Uninterrupted time in the classroom: allowing learning to happen
It happened in in my progressive primary classroom in England in the early 70s and in the following three years in an open classroom in the US with fifth and sixth graders; no class periods, no bells; only French and band electives. And in my last eight years in the 90s, I taught in a school without bells.
In my earlier years, my classroom became about students finding agency. In teaching social studies, I discovered that I wanted to hear from my students as often as I wanted them to hear from me. I became an advocate for classroom conversations, which put students and me on an equal playing field. Together we explored ideas and concepts, no one in the driver’s seat. And in my first year, I put desks in a horseshoe freeing students from seeing the backs of heads of their classmates.
My purpose in in teaching in progressive and open classrooms, I advocated in the words of David Hawkins that “fundamental aim of education is to organize schools, classrooms, and our own performance as teachers in order to help children acquire the capacity for significant choice, and that learning is really a process of choice.” I expected children to make their own decisions whether in reading, math, writing, making a linocut, molding clay, preparing a play. In the beginning, it was a challenge for most of them; they were accustomed to sitting at desks with the teacher standing up front assigning the work.
Uninterrupted time became a watchword. When a child chose to do a painting, she could do it as long as she needed. When another chose to write a story, no bell would sound and force him to put it aside. When rehearsing a play, the group would decide when to take a break. My role was to spur on when necessary, to offer ideas, to nudge budding efforts, to help solve problems, to encourage further exploration. Whatever the moment needed.
If you are expected to be in the front of the room, find ways to put aside delivering others’ expectations and offer openings for questions, comments. Offer them to make choices whenever you can. Let conversations emerge and go with them. Everyone will be the better. And what’s important, you will be a teacher. Children need adults who build relationships. The classroom is the perfect place. Seek public and parent support for your efforts.
