Slow down! I had this part highlighted and underlined in Alen's Chapter 5. I think Rachel discussed this in her post for last week too. Slow down is the message that we are getting from every content area class that we have. Science, Math and Language Arts are all stressing the value of discussion and taking time to allow the students to struggle, think of the issues and problems and find creative ways in which you can think about the issue and solve them. This is lovely. This feeds directly into my idealistic, rose colored glasses. Its as though every classroom will be one of those movie montages in which there is uplifting music playing while different shots are taking of me, the graceful teacher, walking around the room checking on my actively engaged students as the pursue their quest for higher learning. LOVE IT! but... really? In the classrooms I have seen more of a message of:
hurry, we only have 20 mins in each session. Hurry you have to finish your packet to go to recess.
Hurry take your seats, Hurry pass the test, Hurry get on the computer, Hurry Hurry Hurry.
If the school in which you teach has a "hurry up and pass the standards" mentality how can you make sure you are keeping a "slow down and take your time" way of teaching? Although I like the idea that the tortoise always wins... I feel that the the external messages in the school is more Be a Rabbit!
So true. I also think about how we would be able to integrate content areas more completely if it could be accepted that combining things is much more efficient. If you're covering several standards simultaneously, then you can spend more time to do whatever that task is and still spend the same time per standard. When you're forced to work each standard in each content area separately, there's nothing left but to hurry.
ReplyDeleteI really like what you said about being a Turtle verses a Hare as a teacher. In terms of chapter 5 and other content areas we will continue to be faced with this decision to be a Turtle or a Hare. It is difficult to create a classroom with a flow that is less hurry hurry, but I believe that it is a frame of mind, and it can be done with extensive planning. Yes, there will be times of struggle that a lesson might be rushed, but as a teacher I hope to recognize a lesson that needs expanded because of interest. Teaching the students that there is time for them, will help them invest in what you are asking or wanting to know. If you rush through most things the student will soon realize that these items don't have much meaning and therefore school is just busy work. I found the classes I enjoyed the most had the least amount of random work, everything had a purpose.
ReplyDeleteHurry, I have 35 other students I need to get to!
ReplyDeleteWow, I'm experiencing this too especially in math where the kids need the most help. I don't really know how they are even covering standards sometimes with how fast we go. I want to slow down myself, but I'm not in charge, so I go with the flow. Even if we are rushed, I still feel like the kids are learning a lot.
ReplyDeleteI agree with you. I wonder how much kids in general have adapted to the hurried pace? Everything from the pacing of television to the pace of weeknight activities has ratcheted up several notches over the past 20 or so years. I tend to think kids would have a better skill set if everything slowed down, but wonder if they will have a different but still adequate skill set from the life they're leading now.
ReplyDeleteA great point! Two things to think about:
ReplyDelete1. We make time for the things we care about...so if we care about deep understanding, we'll find ways to shrink the time-wasting routines and integrate and connect content to make more time for inquiry and research.
2. Whole group instruction is a huge investment of time. Whenever the entire group is made to do something together, much time is spent waiting for everyone to get materials, line up, finish, etc. before moving on. Structuring activities with mini-lessons and small group instruction so that children have individual and partner projects allows children to move on to the next phase as soon as they're ready! This means that children need to understand the process and know what to do next so they'll be able to work independently and successfully.
I really appreciated and "get" what you mean. I see it every week during field work. Through no fault of their own teachers and students are taught by the clock and I can't help but wonder how much more could be gained if subjects could be delved into for as long as they needed rather than what time allows. A great point AmY and one I've thought about before..
ReplyDeleteVery well put, Amy! To further your discussion of time, the one thing that I really struggle with is making sure that my lessons ensure that I am managing my time effectively. What I think will take 40 minutes becomes 1 hour in the classroom.
ReplyDeleteI certainly can identify with your sentiment. As someone who has had to make use of special accommodations for additional time, I can say that at times I feel overwhelmed by the rigors of school. While I understand the need for deadlines, I hope that in the area of creativity that I will be patient with my students.
ReplyDelete