From the Other Side

                I've spent more than fifteen years of my life in a classroom, but looking at it from a teacher’s or potential teacher’s point of view provides an entirely new perspective.  Observation and teacher aiding in an elementary school has helped me see and consider some of the ideas and techniques that constitute best practices.

                For example, the first ten to twenty minutes of each day are designed specifically to allow students time to settle and get ready for the day. One student each week is responsible for checking that his or her peers have completed their homework and had a parent sign their assignment books. Another student works with the teacher to change the date in the front of the classroom and calendar bulletin board. During this time the other students are supposed to be reading or doing their Daily Oral Language worksheet but usually spend the time socializing and chatting with their friends. At first I thought they should behave more constructively but eventually realized that they need this time to get their talking out. Some trickle in late and don’t have to make up any critical instruction or work. Because the students are given these semi-productive minutes at the beginning of class, the rest of the day can be more focused.

                Through my observation hours this semester I have also seen the value of a strategic seating chart. On my first day at the school during a bathroom break I was in the hall with the students who had finished and were lined up to head back to the classroom. My cooperating teacher had gone to the facilities as well and before she returned one student had aggravated another so much that a fist was up and tears were about to be shed. While the students were at PE or Music later that morning the teacher explained to me that those two have a history of conflict. In the room they have their own space away from the other students and opposite each other toward the back. Growing up I had assumed that the front of the class was where the best learning happened, but in this case it benefits both students involved and the rest of the class for them to be separated.

                My cooperating teacher has an advanced degree as a reading specialist and it is evident in the way she presents literature to her general education students. They take one story from the reading textbook each week and take a step in the reading process each day. For example, Monday they might go through and just look through the pictures. This pre-reading gives the students opportunities for inference and predictions. Another day they read through, alternating individual reading and listening to the teacher by page. After every other page they take a break to talk about what is happening. This not only increases comprehension, it allows the teacher time to take questions and talk about figurative language or concepts that might be more difficult. They also work through vocabulary words related to the text. Often, the story relates to something in another subject and students are able to make connections throughout the day. This kind of comprehensive approach to reading seems very effective and something I might use in my future classroom.

                As I played along with the activities my teachers have planned for my studies over the years I didn't realize how much thought and technique was behind the work they did. Observation and aiding give me the opportunity to see so many good practices from which students benefit but do not always recognize.