This is forming time in the classroom.
This is the time for the teacher to establish expectations
and a rhythm to the day, to learn the nuances of the students – when to
support, when to challenge – and to tinker with how to guide exploration and
discovery.
This is the time for students to consider, “Who am I in this
group? What do I bring to the
class? How am I part of the
whole? Do I fit in here?”
This is the time for the teacher to provide leadership and
guidance with clear boundaries, warmth, and care – providing a safe,
comfortable environment for the students so they can take the social risks
necessary for joining with others.
Vulnerability. Guidance. Authenticity. Acceptance.
Trust.
This is essential work – primary, grounding.
Until the beginning of October, I try to avoid interrupting
the flow of the classroom.
I may visit a few classes where I have deep, comfortable relationships
with students – students who may need a reassuring word, smile, or hug. But I try to leave the teacher and students
to their dance of relationship and group identity. To form as a group.
When we allow this to occur, when we allow a space
for students and teacher to join together, something magical happens. The group becomes dynamic,
flexible, and strong – able to work through conflict and strife during the
school year, capable of deep growth and progress.
The group transforms from a collection of individuals to an
entity.
The whole becomes more than the sum of its parts.
Thank you for posting this.... In the Sabot community we are used to an open access feeling.... That our teachers, children, classroom are open to our involvement and presence. This serves as a good reminder that stepping back our parental presence can allow for the magic of the group to develop without interuption..... Not to say that we don't still itch to be involved and present!
ReplyDeleteMary, I think that parent involvement and presence is essential. And as children progress through the grades, this collaboration shifts to allow the group identity to form and also to allow for some differentiation from the family (developmental shifts around 3rd grade and middle school especially). It is important to communicate with the classroom teacher to see how to be involved and present in a way that best supports your child and the class. It's tempting to stop into every class (I really have to hold myself back!) since you can just feel the buzz of energy in the air on campus!
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