The 5....

Gosh, this is a toughy! I’m mostly overwhelmed because I feel like I have learned so many amazing ideas in the past two weeks, that I feel it is impossible at this very second to decide which five things might end up being most important to me in a classroom. I guess I’ll just have to pick some of the things that right now, I feel are most important, keeping in mind that it all might completely change when I actually get into the classroom…

I would have to say that the first thing that comes to mind as being vital in a classroom is respect. Aretha said it best, and I completely agree. Each person in the classroom will have a very different definition of what it is to be respectful, and what that looks like. But I think that it is a vitally important theme to have in the classroom in order for everybody, not just the “populars”, or the “commoners”, or the “privileged” or any other minority to have. Everybody in the classroom must feel safe in order to learn to their full potential. A mutual feeling of respect will probably help that. And even though they are only going to be in the third grade and one would hope that such issues would not so soon come to light, it can’t hurt to start practicing early (as long as we are in-tune with what they are capable of cognitively, and emotionally).

The next important factor should come successfully if the prior mentioned is successful: fun! This, is my opinion, is where the Dewey and the Montessori and the Vygotsky come in. All of their theories to me, spelled out F-U-N. Interacting with your peer is fun. Learning by doing is fun. Exploring whatever the heck you want because you’ve got full run of the classroom is fun. And if done correctly, they can all be learning as well. This is what I have taken away from the readings. There are so many different theories, techniques and beliefs for how to run a classroom. But what all of them have in common to me, is that I can picture myself being a kid in that class and having a ball. And let’s face it, if you are enjoying what you are doing, there’s a much better chance that not only will you internalize it, but you will want to continue to do it.

The next ingredient then, is to make learning a lifelong process. Now, I realize that this one is WAY bigger than something that merely fits within the confines of a classroom, but what I mean by this is to make the notion of curiosity and research and knowledge something that children don’t only think of as “the stuff I do in class”. Show them ways to have fun with knowledge at home! Be culturally and economically in tune with what is possible and what is reality when they go home and give them the tools to continue with their thoughts, wonders, and explorations not only in the class, but outside as well.

This leads to having a knowledge of who your students are (not just inside the classroom, but outside as well). This sort of relates to community and being culturally aware of what your student’s needs, struggles and lives are like both when they are in front of you in the classroom and when they’re gone. What is important to this student? What are their values? What is expected of them by their parents, families, communities? What are their struggles? What makes them proud? If you have a decent understanding of who each student is, then you will better be able to make all of the aforementioned classroom ingredients mesh. I am a very strong advocate for having a culturally sensitive and competent classroom (although I admit that I am still struggling with the how of doing that!). In all of the readings we have done, I keep finding one recurring theme—the more information you have about each specific student’s situation, the better equipped you will be to successfully teach them. This one will be a lot of work, but I truly feel it’s vitally important.

The final important factor in a classroom is structure. Oh gees, you say, how boring! I know that this one will be the most difficult for me, especially as a new teacher. I tend to be one of those ones who is all enthusiasm and will find a tangent to take off running with. For my students’ sake though, a little application of the brakes will be important as well. I think that it is fundamentally essential to have an agreed upon structure (and yes, some rules as well) to the classroom. Without this, all of the other wonderful ingredients will be lost in chaos. Not to mention, I will no longer be the teacher, but rather the lady with the hoarse voice. From the get go, I plan to go over and maintain a structure in the classroom that the students are familiar with. I am also totally open to letting that structure be a democratic experience (ie. No arbitrary rules, just ones that make sense and are necessary). I’m not saying the any kid will be able to change or question any rule any time, but if something is seeming like it’s just something we “do” but not something “that’s necessary”, I have no problem with getting together to discuss alternatives (keeping school standards, safety, etc. in mind, of course!).

I believe children need to feel safe and comfortable in their learning environment.

I believe teachers should create a schooling experience that is educationally enjoyable for children. They should want to come back, or at least remember “that cool project I did in the third grade that really helped me to understand _______”.

I believe schools should be in touch and a part of their community. Open communication with families, community members, teachers and other faculty. Not be a barrier, but an opportunity-maker.