When I read “What do I expect from my children’s elementary school? Certainly not this“, I was immediately struck by one thing: it does not describe the school I work at. This was especially true this week, my first week back after Winter Break, when teachers seemed reenergized and eager to pull out some of their best material to share with their charges. Despite my frustrations with my school and the overarching system, this mom’s reflections helped me to identify some of the best things that my current school is doing.
For my elementary-school-aged children, I care more about whether or not they love going to school than their academic progress.I am clever enough to know that if they are enjoying themselves at school, they will learn.
I cannot more appreciate this particular sentiment. Of all the reflections from this piece, this is the one I wish my school had more of. I imagine many of my students’ parents would espouse a similar view, but when pressed (and even through their interactions with their children) most of them are highly concerned with academics. We have students who were not allowed to watch TV for months over AR points. One was threatened with Christmas being cancelled for the same reason. Multiple parents have grasped casual moments with the teacher to ask, “where does my third grader rank in this class?” Some parents do homework for their kids or apply generous pressure regarding grades. And of all the third grade classes at my school, we have the least involved parents. If more parents were talking to the school about how to make their child’s day phenomenal, I think they might be surprised by how their academic progress soared.
Just because students may have to sit in an office for eight hours a day when they are adults, doesn’t mean that they should have to start practicing it now as children. It is like saying to a 10-year-old, “One day you’re going to pay taxes, so I’m going to keep 50 percent of your birthday money from Grandma because I want you to get used to it.”
I absolutely love this analogy and my school has plusses and minuses in this department. On the downside, the elementary day is exceptionally long — two full hours longer than the public schools in town. And we expect students to spend an awful lot of time sitting in chairs, standing in line, or just generally suppressing play during that extended time. On the upside, all of our students go to PE four times a week. We have recess two, sometimes three, times a day. It is common practice to not only extend recess, but to offer additional playtime if the students need it. Our school recognizes that a good lap around the playground is more effective than a mark on a behavior chart could ever be.
Elementary school should be about exploration and exposure to vast amounts of very well-written books. Writing should be an opportunity to capture observations and imagination in a tangible form. Elementary education should include learning about history through storytelling, art and music. It should be about dancing and singing and playing while developing social skills, communication skills and interpersonal awareness…Elementary school science should be about questions and wonders, experiments and all things messy.
This week in reading class, we started Charlotte’s Web. I promptly re-read the classic and was impressed by its language, depth, and simple ability to engage. The kids love it, and all want baby pigs of their own; most importantly, it’s a stretch book for many of their skill levels and they are learning from it.
In library class, every student was given the outline of a book, spine included, and told to design a cover of a book they would write. They got to create, design, decorate, and shelve their own “stories,” empowering future authors in a half-hour.
In Spanish class, we spent half of the class watching videos and dancing to learn prepositions. Students got to walk like an Egyptian, waddle like a penguin, and swim their way through vocabulary. Before the break, the students learned about Los Tres Reyes Magos and how the holidays are celebrated in many Spanish speaking countries — in Spanish!
Our science project of the week? Dissecting owl pellets. Students spent a full hour working in small teams to discover what their owl ate and identify the tiny bones they found. A bit gross? Sure. A touch messy? Certainly. Engaging? As good as it gets. The kids were set loose with instructions and the tools they needed to learn, and they succeeded. While they were absorbed in this project, social strife between teammates dissolved instantly, students built structures to make sure everyone would have equal opportunity with the tools, teams worked together to not only find the bones, but to identify them and share their discoveries. They even forgot it was lunch time!
Music class kicked off our drama unit. What will they do? But of course, Pirates! The Musical! The entire third grade spent three hours of their week singing, dancing, and auditioning for a production that they will put on in March. Every grade does this, committing hours upon hours for two-plus months so that the kiddos can perform. And after seeing them engage with it this week, I could not be more inspired by the power of the arts to teach and engage.
Perhaps our success is proven by the fact that most of our students would say, “I had a good day” when they leave. Despite day-to-day frustrations and imperfect lessons, our students are happy overall and enjoying school.