It’s surprising but I have more to say about my teaching this week. Well, perhaps not exactly about my teaching, rather more about my students’ doings. I guess this is likely going to be a post about what students do with the directions I give them.
Typically, in most of my physical education classes we spend a few minutes on stretching – hopefully building our flexibility and movement vocabulary as we go. At the beginning of the year my colleague and I usually introduce this routine in a traditional teacher-at-the-front, all-kids-follow-along arrangement. That’s fine for getting things started, for setting up routines and providing everyone with a basic stock of stretches they can use. But it doesn’t take long for this ritual to become boring for a number of kids.
(This is also a fine opportunity to discover who my more divergent thinkers in the group may be – they tend to resist teacher-led whole group stretching with remarkable consistency and I get it now.)
So within a couple of weeks we try to release kids to lead their own stretching in a few different ways:
- in 1st grade selecting 3 leaders who each share 3 stretches with the whole group
- in 2nd – 5th asking students to make small groups of 4-6 and be responsible for completing a total number of stretches (8 -12).
- At any grade level, partner stretching for the length of a song. (We use a lot of Kidz Bop).
The main thing is that kids learn to organize themselves. They decide who will begin, they learn to offer each other ideas, and sort out their own disagreements. It also means that I can step back and observe, give pointers and a few reminders. They are not reliant on me to deliver ideas but I’m visible enough to provide the occasional nudge.
The quality of the stretching can vary widely which it would in any case, I suppose. But I no longer get hung up on those kinds of details. I may temporarily join a group and demonstrate a more accurate version of a stretch rather than say something. More important is that students can show me that they understand what kinds of movements count as stretching, that they have their own internal repertoire of these movements to draw upon and can work with others safely and cooperatively.
My colleague have been using this method for a few years now which means that we also have an increasing number of veterans who take up a lot of the slack in helping new students figure out how it all works.
Again, stretching is just a short episode in a whole lesson – maybe 5-6 minutes tops. At the same time it’s another space for student choice and autonomy that still requires negotiating with others! Every time I watch a group of 1st or 2nd or 3rd graders accomplish this task successfully, I imagine one less soft tissue injury in the world is suffered on that day. And my teacher heart does a little victory dance to Kidz Bop tunes.