I don’t know how you start off your school year but I’m just realizing that my colleague and I manage a small miracle with our first few classes. Let me explain.
I teach in an international school where elementary students enjoy the benefit of several specialists. In our schedule Physical Education is taught opposite German language and English as an Additional Language (EAL) classes. Strings classes also enter the scheduling mix for all 2nd graders and some 3rd, 4th and 5th grade students. We see most of our students 4 days out of a six day cycle (which is to say frequently) and on some days with strings classes, my colleague and I will collapse two sections into one.
The schedule is complex and confusing, has lots of moving parts and amazingly it works pretty well for kids.
At the start of the year, as a team of specialists, the EAL and German teachers only have partial information about new students so that they need a couple of days in the first week to screen and place students into the correct levels. What this means is that in the 2-3 days of the school year, my colleague and I welcome a whole grade level (45-60+ students) into the gym for 60 minutes while our three German-speaking colleagues work with small groups in a nearby room. This is a process we adopted some years ago and it has a some real advantages.
Right now I want to focus on that miracle I mentioned: 45-60 kids in a gym with 2 teachers for 1 hour on the first and/or second day of school. We introduce ourselves as the PE teachers, clarify a few essential cues they will need to participate successfully (start, stop & ‘come in’ signals; toilet locations) and slowly we get started. We practice finding a space, checking it at different levels, moving safely without bumping. We play stop and go with the music signal and have them try different locomotor movements. We do a round of whole group stretching and then practice making groups of different sizes. In a nutshell my colleague and I run an introductory class almost as if we were on our own with a group of 12-18 students (normal ratio).
The miracle is that this is possible. Not once, not twice, but every time, with every grade level. On their first day in the gym.
It’s possible because…
- the majority of the students are returning and entirely familiar with our protocols.
- new students take their cues from veterans and see among their peers that PE is something to look forward to and celebrate.
- new students find a culture of inclusion where they find partners and groups who are welcoming and kind.
- there is consistency from teacher to teacher. Whether returning students had me or my colleague the year before, the general expectations are the same so kids can feel confident in their anticipation of how things will work.
- My colleague and I are comfortable sharing the planning, the “mic”, the follow-up work.
- My colleague and I share an appreciation for what kids need during the lesson (i.e. time to talk and have fun with their friends and make new ones; more action and less talk).
- We’ve built this program over several years and while my current colleague and I are only on our 2nd year of direct collaboration, the pattern of team teaching and shared planning has been in place for almost a decade.
- My colleague and I like our jobs, enjoy kids, understand fun and build on each others’ strengths.
The results are actually amazing and worth highlighting. They are not accidental; rather they provide clear evidence that sustained teacher collaboration and team consistency are fruitful endeavors that benefit students and teachers.
In another day we will separate big groups into class sections and assign ourselves as teachers. Students will know who their teacher is and the school year will proceed as planned (more or less). They will also be happy and able to combine into big groups again from time to time. We’ll stride ahead knowing that they and we can handle both kinds of classes.
Beginning the year with this generous show of student trust, enthusiasm and relative clarity about what we are about in PE bolsters my confidence and stokes my desire to deliver on the promise we’ve already laid out. Pay Dirt in advance – may not happen often in our teaching lives but when it does, it is glorious.
image via Pixabay CC0