BY KAMAAL MCINTYRE
Have you ever walked into a classroom on the first day of school and just thought, "Not another 'all about me' project!"?
Senior Jose Cantu has. But even after four years of first days, with seven 'first day' activities per day (that's 28 times he's done this, in case you're counting), Cantu doesn't mind them -- in fact, he thinks they're useful.
"Even though I've done them all my life, I still think they are a good way to meet new people that I haven't had a chance to experience in the past," Cantu said.
Nearly every teacher starts the year with a project designed to help students get to know each other. Some, like Cantu, are on board. Others, however, disagree with the repetitive nature the projects can sometimes have.
"I understand why they do it, but they present it the same way every year, same questions, same format, same everything," junior Jessica Brown said. "I feel like if it's presented a different, more fun way, it will get students' attention and make them want to do it."
So why do teachers do them so often?
For one thing, English teacher Kyla Mora said, it's all about the numbers.
"I walk in on the first day and I've got over 100 kids to meet that day," Mora said. "I need to learn more than just their names -- I need to get an idea of who these students are, and what they're interested in, so I can engage them in my classroom. 'All About Me' activities can be a great way to help teachers do that."
Another reason is that the activities have educational value.
"This year we did a great activity where students could figure out their personality color, their learning style, and where they fall on the multiple intelligences scale," English teacher Krysti Beckcom said. "That's super helpful to have at the beginning of the year because you get to know yourself a little better. You're more prepared."
Other teachers, meanwhile, don't always find them as useful as they'd like. And some teachers, like history teacher Sue Hoitt, are more interested in getting straight into the material.
"I'd rather make my students learn and emphasize something about history instead of the same introductions every year," Hoitt said. "I believe if you can express yourself using history, you can unlock several other ways to express yourself and be original."
Have you ever walked into a classroom on the first day of school and just thought, "Not another 'all about me' project!"?
Senior Jose Cantu has. But even after four years of first days, with seven 'first day' activities per day (that's 28 times he's done this, in case you're counting), Cantu doesn't mind them -- in fact, he thinks they're useful.
"Even though I've done them all my life, I still think they are a good way to meet new people that I haven't had a chance to experience in the past," Cantu said.
Nearly every teacher starts the year with a project designed to help students get to know each other. Some, like Cantu, are on board. Others, however, disagree with the repetitive nature the projects can sometimes have.
"I understand why they do it, but they present it the same way every year, same questions, same format, same everything," junior Jessica Brown said. "I feel like if it's presented a different, more fun way, it will get students' attention and make them want to do it."
So why do teachers do them so often?
For one thing, English teacher Kyla Mora said, it's all about the numbers.
"I walk in on the first day and I've got over 100 kids to meet that day," Mora said. "I need to learn more than just their names -- I need to get an idea of who these students are, and what they're interested in, so I can engage them in my classroom. 'All About Me' activities can be a great way to help teachers do that."
Another reason is that the activities have educational value.
"This year we did a great activity where students could figure out their personality color, their learning style, and where they fall on the multiple intelligences scale," English teacher Krysti Beckcom said. "That's super helpful to have at the beginning of the year because you get to know yourself a little better. You're more prepared."
Other teachers, meanwhile, don't always find them as useful as they'd like. And some teachers, like history teacher Sue Hoitt, are more interested in getting straight into the material.
"I'd rather make my students learn and emphasize something about history instead of the same introductions every year," Hoitt said. "I believe if you can express yourself using history, you can unlock several other ways to express yourself and be original."