In my first year teaching, I taught Latin to second, fourth, and sixth graders. It was a wild, hilarious, disgusting (basic hygiene…), and impactful experience for me as an educator. Word of advice: if you are not an elementary teacher by training and ever get the opportunity to observe in elementary — DO IT. These teachers are the masters of classroom management and community building. There, daily routines and student jobs were the lifeblood of the classroom. I’m sure part of it was to allow for a smooth experience, but the shining result was that it allowed for everyone to shine in their own way.
Now as a middle and high school teacher, I use many of those same routines and jobs, albeit slightly modified. Most importantly, my purpose in using these strategies has changed. Early on in my teaching, I think I was a little misguided in my use of routines. I found my “inclusive” classroom was functioning more like a mallet — hammering down any stray nails to get everyone and everything in order. I look back and cringe: who am I to be making demands without asking their input or even knowing their needs? This concern is particularly valid when considering neurodiversity in the classroom. I have found in my classes that if done with adequate time and respect, classroom routines and student jobs have positively impacted all learners, especially those who identify as neurodivergent.
Who am I to be making demands without asking their input or even knowing their needs?
If the mix of students, personalities, and their needs are different every year, how could possibly I think it is perfectly okay to demand the exact same procedures and routines from group to group? This is why I laugh and shake my head (usually to myself) when I hear a teacher saying they have “figured it out” or “dialed it in”. Hubris much? Anyway, with this in mind, I always start the year dedicating the first month of school to community building. A WHOLE MONTH sounds drastic, but I view it as a necessary investment that pays off in the long run. (This is a must when meeting a class for the first time. For students that I have had for years, I may not need this whole time, mind you.). While we get to know each other and establish trust, I can direct a lot of my focus on learners’ individual needs and required accommodations while finding ways to celebrate student strengths.
In future posts, this series will break down my plans for the first month of school, the routines I use every day, and the jobs my students created for themselves (and fight over). How do you use routines and jobs in the classroom? Please email widernetlang@gmail.com and let us know!