Schools are tightly woven, busy communities. There are a lot of people and multiple activities each day. The tapestry of classroom teachers, specialists, assistants, leaders and students move between classrooms, the cafeteria, specialists rooms, the playground and assembly areas throughout the day. The schedule moves by minutes with little transition or down time.
In atmospheres like this, the choreography can be halted by unnecessary interruptions--the kinds of interruptions that can be avoided by an email, sticking to the plan, saving that comment for another time, and making a decision about whether the interruption is important enough to interfere with the flow of student-centered activity.
Necessary interruptions are those that impact learning: the student question, class discussion, problem solving and a needed extra recess or more time devoted to the read aloud at a critical turning point. These kinds of interruptions demand that we're flexible, ready to change the schedule when student needs require that.
Optimal learning in schools means that we prioritize targeted time and attention for children in the schedule, and whenever possible we don't interrupt the routine with unnecessary events, and that we plan for streamlined, effective efforts that are centered on student learning and engagement.
Am I guilty of unnecessary interruptions? Yes. I think everyone at one time or another interrupts in a way that could be delayed, and that's something I want to be more mindful of as the year moves forward. Our classrooms and teaching efforts are more peaceful and profitable when we have the chance to follow predictable routines without unnecessary interruptions, routines that allow for student creativity, collaboration, critical thinking skills and communication.
