A Teacher's Happy Ending
Examiner column for February 25.
How do teachers judge whether a lesson is effective? Education experts tell us that all lessons should result in demonstrable student learning. But who defines “learning”? Is it always measured by the end-of-course test?
In my Advanced Placement literature course “Senior Seminar”, I operate with a double agenda that allows me to teach to the test and teach to the student at the same time. We read great books and write about them in essays that mirror the AP test format, and I give them several of the wickedly hard multiple choice tests that will constitute 45% of their final AP score.
But the rest of the time I base my lessons on writing, reading, and class discussions that affect the student’s life and have fewer direct links to the test. I justify the class time by noting these lessons stimulate student thinking and ability to make connections--skills essential to both the test and success in college.
I have no proof that spending time on college essays and discussing government surveillance (when we read “1984”) or changing women’s roles (when we read “Their Eyes Were Watching God”) directly result in higher test scores. What I do know is that students crave classroom links to the real world and, especially by their senior year, think the claustrophobic walls of the high school classroom are expendable—unless their teachers are able to convince them that what goes on within those walls is valuable after test day.
One such class was the subject of last week’s column--a lesson plan born of necessity when I failed to get the test-directed multiple choice exam Xeroxed in time. Test prep was postponed and a life lesson on endings took its place.
Margaret Atwood’s brief essay on “Happy Endings” was a hit with the students. In this piece, she composes several scenarios for the life of John and Mary. Ending A is the traditional 1950’s happily-ever-after ending; the others are variations that place roadblocks in the first story—derailing the fairy tale of A and turning it into a narrative that more closely mirrors the lives most of us lead. Her sobering conclusion is that the ultimate ending is always the same: “John and Mary die.” But Atwood adds that the important part is the journey--how we get to that end.
I thought this three-page riff on endings would simply be a jumping off place for a discussion on the ending of the novel we had just finished. But Atwood’s compressed biographies of John and Mary resonated with students more than I expected and proved to be “an end” in itself.
Cathleen commented on last week’s lesson: “It was seriously one of my favorite activities of the year. Atwood's ‘Happy Endings’ really got me thinking about how we should be focused on the journey that is our lives rather than if we get to have the house with the white picket fence, disregarding all that it took us to get to our ultimate ‘goal.’ You got me to think about life, and as you said, that's what Seminar is all about!”
A comment like that is a teacher’s definition of a happy ending.

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