In my last post I shared the beautiful and inspirational bulletin boards that my students created when they were given the challenge to make our classroom walls their own. Not content to end this project with their displays, I then asked them to choose one part of a bulletin board that they liked and reflect on its value to them and our community. Here are some of their responses, which they added to their digital portfolios:
Finally, I surveyed my students to find out what they thought of this assignment. What were they proud of from their own contributions? Did they think the activity improved our classroom environment? Did they learn from it? Do they think I should do it with future classes? This is what some of them said:
“I am most proud of the the melted crayon art, because it was very hard to do and it turned out pretty good. I think the many different colors on this canvas represent how everyone is different but together we do great things.”
“I think that it was a good teamwork exercise because it requires people to work together and listen to each other… or it can go down the drain fast because you’ll have fighting, random things on the boards, and people just in overall bad moods. I learned that I can work with a lot of people, all of us with very different personalities, and we can still make a board that looks amazing and one that we’re proud of.”
“I think it was really fun and let everyone put a part of what they like in the classroom. I enjoyed looking at it when taking breaks from working, it gave me some inspiration.”
“The item I enjoyed the most was the quote by Michael Jordan. I enjoy this quote mainly because it has the most meaning to me. I think this picture and quote can inspire the class to keep working hard and stay positive. Overall I think this quote has been very useful.”
“I think this experience was good and very positive. Personally I didn’t think that getting the materials was hard, but our bulletin board still may have had an affect on somebody’s day. I think at the end of the process the walls looked very bright and organized, and I think they sent powerful messages.”
“It was a lot of fun, and because we had to communicate with each other, we got a little closer.”
“I think letting students be in charge of what we see everyday is fun and gives us a chance to think outside the box, but it can get bad when the group does not work well together. If the group doesn’t agree with one person, drama can start and it can change the students’ behavior in the class with that person. That is why I think it was a good idea to let the students pick their partners.”
“It was cool that something I played a part in was on the walls for my class and other classes to see.”
But of course not everyone enjoyed the project:
“I honestly did not like it – too much responsibility – but I am pretty sure other people liked it.”
“It wasn’t that great and it didn’t really feel like it made a difference to the class.”
“I would have liked it more if my group had done some of the work, but it was kind of fun.”
“It was fun to do, but I don’t think very many people really pay attention to the bulletin boards and look at what’s on it.”
This feedback is helpful for how I can improve the project next year. Because I had made a last-minute decision to experiment with the bulletin boards, I didn’t have a full plan for how it would work. I can see now that we need to spend more time noticing what students put on their boards, talking about its impact, and digging in more to the symbolism. As I have learned many times in education, next year this will be even better!
Overall, I’m happy with their participation and feedback. Even students who didn’t love the project noticed benefits beyond what I had anticipated. While I wanted them to feel that their contributions mattered and see symbolism in classroom decorations, many students also commented on how much they enjoyed the chance to be creative, to work with a group, to learn about each other’s interests, and to feel part of our community of learners. The few negative experiences were far outnumbered by the many who said, “Yes, keep doing this!” I’m looking forward to seeing what future classes do with our classroom décor, especially since it means I will have one fewer task on my to-do list.
(This is the last in a four-part series. Click for part 1, part 2, and part 3.)
7 thoughts on “Part 4: Reflections on our bulletin boards”
Reblogged this on Conference on English Leadership (CEL).
What a great and meaningful project. How brave of you to let go of this traditionally teacher job and let the students spread their wings.
Thanks so much for sharing this. I appreciate your showing that not everyone loved it. That was always difficult for me because I wanted every kid to love every assignment and that’s not realistic. I also appreciate your revealing your take-aways from the student reflections.
Thanks, Anne! We all know that there isn’t a magic assignment that every kid will love, right? But if most of them do, then we’re on to something. Thanks for taking the time to read and respond!