How Much do I really Care?

In my classroom experience I find that caring for the students conflicts with being in a position of evaluator. When students are anxious about grades, they are less able to receive care. When I am setting the expectations I am one step removed from caring. My position is one of judge. So the care I show translates into coming alongside the students as performers under pressure rather than as the persons behind the student persona.
Yes, there are ways to get to know students outside the classroom, and a democratic teaching style can lead students to feel less stressed about results. All the same, the general climate of the school system is one that mitigates the full potential of care. What do I mean be "care"? I mean connecting with students in a way that leaves a deposit of empowerment, self-confidence, healing based on understanding who they really are.

Passivity versus Ownership

Why are my grade twelve students handing in mediocre work? I know some are focusing on "core" subjects like sciences and maths, this course is a pre-requisite for the French Immersion Certificate, but it is not a 4U course, so it doesn't "count" as a pre-university credit. They are merely submitting to the requirements and doing (what I thought were interesting) tasks quite passively. So what am I to do?
My next step is to find out what aspect of history or question each individual may be interested in and modify my course expectations to invite them into the planning process. This may mean fewer assignments, more tracking and consultation, less content-driven lessons.....

Setting Final Task Criteria Together

I took the time yesterday to work out the final task of the first unit with my grade eleven students. I gave only the big idea: an interactive guided tour of a country. They contributed all the criteria and content without difficulty. I did not have to veto any of their suggestions. One student offered a very creative idea to include food preparation as part of the task - a lot of work, but I encouraged her to keep exploring that option. My students had no problem putting together a viable set of expectations. After all, they've had years of experience trying to meet very similar ones! I believe they are still thinking inside the box, based on form and content they are given as standard fare in school. Perhaps if I make this process of involvement my modus operandus, they will begin to think more outside the box, offer more creative, original ways of meeting the expectations.
One more thing: something happened at the emotional level.....the noise level went up, but it was positive energy. There was an air of freedom in the room.

Setting the Tone

The first week of teaching is over, and I'm reflecting on how it went. Over the years, I have had lots of energy, ideas and been able to apply creative strategies especially in the first two or three weeks. Then, as the term progresses into the dark days of winter, routine has tended to set in, the tasks have become predictable and prescribed by the curriculum and my energy level somewhat flattened.
This year is no exception as to the first part of the pattern. Week one was fresh and engaging. The students were surprised each day with different teaching strategies. I tried to establish rapport, smile a lot and interweave deskwork with interactive activities. There were new visuals around the room. I got acquainted with the students individually through reading their bios.
How will I maintain this positive engagement throughout the term? I think the answer lies in my personal life, how I pace myself, maintain margin for socializing, exercise, couple and family time. I enjoy my students. I want to keep engaging them in fresh and meaningful ways. Will I have it in me to keep the wellsprings flowing?