Our classroom community is strong. Students are happy and achieving; we care for each other. It's that time of year when I know my learners well, and they're able to confide in me when school life is just right, and when there needs to be change.
For example, yesterday I started the math lesson with a short lesson about coaching. I explained the way I work with a colleague and how we coach each other to better work. Then I set the students up in coaching partnerships. Students who performed well on a recent assessment coached other students who needed more learning in that area. I carefully created the partnerships. At the end of the session, one of my bright-eyed, spirited boys said, "Ms. Devlin, can we coach each other again!" I was excited to see his enthusiasm, and to have had a successful lesson.
On the other hand, after a short discussion about math practice and a bit of cheerleading for some math practice over vacation, a conscientious little girl came up to me teary-eyed. "What's the matter," I said. She just looked at me with those puppy eyes. "Oh no," I exclaimed, "Am I pushing you too much asking you to practice your math over vacation when you should be playing?" She nodded. Then I said, "If you were one of my own children, you would know that sometimes I want more than what's reasonable--you have worked so hard all year. It's clear you need a week of play. I'm glad you spoke up." I gave her hug, and then she was back at work with her math in-class work. I felt bad that I had pushed a bit too hard, but I was happy that she felt comfortable enough to speak up.
That's the way our class is--it's a family-like structure where we all support one another.
Beyond the classroom it has been more difficult as there are so many to confer, coordinate, and collaborate with, and so little time for thoughtful share and work. There are forms to fill out to acquire any materials and tools--the processes take so long, and require lots of coordination. There is little support for trying out new ideas or innovation, and that's challenging for a teacher like me who enjoys the spark of new ideas, innovation, and creative endeavor. There are counselors, therapists, specialist teachers to meet with, yet there is little time to meet even though we are working towards same goals. There are system and state mandates too that require study as well. And, of course, changes on the horizon for which I have little control or knowledge of (daunting for a planner like me).
So, the big job is going well--the job of building a strong, dynamic classroom community. Of course there's always more to learn and do, but were on a solid path. I continue, however, to find the greater structure of schools compromising, confusing, and challenging--how does one best advocate, confer, and collaborate with so little time, and often such a different vision. More to think about, and more to do. I've got a plan. Let's see what happens.
