Sometimes, I am all too apt to close my classroom door and teach. It gets noisy out there in that pod, though truthfully, I think the noise is usually coming from my exuberant, easily excitable learners. My classes easily win the prize for Loudest Class Breaks, which I realize is on me!
However, sometimes, we all shut our doors and forget there are opportunities out there beyond our four walls. I’m guilty of that for sure. I get in my own little routine and my own little head space. I forget who’s out there and what they have to offer us. It’s all too easy to close off and tune out.
Yesterday, I opened our doors and welcomed the visitors. It just kinda happened! It enhanced my classroom, and it was a heck of a fun way to end my teaching day, especially because the rest of my day was spent on the dreaded standardized SBAC testing.
My neighbor teacher, one of the funniest, big-hearted women I know (and it is not an exaggeration to say our kids ADORE her), asked if I was doing a Fishbowl discussion any time soon.She was interested in observing one and seeing different approaches to discussion. I hadn’t planned on one, but then I thought, “Sure, why not?”
My Language Arts students were reading different examples of conclusions for critical reviews and commented on their ‘noticings’ in Google Classroom. I was going to have them briefly discuss it in class anyways, so it was an opportunity to push their thinking more.
Just for the record, if you want the smiliest, most supportive, enthusiastic teacher to watch you teach, get my teacher neighbor. And follow her lead if you ever go and watch another classroom. The whole time, she grinned, leaned forward, smiled at the kids, and listened hard. She was a warm, open, curious presence. Afterwards, she made some observations, praised the kids, and asked some questions. It all took maybe twenty minutes. And she told me afterwards, “Now I get it!” She is doing all sorts of totally engaging activities with her social studies and reading kids, and I want to pop in and watch her in action, too.
It also made us both think, “Why aren’t we all observing each other all of the time?”
I have been hearing about schools who use professional development days to observe other teachers in other schools. I read about another school who has teachers visit other subject areas on a regular basis so that science teachers can see what’s happening in math, or English teachers can watch band (I can testify to its benefits, having observed our band teacher). And I also read about a ‘Pineapple’ chart. Every day in a common area, teachers can post a strategy or technique that might be beneficial to another colleague. It is optional rather than required. During prep time, teachers can drop in and watch another teacher instruct for a few minutes. Often, it’s all we need to get something great we can use with our own students.
It’s good to be reminded of how much we can learn from each other. There are hundreds of years of teaching experience in my building. Okay. THOUSANDS of years…we’re on the old side!
The next cool visit came from two delightful former eighth grade students. Often, before class begins, they joke with me about wanting to come into our Language Arts class again. Before class today, right before my neighbor teacher popped in, I half-jokingly invited them to visit towards the end of class when my students are peer-revising critical reviews.
Lo and behold, there they were! I told the girls to ask my seventh graders if they wanted a Bless, Address, or Press, which is a National Writing Project strategy for revision. Basically, the writer requests specific praise, asks for suggestions or feedback on a specific concern or problem area, or asks, “What do I still need to do to be done?”
The two girls jumped right in like professional writing coaches! They circulated around the classroom, sitting with my seventh graders, asking questions, gently pointing out areas of the writing that were unclear or could be worded more persuasively or effectively. My students were nodding, smiling, and making changes on the spot.
Afterwards, I asked the two eighth graders how it went. One girl exclaimed, “It’s so much EASIER to work with kids who aren’t my age! I look at their writing differently, and I feel like I can help them more. It’s fun!” I practically leaped for joy.
My students commented after the ‘big kids’ left, saying the older girls helped them see things in their writing that they were missing. A few mentioned that now they have a clearer direction to keep revising. This all just makes my day, those little rays of preteen sunshine.
I am curious about different grade levels mentoring each other’s writing. I am going to think more about this. I also keep thinking how much we benefit from leaving our comfort zones. As I read recently, “Leaving your comfort zone is where the magic happens.” It’s not just for my students. It’s for me. It’s for my colleagues. It’s for my former students, my current students, and my future students..
Yesterday reminded me to stay curious and flexible, to leave my comfort zone, and to keep our door open.
Teaching is so hard, and teaching is so rewarding. Class periods like this remind me why I love my job.
Here is a link to the article about teachers observing other teachers.