Today was one of those days when I came in with what I thought was a good plan only to find out that it was not as structured as much as needed for my class.
The amount of structure needed changes from year to year depending on the collective ability to self regulate in the class. Some years the class almost runs by itself since it is filled with helpful, self-starters and other years the class demands much more structure because many students are just not there yet when it comes to making good choices, managing their time, choosing good work partners, and getting the job done.
This has nothing to do with academic potential as often very bright children in the early years struggle with self regulation. Sometimes I say that their heads are too big for their bodies, and similar to early walkers who often fall and wander dangerously, students who are very bright early on sometimes struggle with self regulation.
This can present itself in many ways such as blurting out the wrong words, being argumentative, difficulty transitioning from one task to another, losing items, and making bad choices. Greater structure generally helps students like this as they know what to expect and they know what to do--the classroom guidelines are clear, the routine consistent, and the support positive and encouraging.
While this is easy to describe, it is not always easy to manage. For example, today was an indoor recess day--a day when twenty-two youngsters with lots and lots of energy are expected to play quietly in a small room for twenty minutes. Some years, that's not a problem as students are quick to play a board game, build with legos, read books, draw, or simply converse, but other years there's lots of active students who simply want to run around outside or play active games which can be problematic in a small room.
Also, years that demand more structure can challenge a teacher when it comes to trying out new projects. For example today we embarked on one of our first open-ended, creative tasks of the year, a task that clearly was not a favorite activity for many in the class. I had an alternative plan, but that was distinguished due to an unexpected event so we were left with a choice that some did not like. That was unexpected and difficult to respond to readily given the circumstances.
I will be thinking about this challenge in the days ahead as I once again rethink the schedule, re-organize the room, and focus in on the program priorities. The good news is that I kept my composure during this day of unexpected events, got the support I needed, and saw a hole in the program that we'll try to mend in the days ahead. Onward.
The amount of structure needed changes from year to year depending on the collective ability to self regulate in the class. Some years the class almost runs by itself since it is filled with helpful, self-starters and other years the class demands much more structure because many students are just not there yet when it comes to making good choices, managing their time, choosing good work partners, and getting the job done.
This has nothing to do with academic potential as often very bright children in the early years struggle with self regulation. Sometimes I say that their heads are too big for their bodies, and similar to early walkers who often fall and wander dangerously, students who are very bright early on sometimes struggle with self regulation.
This can present itself in many ways such as blurting out the wrong words, being argumentative, difficulty transitioning from one task to another, losing items, and making bad choices. Greater structure generally helps students like this as they know what to expect and they know what to do--the classroom guidelines are clear, the routine consistent, and the support positive and encouraging.
While this is easy to describe, it is not always easy to manage. For example, today was an indoor recess day--a day when twenty-two youngsters with lots and lots of energy are expected to play quietly in a small room for twenty minutes. Some years, that's not a problem as students are quick to play a board game, build with legos, read books, draw, or simply converse, but other years there's lots of active students who simply want to run around outside or play active games which can be problematic in a small room.
Also, years that demand more structure can challenge a teacher when it comes to trying out new projects. For example today we embarked on one of our first open-ended, creative tasks of the year, a task that clearly was not a favorite activity for many in the class. I had an alternative plan, but that was distinguished due to an unexpected event so we were left with a choice that some did not like. That was unexpected and difficult to respond to readily given the circumstances.
I will be thinking about this challenge in the days ahead as I once again rethink the schedule, re-organize the room, and focus in on the program priorities. The good news is that I kept my composure during this day of unexpected events, got the support I needed, and saw a hole in the program that we'll try to mend in the days ahead. Onward.