Invited To My Childhood

When I was a kid we played outside from the time school was over until dinner time.  We played with the neighborhood kids...of all ages and both genders.  We played games that required nothing except maybe a ball (or a can) and our unbridled energy.  While playing we rarely fought over rules or technicalities...simply because there were so few rules.  During our play we formed memories and friendships that have lasted a lifetime.  In spite of our differences we managed to have fun...pure fun.  

My students have been having a rough go of it on the playground lately.  There seemed to be a problem every single day during recess.  From afar I watched to see what I could make of the complaining that had been so prevalent.  I watched the games that were being played, the groups of kids that walked around the playground, the loners and the ones who just couldn't seem to stay in one place long enough to establish themselves.  I watched as they interacted, as they communicated with one another, as they engaged in what humans needs to engage in---social contact and play.

I watched for a week and gathered the information I felt I needed to come to a conclusion.  When the week ended I saw exactly what what causing the problem.  

The lack of simplicity.

The games they were playing were so complex; burdened with rule after rule.  I watched as games began and within less than a minute an argument over rules broke out.  I witnessed kids walking away from games in frustration and defeat.  I saw kids band themselves into groups; not allowing others "in".  I listened to endless bickering.  I felt bad for them.  All of them.  They weren't playing.  They weren't enjoying themselves.  They were struggling;  caught under the weight of too many rules.  It seemed impossible for any one child to make any move during a game that didn't result in some kind of conflict.

The loners didn't want to play because they simply didn't want to get involved in something that was so competitive and unnerving.  They chose to be by themselves than join their peers.  

The kids that went from one activity to another did so in search of a place to play; to amuse oneself; to release the energy that every child has building up inside of them while in a classroom.

I had my "data".  Real-life data from real-life experiences.  I knew exactly what to do.

I invited them to my childhood.

I took a game they were playing that I too, as a kid, played.  This game, known as Four-Square, has now evolved from a simple street-game of my youth to a complicated mess that leaves nothing to be desired...yet the kids of today keep coming back for more.  They want to play the game.  They know it can be fun and they thought they could manage the game to be fun rather than letting the game run itself.  They imposed too many rules to their game.  I reversed that.

I taught them the simple rules of Four-Square as we played it some 35+ years ago.

  

They are simple rules that anyone can follow.  Therefore, anyone can play.

They are simple rules that are few in number.  Therefore, the game moves quickly and everyone gets a chance.

They are simple rules that level the playing field.  Therefore, everyone is equal in the eyes of the game.

They are simple rules that allow for skills to develop without brawn taking over.  Therefore, increasing the pleasure as all the participants grow and flourish.

After teaching them the "new" old rules, I played with them.  We laughed and learned; we lost track of time.  From there I stepped back and called the game as they played...stopping them to show them how the game will begin to evolve as new strategies are developed within the few simple rules established.  I noticed that almost everyone in the class voluntarily joined in the play.  

I noticed there were no arguments.

I noticed there were no hurt feelings.

I noticed the feelings that I had as a child playing outside with the kids of my old neighborhood came flooding back.

I noticed that my students realized that play does not have to be lost in a sea of rules...

I noticed that they took my invitation to revisit my childhood with me and found that although we differ in age and generation; we still have the desires that all children have--to play; to be a part of it; to enjoy.

I hope that my students continue to embrace the ideas that I grew up with..less is more in so many ways.

Mr. Casten

Nov. 30, 2012

Copyrighted material of Michael C. Casten

What Might Have Been

When the school year started I was assigned 28 students.  I put together my class lists, arranged the desks and other furniture in the classroom to accommodate so many.  I made sure I had enough books, storage areas, and other daily items we would need to have a successful year.  I then took some time to prepare myself.  I knew that 28 children in a classroom would be a lot.  I knew, also, that as the teacher I cannot allow the number of students I have to determine how the year will proceed and progress.  Housing 28 kids in one classroom for 6.5 hours per day, 5 days a week would prove to be quite the experience.  I prepared myself to take on the challenge that this would naturally present.  I reached back to the days before I was a teacher, when I was a Daycare Supervisor/Program Coordinator for a before-and-after school program as well as the summer program for Hephzibah Children's Association of Oak Park, IL.  I had been in charge of more than 28 children at a time then, often times upwards of 40 or 50 (with staff help of course).  I reached back to those days and pulled from the experiences I had, coupled them with the past 11 years as a teacher, and began to develop how I was going to approach this upcoming year.  In the end (or so I thought it was the end) I felt confident that having 28 kids would be great.

Days before school was to begin the district hired a 5th teacher for our 4th grade and just like that, my 28 kids turned into 21.  I had to quickly adjust the physical space, the lists, and the mental preparations I had worked out.  The year began and all is well.

