Responsive Classroom - Interactive Modeling

This week I'm taking a Responsive Classroom Workshop.  I love their whole approach to classroom management.  Through Engaging Academics, Positive Community, Effective Management, and Developmental awareness, their four key domains, teachers learn to create a supportive learning environment for their students.

Today we spent a lot of time on the concept of Interactive Modeling.  So often teachers tell students to do something and then get frustrated with the child doesn't do it "the right way."  Something as simple as turning in homework can be done differently in each classroom and children need to know what "turn in your homework" looks like in your particular classroom.  To do this you need to use Interactive Modeling.

Interactive Modeling looks like...

1. Say what you are going to model and why.  Make sure you are clear, concise, and connect it to one of your classroom rules.  "We agreed that we take care of our materials in this classroom.  To do that I want to make sure you know how to put the glue away when you're finished with it."
2. Model the behavior.  Don't narrate, just silently model.  The children can't pay close attention to your actions if they are also trying to listen to your words.
3. Ask the students what they noticed. "What did you notice me doing?" If necessary you can use prompts to make sure all of the steps have been verbalized.  "Yes, I did put the bottle into the box.  What color was the box? Yes, that's correct, the green box is for glue."
4. Invite one or more students to model, just as you did.  
5. Again, as the students what they noticed.  This should largely be a repetition of step three, and the responses should be similar. 
6. Have all students practice.  Depending on what you are modeling you can have all students model immediately, or have them take turns through out the day or week.  If they aren't modeling immediately, be sure to tell them that they will get a chance soon.  "You will each get a chance to paint this week and when it is your turn I'll watch to make sure you remember the steps to clean the paint brushes."  In my glue example you can have them all practice right away if there are enough glue bottles. 
7. Provide feedback.  Reinforce successes.  "I notice that you closed the top of the glue bottle before putting it in the box.  You are helping to take care of our materials in this classroom."

Interactive Modeling can be used to teach routines (like how to respond to an attention signal), social and emotional skills (such has how to decide who goes first), and academic skills (such as how to create a graphic organizer).  

Remember that although you modeled the expected behavior and had the children practice, there is always the chance that they will "forget" or just get a little lax about following the process.  You may likely have to remodel and have them repractice throughout the year, depending on the class and complexity of the task.  

Interactive Modeling allows you to teach children how processes and routines work in your classroom so everyone knows what is expected, providing the structure and organization needed for a calm learning environment.

For more information about Interactive Modeling you can check out the Responsive Classroom website.

Last day of school

Today was the last day of school for the children at my Montessori School. It was a day of cleaning up and graduation ceremonies, culminating with a family picnic in the classroom because of the stormy weather outside.

Although I am leaving on my own accord, a choice in which I am confident about, it was still a sad day of goodbyes and farewells. I will miss the families and children at the Montessori School. One thing I really like about working with younger kids is the involvement of the families. In the older grades children take the bus and from school and you can go all year only meeting the parents once or twice. With young kids you see parents (or caregivers) daily. In the Montessori program children stay in the same classroom for three years so you truly form deep bonds with them. Families are also very committed to the program and generally send all of their kids through. As I leave this year I said goodbye to the children in my classroom, the parents, and also the younger siblings that I see each day and who will be attending the school next year. One graduating boy was very sad that I was leaving because he had told his incoming sister all about me and she was excited to have me as her teacher.

I know I will find something even better for next year, but I will miss the connections I have made. I promised everyone that I would be “out and about” this summer, hitting up all the playgrounds with my kids, so maybe we’ll see each other again. It is a small community we all live in.

(I still have a few in-service days of cleaning and preparing for next year, so I’m not entirely done, but it was the final day for the children.)

Chocolate carrots?

"You smell like chocolate carrots!" said a girl to her classmate.

Those are my favorite kind!

