It’s Okay to Be Messy at the Start

Responsive and sustainable teaching requires the embrace of messy beginnings.

Photo by Mira Kireeva on Unsplash

I began a new project with some middle schoolers last week. It’s my first time trying it.

The project wasn’t fully developed from end to end when I introduced it to students.

I have yet to define every step of instruction.

I have yet to include every available resource.

I have yet to develop all of the proficiency scales and success criteria.

I have yet to determine the best ways for students to share their learning at the end.

I haven’t completed a unit plan.

And I’m okay with all of that. Because I like what I’ve developed so far. Kids reacted positively when I introduced it to them. And I think I’m on to something good.

I think this project will activate student passions and unlock learning in some really exciting ways. And I know I’ll have plenty of time to reflect, revise, and improve on this first iteration in the future.

If I’m right about this project, student learning will win.

If I’m wrong — which I highly doubt — then I’ll change course. And I won’t have wasted hours and hours planning something that didn’t work.