The skittering hi-hat from Cardi B’s Bodak Yellow slunk through the classroom. Students bobbed their heads as they composed poems and personal narratives about their names. Period 1’s Class DJ surveyed the class with a smile and returned to his seat, leaving his phone plugged into the class speakers for the duration of independent writing time.
Before this year, classroom jobs remained off of my radar. They never interested me. For one, I struggle to delegate work and I have a severe perfectionist streak. I also assumed middle school students would turn up their noses at the quotidian ins and outs of daily classroom life.
I was wrong. The more I’m leaning back, the more they’re leaning in.
So this year, kids in my classroom will be:
- Griots: Taking pictures of what we do in class and posting them on our class social media accounts
- DJs: Creating playlists of instrumental versions of popular songs that they’ll play during independent work
- Teacher’s Assistants (TAs): Running any errands, distributing and collecting materials, and dismissing groups based on cleanliness when the bell rings
- Book-Keepers: Keeping our classroom library organized, helping suggest books, picking books for book talks
- Time-Keepers: Watching the clock every time we have timed tasks (which for the most part happens multiple times per class)
- Class Advisory Board members: Meeting with me every Wednesday during lunch to give me feedback on my teaching. What lessons are working, what aren’t, and how I can improve.
The first step involved asking the students to figure out what skills each job needed and how each job would benefit the class. I created a one-page description for each job, placed the sheet on a large sheet of butcher paper, and then hung the butcher paper around the room. In groups of 3, students rotated through each job station, spending two minutes jotting down answers on the charts. The idea was to help students think through the ramifications of each class job before applying. Here are the one-pagers I created. Forgive me the old memes.
Afterwards, interested students completed a simple Google Form application. They chose the jobs they were interested in and explained why they would be a good fit. At the end of the day I went through and selected students of color who expressed interest. The next day I wrote out “acceptance” letters in fancy font, printed them out on quality cardstock, and signed them with a flourish. In every class I revealed the acceptance letters with as much fanfare as possible.
It’s been a week since I passed out the letters. Certain jobs like the book-keepers and TAs were able to start immediately. The griots and DJs, however, have required slightly more attention. Class DJs had to figure out how they would pick songs, if they wanted to take requests, how often they would change their playlists, etc. Griots had to create social media accounts, figure out how to advertise them, determine what they would take pictures of and, as one student kept reminding the group, “find the right aesthetic.” As a result, these two jobs have yet to begin.
The decision to go all in with classroom jobs stemmed from Christopher Emdin’s essential For White Folks Who Teach In The Hood. Emdin devotes an entire chapter to discussing the intersections of student responsibility, classroom culture, and equity. He describes classroom jobs as a way to create “…a space where each student is a full citizen responsible for how well the class meets the collective academic, social, and emotional goals” (107). For Emdin, jobs are part of an approach to pedagogy centered on “fostering socioemotional connections in the classroom with the goal of building students’ sense of responsibility to each other and to the learning environment” (105).
In a few weeks, I’ll gather together every student with a job so we can reflect. What needs to be changed? What jobs should be added/removed?
I’m beginning to see how successfully implementing classroom jobs can shift the culture of a classroom. It’s not easy, and I’m finding that I need to spend more time helping students understand that their jobs are about sharing responsibility, not lording power over one another. I’m confident that as the year progresses, and as I become more skilled at working with students in this new way, we can shift the balance of power and co-construct the community we need.
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