Sunday Night Comes Too Soon

I'm still plugging along here. Somewhere I know that I'm doing better than a year ago, I am able to take brief breaks, but I still feel overwhelmed.

One of my friends complained that I haven't taken pictures of myself recently. As a way of making myself feel better about staying late Friday afternoon, I took some shots of the classroom. I posted them on Flickr and had a request to share with a group within a day.

It's not the best time in the year for classroom set-up, but here are a couple of pictures for inspiration whenever it helps.

Knitting and Goals

Or How I Don't Work

I’m a knitter and, when I get the chance, I like to hang out with other knitters. Overall, knitters have two ways we approach our work.

There are the knitters who are project oriented. The ones who ask, “When are you going to finish that?” or “How long did that take you?” These are the people who know the techniques to speed up their knitting so they can finish one project and move on to the next. And they always seem to know what they’re going to work on next.

Then there are the process knitters. The people who will work on something for a while, just enjoying the process of creation. They experiment with techniques for the effects they have. They have more works-in-progress than planned projects, because if something looks interesting then they should try it out now.

I’m a process knitter. Currently there are two major projects I’ve almost completed, but finishing--joining pieces, weaving in loose ends of yarn, blocking a project to define it’s final shape--bores me. Completing the project isn’t enough motivation for me. I want to be able to really experience it. When winter comes and I’m ready to wear that wool sweater, I’ll find the time to finish it. I’ll block my shawl soon, but there’s no way I’m wearing it mid-summer.

As such, I hate being pushed to give an end-date for a project. My senior year of high school, I worked on a sweater jacket.* As the bag carrying the sweater became fuller, the question, “When will you be done?” came more and more frequently.

My answer? “By the time I graduate...
...from college.” **

I have a similar attitude toward goals outside of knitting. I understand that some people need them. I hear that they help you more if you define them specifically. But they feel more constraining to me.

It’s a bit of a lie to say I don’t have goals. I do.***

I just don’t like spelling them out. (Despite my tendency to plan ahead. And my apparent tendency to make other people spell out their goals.) I don’t like sharing them. (Despite my frequent conversations with friends.) I don’t respond well to people asking me how I’m doing with them. (Though it doesn’t stop me from inquiring on how other people are doing.)

I don’t know. Maybe my GPA would have been .15 points higher, if I had more explicit goals and found some extra drive during my worst college classes, but I still wouldn’t have graduated summa. Maybe that sweater jacket would have finished 8 months earlier, but I wouldn’t have worn it any more. The fact is, I’m perfectly happy being a process person.

But, I face a dilemma at school. The beginning of the school year is ripe with goalsetting. I’m told I should do it, but it just seems so forced. I believe in the end-product, but the process fails at motivating me. Student goal-sheets never did anything for me as a student. How do I convince students of their benefits when they’re not something I get genuinely excited about?

Because most people aren’t process knitters, I understand that setting goals is a useful skill for most people. In a region where kindergardeners give you a blank stare when asked “What do you want to be when you grow up?” and high schoolers think it’s okay to tell their teacher that they’ll sell drugs, I do believe it’s crucial to create visions, to repeatedly go through the process of defining action plans and following them to an endpoint.

But I haven’t found an overall method that’s comfortable for me. I didn’t have much buy-in with my pep talks and personal conversations last year, perhaps because they felt trite even to me. I’m realizing I need to try something else.

How do you bring goals to the classroom? What do you set for students? What do you have students define for themselves? How do you motivate anyone to set honest goals, and not follow my habit of filling in the answers I expect people want to hear?

----------

*I was, and often still am, that girl who knit during class. It helps me concentrate.

**I had the pieces completed and pinned together by the time I graduated high school. A friend convinced me to sew them together in the fall of my first year at college.

*** A personal goal for this school year is to take the pictures necessary to create a calendar of hay--because my phrase last year was that I was living in said calendar. But I classify it as a project rather than a goal.