Independence

"Never do for a Child, what a Child can do for himself." - Rudolf Dreikurs

One thing I really like about the Montessori philosophy is the emphasis on independence.  Children are encouraged, from the very first day, to be independent.  As much as possible we take the time to teach them how to do things instead of just doing for them.  Children are taught self care skills like blowing their noses and fixing their hair.  I'm in 3-6yr old classroom where children are still learning these skills.  I see these children as very competent little beings and it often takes my by surprise.  I think back, not that long ago, to when my own children were this age and I don't remember them being nearly so capable.  I'm sure that has more to do with my parenting than their abilities.  It's interesting now to watch parents engage with their children before and after school.  Parents do so much for their children and I see the child quickly fall back into a passive role when their parents are around.  A child who can dress themselves fully for the outdoors will suddenly become helpless when Mom is right there, and Mom will jump right in and dress the child.  When parents come into the classroom to observe they are often surprised with how independent their child and the other children are  I've heard many parents say, "I wish my child would do this at home as well."  It has been interesting to observe this at the Montessori school and has encouraged me to raise my expectations for my own children at home.  So far they are living up to them!   I also think a lot about how I could encourage independence in children outside of the Montessori environment, and what independence would look like in a slightly older classroom, like my daughter's second grade.  I think at all ages children could stand a little more independence in school and at home.

Shots

"I got my flea shot, Miss Tessa.  Did you get your flea shot?"

Flu shot, my dear boy, I think you mean flu shot.  :)

Fidgeting

I reread a great article today about why kids fidget in school.  Fidget, move, bounce, pace, fall out of their chairs, flick things, and do all the other little things that make a teacher say (with more or less patience depending on the time of day) "Please just SIT STILL!" 

According to Angela Hanscom, a pediatric occupational therapist, in her article "Why so many kids can't sit still in school today," published in The Washington Post on July 8th of 2014, the up-tick in ADHD diagnosis can be attributed to the decrease in free play time children have these days.  She says that children today, compared with children from the 1980s, have decreased core strength, decreased balance, and underdeveloped vestibular (balance) systems - all due to the restricted movement children face these days.  She writes:

"The problem: children are constantly in an upright position these days. It is rare to find children rolling down hills, climbing trees, and spinning in circles just for fun. Merry-go-rounds and teeter-totters are a thing of the past. Recess times have shortened due to increasing educational demands, and children rarely play outdoors due to parental fears, liability issues, and the hectic schedules of modern-day society."

This makes sense to me and I see it daily in my family and my classroom.  My own children are constantly flipping over, hanging upside down in their chairs, bouncing around, moving in odd fidgety ways, and just moving their bodies significantly more than adults do.   Sometimes it drives me crazy, but I try to be patient and remind myself that they NEED that movement.  They need to develop their balance and core strength.  Probably the adults could benefit from more of that as well!

In the classroom the kids often fall out of their chairs, run, skip, hop, and move in ways traditionally considered not appropriate in school.  At the Montessori school the children have extended recess time and go out in most any weather.  They are allowed to roll, climb (on the play structure), and run.  In the classroom we do expect them to move quietly and in control of their bodies, which some children can do and others definitely struggle with, but the Montessori philosophy incorporates movement naturally into many of the materials and children are rarely asked to sit for extended periods of time without movement. 

In a follow-up article published in The Washington Post on October 7th, 2014, Hanscom touches on the many ways teachers are trying to incorporate movement into the classroom, including yoga balls and movement breaks.  She says that while these small steps don't hurt, they really don't address the ultimate problem either.  Children need extended periods of time to move freely, as their minds and bodies dictate. 

The solution she seems to be getting at is more and longer recess time.  Many schools struggle with this solution because while it seems obvious, it is difficult to fit extended recess AND extended academic and test preparation into the same day.  There are only so many hours.  It can be argued that children can have higher quality learning in a shorter period of time (quality of quantity) if allowed more time for movement.  I haven't seen published data supporting that, but it's probably out there.


If you take a look at the map in her article you'll see there are significant differences in the rates of ADHD between states.  I wonder if schools that do have more recess time have lower rates of ADHD diagnosis.  I wonder if communities that promote healthier living (safe, quality playgrounds, bike baths, "walk to school" programs, etc.) have lower rates of ADHD diagnosis.  I wonder if communities could make the case for increased recess time, but also I wonder if more parents made free play a priority if we could together reduce the rates of ADHD diagnosis.  Instead of driving kids from one organized activity to another, instead of giving them iPads in the car and game systems in the house, instead of worrying about all the dangers of the world... if we just sent them out to play.  Or at least organized extended playground time with friends.   (All of my questions could probably be solved with some quality time on Google, but I don't have that time right now so for tonight they will remain questions.)

