Spontaneous Routine

Whether a seasoned teacher or one “fresh out of the box” the idea that establishing a routine for your students is highly valued.

Kids are spontaneous.  We can hear this in their laughter.  We can see this in their actions. We can feel this through their emotions.  Spontaneity carries with it positives and negatives; both contributing to the endeavor of an education within a school day.  It can serve to help or hinder.

Each class a teacher gets from one year to the next has its own “pulse”.  There is a level of spontaneity that must be sought in order to capitalize on it for positive outcomes.  Routines are a way of seeking that level.  Within the routine of a typical day one can gauge the level of spontaneity a class possesses.  As students intertwine within the parameters set forth from the moment they enter the school to the instant they leave for home, much is shared between student and teacher.  Roles become clearly defined and expectations are set.  Fulfillment of both ensues.

Spontaneity finds its way into those routines & expectations.  And with that entrance each participant in the classroom must figure out how to hold fast to the idea of spontaneity while still maintaining some sense of routine.  Knowing that the routine is established helps all to know that spontaneity is acceptable.  It’s the routine that allows spontaneity to flourish in a way that is beneficial. 

Often we think that routine is the path to order.  Might I suggest that spontaneity plays an equally important role?  The allowance of breaking out of a routine safely builds character, toughens the skin, and permits the exploration of just more than reading, writing and ‘rithmetic.

Learning can be messy.  Learning can be loud.  Learning can be quiet. Learning can be challenging.  And, yes…learning can be spontaneous.

Each year I look forward to the tender relationship between spontaneity and routine, balanced with each other in efforts to bring about learning…with each other and from each other.