I do, however, sit in contemplation of what it would have been like to have the original 28 kids.  Many of those kids who were taken from my class and assigned to the new teacher's class come to me for Math.  I am still getting an opportunity to get to know them, to teach them, and to enjoy being around them.  Sometimes, in the morning, some of them will come to me and pretend to be on my attendance list; I play along and we have a good chuckle.  

We are a fortunate district to be able to have hired a teacher (a good teacher I might add) when we needed one.  We are a fortunate school to have the supports in place to welcome new staff and help each other when needed. I am a fortunate teacher to be surrounded by so many kids that truly like to be here.  The kids are fortunate to have family and community that stands behind them all the way. 

In the end (and now it is the end) I was graced with 21 students.  An ideal number for any teacher.  I can spend more time with each individual student.  Our space is less confining and we can actually breathe!  The resources we have are plentiful in the classroom.

I do wonder, upon spending tidbits of time with those kids who were once supposed to be my students and were moved, what might have been. 

I'm sure it would have been wonderful...

Mr. Casten

Nov. 16, 2012

Copyrighted material of Michael C. Casten

Taking It On Their Own

I have a quote that sits behind me on the wall.  It's a small piece of paper, hardly noticeable.  It reads,

"The object of teaching a child is to enable [him] to get along without [his] teacher"

---Ebert Hubbard

Those very words hold much of what I strive for as a teacher.  Providing my students with the tools necessary to be independent of me in their learning is a goal I employ every year.  The more I work on my goal, the more I help kids learn how to learn, and how to be self-sufficient.

This week I had the distinct pleasure of realizing a part of my goal.  It came in the form of three students who, without even knowing that my goal exists, demonstrated the very essence of "getting along without [their] teacher".

In one instance, a student presented me with a self-made map of England; complete with a key, a compass rose, and major cities marked and labeled.  This came from a discussion we had engaged in this week while learning about the Northeast Region.  Our discussion led to the question of how the names of NE cities/states and even the region (New England) may have come about (specifically those names with the word "New" in them).  We hypothesized that since the pilgrims came to the "New World" they may have carried the names of "Old" England with them and in time people named their "new" cities/states accordingly (New York for example).  The student provided a map showing that England indeed does have a York in it.  The map hangs on my closet door to remind me of the initiative and independence rendered by my student to take the lesson and, completely independent of me, extend the idea and produce evidence of his learning.

Another instance came forth when two students were reading a non-fiction text with one another.  They were taught the day before to look at the vocabulary for the lesson, the "Find Out" question for the lesson, and the "Lesson Outline".  As they sat at a table just a few feet from my desk, I overheard them using all three pre-reading strategies...not really knowing I was paying attention.  Although the assignment didn't ask them to expand on the "Find Out" question for the lesson, they took it upon themselves to document what they did "find out" from their reading.  

The final piece that brought me closer to realizing my goal was delivered to me by the self-reliant actions of one student.  Each week I sit with this one student and we work through an assignment together.  Each time we do so, the student seems to take on more and more responsibility for the work.  Today, when I called my student to come join me the response was, "I already did my assignment".  When I graded the work it was fantastic!  

Those three instances, all coming to me in one morning, reminds me of one of the reasons I became a teacher...

...so they "can learn to get along without me".

Mr. Casten

Nov. 9, 2012

Copyrighted material of Michael C. Casten

Humor Me

They say "Laughter is the best medicine".  The science behind this has to do with the release of endorphins while a a true laugh is being experienced.  Endorphins generally make us feel good.  Endorphins help us to feel at ease as well, a sense of safety if you will.  Endorphins are also responsible for some feelings of "closeness" to others through shared experiences.

The classroom is a curious place.  In it are many people.  Each person having their own personality.  Each having their own set of experiences.  The dynamics of a classroom can change often.  From year to year, as a teacher, I get to experience the different climates of each class as they pass through my world.

Somewhere along the line of a school year, the "honeymoon" period comes to a halt.  The true personalities of students and teacher come forth.  There are two paths that this revelation can take...one of "personality clashing" or one of "personality harmony".

This week was that time.  This week the path was chosen, unbeknownst to those involved.  This week Room 202 traveled down the path that will most likely be the path we continue on until the end of the year. 

Our path of "personality harmony" has been sealed!

It came in the form of a video submitted by one of the students for their Science Project.  The student actually had two videos...the one to be graded as the project and one that was the "outtakes" of the presentation. 

The outtakes video brought laughter in its purest form to every one who watched.  We watched it again and again, each time laughing harder than the previous viewing.  The endorphins were flowing freely in all of us and a sense of community was born.  

It's times like these that help shape and mold what the the rest of the year can potentially hold.  A sense of community, shared experience, good-feelings, and safety is the recipe for an environment conducive to learning.  We've embarked on a deeper level of ourselves as individuals and more importantly, as a group.

Thank goodness the "personality harmony" met us before any "personality clashing" could rear its ugly head.

Looking forward to an incredible year with these kids...

Mr. Casten

Nov. 2, 2012

Copyrighted material of Michael C. Casten