“The success of this academy,” my principal said the other day “depends on what happens in room 250.”
Room 250 is the largest room in my academy, which is one of seven small learning communities within the school.
It is a very busy classroom.
It is the homeroom, math, social studies and science classroom for our very challenging 7th grade class.
This 7th grade class is even more demanding than my 8th grade social studies class that also uses the room. I’ve written about my struggles with this class a couple of times.
I also teach my 6th grade social studies class in room 250.
A teacher from outside our academy also uses the same room to teach the blended non-Regents Exam-taking 8th grade science class.
In case you haven’t been following along in your scorecard, the score is four teachers teaching three subjects to four different classes, all in the same room.
My principal was not kidding. Control room 250 and you control the academy.
Room control has been an elusive target this year. Even with more orderly classes, sharing a room four ways requires more compromises than we often feel capable of making.
One big problem has been the layout of the room.
Early in the year I was told to have assigned seating. That lasted exactly one day because the next day when we came into the room the desks were arranged completely differently.
It seemed like every time I went into the room some aspect of the layout was different.
Moving around the room was difficult because some desks always seemed to be in the way.
Using our interactive white board was frustrating because someone moving his chair a little would hit the wire along the floor connecting the projector to the computer and throw off the alignment, making the interactive part inoperable.
Even the most experienced teacher among us was ready to give up because nothing he tried helped him keep the class on task.
Our school has a contract with the Center for Social and Emotional Education to work with us on improving the school’s climate for learning.
Our consultant from CSEE met with Mrs. E, a teacher in our academy who told of our difficulties.
“You is the solution to the problem,” the consultant said.
“No, you ARE the solution, not you is,” corrected Mrs. E,
“Not you, U, as in a U-shaped arrangement of the desks.”
She then drew a picture.
Mrs. E showed the rest of us the picture later and we all agreed that U was worth trying.
That was Friday. Monday we arranged the room just as shown in the drawing.
What a difference a day makes.
In the U everyone can see everyone else.
In the U the center of the classroom is open and it’s easy to see who is working or not, easy to move from student to student.
And no one trips over the wires.
My 8th graders have been far more attentive, far more cooperative.
Has it worked for all students? No, but its shifted the climate enough that not working or misbehaving is an aberration instead of the norm.
All the other teachers are having the same experience with all the other classes.
Here’s what I’ve learned from this experience:
John Quincy Adams was right when he said, “Patience and perseverance have a magical effect before which difficulties disappear and obstacles vanish.”
When what you’ve tried isn’t working, try something else even if you’ve already tried a lot of something elses.
Having a lot of experience doesn’t mean you know all the right answers, and having the right prior knowledge is better than having the most.
Even the smartest person in the room can learn something new.
But my number one take-away from all this is that while it is great if students are attentive and engaged, it is our responsibility to create the circumstances that make their being that way easy.
Maybe U is your answer, too; maybe not.
But an answer is out there and it’s our job to find it.