The Ripples Begin
"Spit it out, it won't taste so bad." I love to say this
to my students. After a few weeks, I hear them saying it to each other. Like
the salt water that enters your nostrils and throat after a wipe out, you need
to spit out the failure quickly. Being from California, I use a lot of surfer
slang, “Totally rad or Epic dude.” It becomes a part of the classroom
vernacular. It is all about failing fast and reinventing your ideas to keep the
flow. The bedrock of our student-centered classroom is flow: if it becomes
stagnate, learning ceases. If the atmosphere is too tumultuous, it creates a
sense of discontentment and upheaval. It is important, with any 'Goldilocks'
design, for everything to be balanced, not to fast-paced, not to mundane.
The first day they enter our
classroom, we talk openly about failure and mastery. We discuss how during both
journeys, we may find ourselves struggling or excelling from day to day. Some
topics are easy while others just don't make sense at first. For all of us to
ride the small waves and surf the big ones we need to work together. Surfing is
all about skill, balance, patience and fortitude. Some waves, powerful and
dynamic knock us down into the current, while others create a tube of stability
that we can ride with ease. Either way, surfing is all about observing others
and learning from our mistakes.
The best way to make sure that students feel in charge and
connected to their learning is by unpacking the standards (TEKS) and letting
them know unequivocally, the objectives and mission for the week. I am as
specific in this regard as possible. I do not tell my students how to get
there, merely, what they need to know once they arrive. As a class, we talk
about the content related expectations. What it is exactly that they need to
master. Then students discuss the topics together, design a plan, and
throughout the week conduct activities to learn the material. I often have some
mini-lessons on complicated concepts, but most of the investigation and
discovery is in their hands.
The
Waves Form
Our classroom, 1161, like my Twitter, You Tube and Class blog
handles, is collidingwithscience. Yes, one word, like a collision. This
is the theme of our learning environment: constant bombardments between
strategy, content, conversation. A synergy of science, writing and self-expression.
Turbulence keeps momentum and an open-mind. Independence does not isolate students,
they are not out on the open ocean, but rather, they are in a cluster of
surfers and swimmers, where every member of the community has a role to play.
One week a student might grasp the topic and feel enlightened to guide others- be
a tutor of the group. They take the responsibility of helping others find their
way through the obstacles of ocean tides. The next week this same student may
struggle a little, we all have busy lives and maybe they just got lost along
the way, the next week they may need help.
If the waves aren't there, they aren't there. You are in a holding
pattern, sitting on your board, just waiting for the next one to arrive. The
cool water, circling around you. You must have the foresight to wait for the
wave to come to you, it always does. Like learning, we must stay patient, diligent
and let knowledge find us. However, we may need someone to help prepare us for
the ride, help stabilize our footing. Therefore, in our classroom, we have remediation
and enrichment circles. Every Friday for 20 minutes, students focus on their strengths
and weaknesses and search for their next wave.
Riding the Wave, Surf’s Up
Step one, students find their spot at the perspective table and the
collaboration begins.
No one knows where they fit into the fold better than students
themselves. We talk during one-minute check-ins and they ask me questions, but
come Friday they know if they need to sit at the swimmers, remediation circle, or
the surfers, enrichment circle. Generally, they choose wisely, however, I have
been known to nudge them in the right direction if they lose sight of their
mission. I make eye contact and give them an inquisitive look, this usually
does the trick. After a few sessions though this quiet urging is no longer
needed. They quickly see the impact of this model and growth becomes
exponential.
Everyone gets a chance to be
the leader of the group. At first there are only a few who are brave enough to
dive into deep waters, but over time even the quietest of students finds the
confidence to take the lead. The remediation circle generally is focused on
reviewing the vocabulary, talking through assignments and activities from the
week and helping those who may not have caught the wave yet, to at least jump
up on the board. It is awesome to hear them talk things through. They
understand what it means to be confused and ‘off your game’ so they are
well-equipped to help one another. After 15 minutes, they choose three “light-bulb”
moments to share with the class.
At the same time, there is an enrichment circle taking place, this
takes a little more preparation on the participants parts, they must come to
class with something tangible to present. Usually it is the form of a
short-video (related to the topic) or an article they found. They share their
ideas and make connections back to the weeks learning objectives. At the end of
the 15 minutes the remediation group will agree on three successes of the
circle, three things they discovered about the content they didn't know before.
This gives students a way to reconnect and find purpose for this activity. Finally,
both circles will share their discoveries with the class, helping to make
connections others may have missed. A total of 20 minutes including share time.
It may seem like a waste of time for some teachers, but I promise you it is
not. It is a necessary time for students to learn from each other, reflect and
grow as a community. To build the trust and respect needed for a
student-centered classroom to be successful.
Paddling Back Out
If students feel safe to try new things they will take-risks and
surf even the largest of waves. Having the opportunity to just talk and figure
things out makes all the difference. No judgement, just strategy and support. When
they are comfortable crashing into the current and are willing to jump back up
on the board quickly they will become novice surfers, quickly. This skill of
stealth and agility comes from collaboration and trust. Believing in yourself
and finding strength in numbers because when we solve problems as a community,
it benefits future endeavors. It solidifies the pack, the flock, the pride.
When students can see the shoreline, and recognize the importance
of trial and error and observing and modeling then these circles of trust will
only enhance their ride. These hives of hope create a reliance and camaraderie like
nothing else. Students want to catch the wave. They just want to know someone
has their back. All we should do, as teachers, is provide the board. They will
seek out the surge and watch for the ripple and vibration, if we let them take
it all in. Once they have confidence and faith in each other they will lose any
reluctance to just ‘waste it completely out there.’ Instead they will look for
opportunities to become better surfers. Let them sit for a moment on calm
waters and reflect and to enter the crest at their own pace. They will in turn,
hold their own against the swells and curls. If we point them toward the beach
they will break the waves at their own speed. It is all about timing.
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