it meant so much that I took the time to do something so nice about their accomplishments.
Appraisal of the activity
Teaching is a very rewarding career, but what is so special is when I do an activity that positively affects student. Students may not remember the elements of speech or what was in the class text. Yet, if students are able to walk out of my class realizing that they can do something if they set their mind to it or they can do something that they did not know they could do, I feel like I have done my job. So, open your heart, and let your students open their minds to the endless possibilities that come straight from the heart.
References/Suggested Readings
Apps, J. W. (1996). Teaching from the Heart. Krieger Publishing Co., PO Box 9542, Malabar, FL 32902-9542.
Perrone, V. (1991). A Letter to Teachers: Reflections on Schooling and the Art of Teaching. Jossey-Bass, Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104.
Villegas, A. M., & Lucas, T. (2007). The culturally responsive teacher. Educational Leadership, 64(6), 28.