Just a Routine Variety of Options
As human beings we are often at war with ourselves. There is a need within us to live by a schedule, that seeks comfort in routines. Perhaps it is because we are organisms, and as such, will breathe, eat and sleep in cycles. Perhaps it is because, as mere mortals, we yearn to have a little control over the world around us.
Yet, at the same time, we yearn for a little excitement, spontaneity, change. The unexpected can light us right up, make us laugh, shake off our troubles.
As teachers, we wrestle with the same seemingly-polarized dichotomy. Routine makes it so much easier to plan. Routine ensures that we get attendance taken, papers corrected, grades entered. Routine gives us a comfortable feeling. We know what to expect. The students know what to expect. Routine can make for smooth transitions and a wise use of time.
Then again, routine allows us to be lulled into a false sense of security. Students can use the predictability of routine to "play the game" and convince us that they know what is going on, when they really don't. Routine can lead to what I thin of as "rout-tuning out". Routine can lead to weeks that drag on and on.
On one end of the spectrum are those who can only function with a strict, to-the-minute, scheduled lesson plan, weekly plan, unit plan. On the other end are those who refuse to be pinned down by planning or schedules, merely making it up as they go along. Most of us fall somewhere in-between. Most administrators are looking for us down at the routine end of the spectrum. I am usually swimming along closer to the "free-wheeling" end. I'm lucky enough to have enough experience under my belt to be able to "teach on my feet" and enjoy it. Truthfully, though, the closer to the middle we can be, the better.
Not because we shouldn't make waves or because we want to be politically correct. But because the balance of scheduled and surprise activities is just what the brain, body and spirit need to create a positively-charged learning environment.
When I started this post/blog, I was thinking about how we can try to meet the needs of as many of our students as we can. But my last blog/post (Make Something Happen!) kept circling around my brain. I kept thinking about how this young, "distractable" boy was completely mesmerized by a computer game. I could see how the combination of confidence, patterns and support AND elements of challenge and surprise combined to keep this child totally intrigued.
As I started to think about the combination of security and challenge, I realized that it could be a very powerful combination. Predictable and unpredictable.
How can we incorporate this into our classrooms?
Routines that create an atmosphere of trust. Activities that open up doors to the unexpected.
Something to think about....
with love,
Laurie
Yet, at the same time, we yearn for a little excitement, spontaneity, change. The unexpected can light us right up, make us laugh, shake off our troubles.
As teachers, we wrestle with the same seemingly-polarized dichotomy. Routine makes it so much easier to plan. Routine ensures that we get attendance taken, papers corrected, grades entered. Routine gives us a comfortable feeling. We know what to expect. The students know what to expect. Routine can make for smooth transitions and a wise use of time.
Then again, routine allows us to be lulled into a false sense of security. Students can use the predictability of routine to "play the game" and convince us that they know what is going on, when they really don't. Routine can lead to what I thin of as "rout-tuning out". Routine can lead to weeks that drag on and on.
On one end of the spectrum are those who can only function with a strict, to-the-minute, scheduled lesson plan, weekly plan, unit plan. On the other end are those who refuse to be pinned down by planning or schedules, merely making it up as they go along. Most of us fall somewhere in-between. Most administrators are looking for us down at the routine end of the spectrum. I am usually swimming along closer to the "free-wheeling" end. I'm lucky enough to have enough experience under my belt to be able to "teach on my feet" and enjoy it. Truthfully, though, the closer to the middle we can be, the better.
Not because we shouldn't make waves or because we want to be politically correct. But because the balance of scheduled and surprise activities is just what the brain, body and spirit need to create a positively-charged learning environment.
When I started this post/blog, I was thinking about how we can try to meet the needs of as many of our students as we can. But my last blog/post (Make Something Happen!) kept circling around my brain. I kept thinking about how this young, "distractable" boy was completely mesmerized by a computer game. I could see how the combination of confidence, patterns and support AND elements of challenge and surprise combined to keep this child totally intrigued.
As I started to think about the combination of security and challenge, I realized that it could be a very powerful combination. Predictable and unpredictable.
How can we incorporate this into our classrooms?
Routines that create an atmosphere of trust. Activities that open up doors to the unexpected.
Something to think about....
with love,
Laurie
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