At the start of the year, I have my English I students write 500-word letters of introductions to me. I want to know what makes them tick, and I want to know what concerns they have about English — their strengths, their weaknesses, their goals.
“Five hundred words!?” They are incredulous. “And it’s due tomorrow.”
I read the letters then make notes from them that I share with the other teachers on our team so we can all get to know the kids quickly at the beginning of the year.
At the end of the year, I give them back. Their reactions are always the same. Most of them have forgotten all about the letters; all of them have forgotten what they wrote about. They read their letters, laugh at what they wrote about, laugh at how they wrote, and they read each others’ letters, and the laughter just swells.
“Mr. Scott, we’ve changed so much!” becomes the common refrain.
Tomorrow, this year’s students write their letters to next year’s students — a major grade and an overwhelming assignment when I tell them about it at the beginning of the year. Now, after a year of me hounding them, none of them are terribly worried about the assignment.
But just to give them perspective, just in case they were still casting about for ideas about what they’ll write tomorrow, I gave them their letters back today.
