Our current schedule is a 7 period day. We have been working hard to transition to a modified block. Our leadership team has been involved in a great deal of planning and communication to make sure that this transition is seamless to our organization and that our teachers are supported and prepared for change. I’ve been writing about this through a series on my blog.
Recently, I was performing my instructional rounds and visited our 8th Algebra class. As usual, it was a great lesson designed by a great teacher – rigorous problems, kids working together, and a silly theme [kids wearing boas is always good]. Lots of laughter, group work and smiles in the room. As I was circulating, I noticed a student slow to get started. I know this student so I asked him what was up, was he ok? To paraphrase, he was just feeling the day. Algebra is offered 4th period, exactly in the middle of our day and that day was simply a rough one for him. I could only imagine what his night was like and, I could only hope, that his morning was filled with mentally exhausting and mind blowing instructional activities. I left his group with an image of the four students around the table – 4 capable students, one needing a mental break to help him better prepare for a rigorous class.
We are a small middle school, our numbers fluctuate around 500. As such, we have one 8th grade Algebra class [though my goal is to do a better job identifying our more of our students who are capable of handling rigorous, well-planned and well delivered classwork]. The confines of a schedule dictate when classes are offered, sticking kids in a narrow box. More class offerings gives the school more options but it doesn’t equate to being responsive to a student’s needs. I think of the student from earlier – it would have made a significant difference if he could have been able to regroup and participate in his group work and assignments when he was ready and better prepared to give his quality work.
If you’ve read Clayton Christensen’s ‘Disrupting Class’, you can understand what I’m referring to when I say flexibility and options. The student in Algebra would benefit from a disruptive change. None of us would object to laying out multiple assignments for the day and serving as facilitators, not sage on stages, to ensure the work is getting done.
This is a timely topic with us being in the middle of developing next year’s schedule. We have a great staff at Spring Lake Middle but we haven’t had any discussions about this type of shift so this topic isn’t on the table – yet. I think its our responsibility as planners and developers to at least have a talk about this and what it could mean for kids. I think the potential outcomes would far outweigh the shift in comfort and familiarity we adults have.
‘Don’t limit a child to your own learning, for he was born in another time.’ Rabindranath Tagore
Even though my visit to the Algebra class is what started this thought experiment, the potential benefits apply to all students at every level. A shift like this is a matter of training and holding high expectations. I fully acknowledge that maturity levels and self discipline varies significantly in middle school students and that it would also take time to build this successful program. But student success begins with setting high expectations, monitoring and improving on the successes our schools realize. Any successful educational program that does a good job serving kids takes time and planning to build.
Shift starts with vision and is made successful with commitment. And shift has to be responsive to the needs of the kids we serve.