The topic of K-12 purchased curriculum
and world-wide published books on classroom practices are always a
hot-topic in public schools. The considerations of cost, time, expert
reviews, and best practices are addressed and either grade-level or
school-wide adoption of the resources are undertaken. Sometimes, this
occurs with little evaluation; the grass is greener on the other side
concept. "I have heard people say they like this, so I am jumping in
whole-heartedly". All this means very little to me because of one,
basic fact: I know my kids, the experts do not.
First, please remember that I am not
condemning all resources made available through education companies
or experienced teachers. There is value in years of experience and
researched best practices. I use many tools that I have purchased
because of the possible value in the basic ideas. However, I remember
that these are just resources. I do not need to follow the curriculum or
latest trend just as published. I am an expert when it comes to the
needs of the children in room 113, while the writers of these tools
are not.
The publishers, writers, and educators
behind these products do not understand that one student is motivated
by the topic of farming, but has zero interest in poetry. However, if
I combine these two topics, I have a motivated student. They also do
not understand that some of my students are bored by too much
repetition. Although a schedule and routines in general are
beneficial at times, the break in these routines to explore student
interests rejuvenates the classroom.
When I ask my students at the
end of each day what they would like to do tomorrow, kids literally
jump out of their seats and share fantastic ideas. How could this
happen if I follow a scheduled curriculum? To follow a curriculum as
published will not meet the needs of all of my students as it will leave little room for student choice and ownership.
One thing I understand about my
students is they need to feel ownership in the classroom. I often
hear teachers say that they wish their students would take ownership
of their own learning. They wished students would take an interest in
their reading and math scores, work independently at home and school
to improve their scores, and communicate their day and progress with
their parents. How can we expect students to take this ownership when
the teacher takes complete ownership of the classroom schedule and
activities? If the teacher follows a curriculum or practice to the
last idea, how can students have room to take control of their
learning?
I still have a lot of room for
development of my role in the classroom. I look at myself as a guide
and resource in the classroom while my students are their most important teacher. However, I still find myself slipping into the traditional
teacher role: the center of the classroom. I look forward to more
exploration of how I can support my students. I understand that this
will include the research of best practices and curriculum. More
importantly, this growth will occur from my ability to listen to the
wants and needs of my students. Only then will I understand my
students and be able to meet their needs.
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