On Uniqueness and Freedom!

Much has been said for years and years about the uniqueness of the individual...but what about the uniqueness of a group of children who are a class? I was once the 'Oral English Teacher' in 1st, 2nd and 3rd grade at a large private school in Asia. Many experiences there are engraved in my memory, but one that I remember frequently is discovering that each class has a personality. It's not that they are just all first graders...I had 4 first grade classes. At the beginning, I used to plan one lesson out for first grade, and then go out and "follow it" with each of the four classes. It seemed to only ever work beautifully with one of them...with the other three it was uncomfortable. Like wearing your older or younger sister's clothes. Never exactly right, although not blatantly wrong.

In a constant cycle of action and reflexion I discovered that each class is totally unique. What I did need to have was a common set of objectives for each grade, following a scope and sequence. But, the way I organized this for each class had to be different, with that group of little people at heart when I thought out the activities we would do and how we would practice what we had learned. If I had another group of little people in my mind and heart when planning...the result was never satisfactory.

Thank God the awareness of this has really stayed with me, as I realized gladly today. I was a little unsure of what the best next step would be with one of my classes. I have a very clear idea of the big picture, but try to adapt the little steps as much as possible to what I perceive from them. In this way the topics and the activities we do remain fresh and meaningful.

But, as I was uncertain of what to do I started to 'recycle' ideas... Hmmm, maybe I could do ..., that worked out so well with the other class. Or I could do .... (brilliant idea I had thought out for the other class.

Fortunately I didn't! I went ahead with the idea that I had uniquely thought out for them:

1. I asked the kids to organize themselves into four groups.

2. I gave each group a set of flashcards, each of which had a word on it.

3. I told the kids that this was a quote, and that I had not capitalized any word or written any final punctuation.

4. Instruction: Figure out the quote!

5. Then: Interpret. What does it mean?

6. How does this apply to "The Lost Symbol"?

Well, to answer this last question: A week and a half ago I gave the students the link to "The Lost Symbol" e-book version. They downloaded it and then made their own planes for how to accomplish reading the whole book in 5 weeks.

So..."fly your plan"... Are you flying your plan?

Beautifully effective way to have kids see where they stand with their own plans. No finger-pointing. No pressure.

Fostering of awareness.