For my observation hours, I’ve began helping out in a first grade classroom at FAIR elementary school in downtown Minneapolis. So far I’ve observed a total of 14 and half hours; my role as an observer has included gaining a feel for the structure and schedule of the school day as well as helping students work on assignments. I was also able to follow the students to music class and observe the teacher in that setting.
The teacher seems to be taking on the philosophy of Essentialism. When you first walk into the classroom you’ll immediately notice that the walls are covered. Some of these things contain classroom creations, but among them are lists, goals, and rules. “Treat others the way you want to be treated” is an obvious classic example. Among these guidelines for structure you’ll also find tools like a classroom calendar, a tool hung up that teaches students how to count money, and one giant sheet of paper that, every single day, has a note from the teacher and a goal for the students to accomplish.
The classroom is very open. The ceilings are very tall and there’s no doors in the classroom, instead there’s a large opening on one side of the classroom that opens up into the student’s cubby area, and on the other side of the room the opening leads into another first grade classroom. It’s orderly at the start of the day, but you’d hardly recognize it an hour later by the time the student’s are finished working on an assignment. There are round tables throughout the middle of the room and each student has an assigned seat, three to four to a table facing the whiteboard. At the front of the room, immediately in front of that whiteboard is an alphabet rug we’d probably all recognize from our younger years, which serves as the strict border that constitutes the “Story time zone.” as well as the main gathering space for the students to receive assignments and go over lessons as a group. In addition to the open feel of the classroom, there’s a ton of organized structure. Every single thing in the classroom has a place and a purpose, and not only does the instructor know it, the students know it. It’s all part of a well thought out attempt at order.
The relationship between the instructor and her students feels very formal. At times it can even come off as parental, particularly when a student needs to be disciplined. The subjects that are covered are organized by blocks throughout the day, that typically take place at the same time day after day. Routine and order seem like key tools at keeping the children focused on their learning.
When it’s time for students to read, for example, students are sometimes allowed to choose what method they use such as reading to themselves, reading out loud to a partner, and listening to a read-a-long book on their iPad. The large majority of the time, however, the teacher assigns the method based on what she feels the students need. Reading time lasts 30 minutes, at which point the students are expected to put their book boxes exactly where they belong, return to their desks and prepare for lunch.
The entire day follows the same sort of routine, which stays mostly the same day after day, depending on the needs of the class.There is a very clear goal or expectation that she wants her students to reach when it comes to essential skills, and while she takes a more personalized approach to reaching these goals, the philosophy is very clearly based on the classic essential skills. I think teaching in the philosophy style of essentialism is incredibly important for first grade students. I think students at the early ages need to be taught the basics before they can tie it to a bigger picture. I think it can be hard for students at an early stage to grasp the importance of learning the essential basic skills that we all need to thrive in our society and although I do think freedom of choice is incredibly important for all students to have, I can understand why this teacher is choosing a more structured route. The first day I observed in the classroom there was plenty of back talk, messes being made, and more than a few tears shed. I immediately get the feeling just from my few days observing in the classroom that classroom management is a big obstacle.
Ah, classroom management issues! Yes! You can see the stress that builds with the teacher and how that filters into the relationship with the students. I wonder if that accounts fro what you describe as a 'formal' relationship?
ReplyDeleteIn my own teaching in my first year, I intentionally tried to nurture a distant relationship. It reflected my own inadequacies, as I was *performing* what I thought a teacher needed to be. I am not saying that is happening here, but just sharing how my own newness to the profession played out.
It is a careful line as you get your footing for classroom management. If you are too friendly, do you blur that relationship of teacher and become friend? Do they lose respect for your position? Or if you are too firm, do you miss building the critical relationships needed to make the classroom engaging? Warm?
You can see that she is trying to organize the material to enable things to move smoothly. Routine can be critical particularly in the early grades.
Lots to chew on here. I would add that many folks do not get specific classes in classroom management. Philosophically, I understand why this is--we do not want to focus in on the managing of bodies, but instead focus in on the academic learning. Yet, I think it is what trips up many new teachers.