The familiar winds of autumn blew rapidly through the
playground. Ponytails flying, unzipped
jackets flapping, and soaring playground balls all took errant paths.
Just as fall has briskly left so has trimester one. Reports cards were sent home today and I plan
on placing the final touches to each student’s conference narrative. The practice of filling out the narrative for
my students has become one of my favorite “at home” aspects of teaching. I look forward to retreating to my little
office in the basement, surrounded by the faint noises of my family upstairs,
and writing. I seem to enter into a
world only my students and I really know; the life of Room 211 on a daily
basis.
My mind pictures each student as I am writing about
them. Their faces make an entrance into
my thoughts followed by the smile I see each day. I travel back in time to when they first
stepped foot into my classroom. I take a
“walk” through different seating arrangements recalling how they socially
interact. Their eyes, when full of
wonder at a new concept just realized, captures my attention and leads me to
think about how they learn, work, and play.
I can see their vulnerabilities and their moments of confidence. The laughter that is theirs seemingly fills
my ears as I put “pen to paper”.
I’ve long looked at test scores, writing samples, formal and
informal assessments, homework, and projects.
I have all those items documented, organized, and at my fingertips. I look for patterns, growth, and areas of
relative struggles. A picture in my mind
is painted which guides my thoughts and in turn produces the right words to
explain how they are doing in school.
The conference narrative becomes more than just a “narrative”…it becomes
a work of art.
Teaching and learning is just that…an art. We often attempt to reduce it to a science;
and while there can be a methodical, scientific approach with the realm of
education I feel it ultimately comes down to an expression of each participant’s
life. Through teaching and learning we
gain an understanding of what’s important to us, of how we can problem solve, how
we interact, and ways in which we deal with the struggles we find ourselves in
when challenges come our way. To quantify
this abstraction is pointless at best. The
“logical, scientific” aspect of teaching and learning enjoys its own definition.
Placing numerical values, grades, and objective measures on
learning serves an important purpose. It
allows teacher and student to gauge their progress, set goals, define and
redefine expectations, and weave the “art side” of the endeavor into one unified
whole. The system of checks and balances
comes to mind.
The art and science of teaching and learning keeps close
tabs on one another if properly nurtured and maintained. Each can exist among the other in a
harmonious dance that keeps time with the changing world. They allow the individual to grow, expand,
and critically think about themselves, their world, and their place in it.
Looking forward to seeing each of you (and any kids that
come along) at our conference.
Mr. Casten
Nov. 21, 2015
All written material is property of Michael C. Casten
