I may step on some toes with this one, but if what I’m about to say bothers you, just know that I’m speaking from a very specific point of view (that of an English teacher). I’m not opposed to the overall presence of technology in education; I just don’t want too much of it in my field. Though I’ve mentioned it in casual conversations at work, I haven’t “officially” shared my opinion in faculty meetings simply because I’m still a long-term sub, not a permanent addition. I’m not in a good position to rock the boat too much yet. When that time comes, I’ll be diplomatic, but until then, I’ll stick to just blogging my thoughts.
Set the scene: The clock is ticking, winding down to 3:30. Students anxiously watch the second hand slowly tick by, waiting for the bell to ring. They have their hands on their already-closed backpacks, ready to bolt as soon as the clock sets them free. And then it does. But instead of heading out the front door and to their cars, free for another day, about a good number of the uniform-clad, private school student body heads for a single classroom. The lucky ones get there first. The rest form a line that winds around the corner and down the hallway. And they’re restless. They know Mr. Lund only accepts a certain number of people in his club, and it’s first-come, first-serve. They worry the sign-up sheet will be full by the time they reach it. They count the number of heads in front of them, some relieved, some disappointed. Within 20 minutes, the sign-up sheet is full, and the students that didn’t make it turn away disappointed, already wondering about next year.
And what club was this, that teenagers anxiously stood in line for, disappointed to be turned away?
Opera Society. Continue reading