In the meantime, I think we can incorporate more movement and more understanding in the classroom.  Perhaps the kids can stretch our their legs or lay down during circle time.  Perhaps more walking around the room, or somersaulting, or skipping could be allowed.  I know it depends on the child, the teacher, the class, the room, and the school, but I also know that we can make steps in the right direction if we try.

I think we as parents, teachers, and caring community members need to work together to support our children's biological need to move, to develop their own bodies, to grow, and to thrive.

Ideas for Any Classroom

I've been in the Montessori classroom for over four months now and there are many aspects I really like. There are also many elements of the Montessori philosophy that can be applied in a general classroom, elements that I think would help a classroom run more smoothly and promote community and kindness in the classroom.

For example, in the Montessori classroom the teacher is quiet and should not be "the main event" or the central figure. In our classroom we speak in hushed voices and encourage the children to do so as well by teaching them about volume control and practicing silence.  When the teacher requires full group attention she will ring a small bell and, if appropriate, sing a short song, such as "It's time to put your work away and come to the rug."  When I first started here I was amazed at how quickly the quiet bell drew the children's attention.  The older children know to listen for it and the younger ones quickly learn. 

This could be implemented in other classrooms by using quiet voices, teachers and students, which requires people to move their bodies instead of just using their voices. Instead of a call across the classroom to a student, the teacher walks over and talks quietly to the child. Children are encouraged to do the same with their classmates and teachers.  A friend of mine, who teaches in a public school, recently said, "I wave my arms, dance around, raise my voice... what more can I do to get their attention?!"  I thought, hmm... maybe there is a better way.

The Montessori classroom is about building independence and self reliance in children.  Materials are placed at child-accessible heights, sinks and toilets are small, and children are encouraged to be as independent as possible.  This could be replicated in a public school setting by thinking through each request a student makes and deciding if that could be done more independently.  Do the students really need to ask to use the bathroom, get a tissue, or get a drink?  Do students know where to put their papers or find materials without assistance?  Of course it depends on the school and the children's age.  I think it is worthwhile to make the classroom as accessible as possible to promote confidence and independence in the students.

In the Montessori classroom the students have a lot of responsibility for themselves and others.  Each child has a job that they are responsible for completing each day.  We rotate the jobs every few weeks so the students get the opportunity to learn all of them.  Students also have more independence in group settings, such as show-and-tell where they chose who goes next, and lining up where one child may be asked to line the others up when they are ready.  The students offer their assistance to one another in the coat room when they are zipping coats and tying shoes.  These behaviors are encouraged and may could be replicated in any classroom setting, building both the child's independence and the overall sense of community.

Students in a Montessori classroom do much of their work on mats on the floor. This works well as they are each working on individual tasks.  The mats also help the children contain their work and define their work space.  Children are taught to keep their work on the mat and to be respectful of other people's mats.  In a public school classroom the children generally work at desks or tables, but perhaps in some situations working on mats would be helpful.  During free play time, keeping work (or toys) on the mats can help the child stay focused, and during work time some students may benefit from working on the floor instead of at a table or desk.  Having the mats available and the procedures defined promotes flexibility and independence.

At the core of the Montessori philosophy is that young children are rooted in the real, the "here and now" and learn best by doing practice, real-life activities.  Magic and fairies and stories are all fine for the older children, but for the young ones they need to be grounded in the real world.  Much of the materials or "work" in the Montessori classroom is focused on developing those real world skills.  Classrooms often have material focused on individual skills, such as buttoning, zipping, tying, snapping, polishing, folding, and washing.  These materials, while teaching individual skills, also build eye-hand coordination, encourage wrist and hand movements, and set the stage for successful writing movements later on.

While a public school classroom may not have the budget for all of the fine Montessori materials, much could be done with specific, targeted materials to help children develop the skills they need to be independent and confident, thereby setting them up for continued success in school.