You plan the lesson. You have the ideas. You can see how it is going to go in your head. And then it doesn’t. Somehow the students don’t respond the way you have anticipated and you have to react, quickly. The more experienced you are, the easier this gets. You make small adjustments as you go along. You quick think of a better strategy. You have the kids get out their silent reading or do jumping jacks while you regroup. The reactive nature of teaching is part of the teaching profession.
However, there are some areas of our teaching practice which are sometimes reactive which could actually be proactive. You learned early in your career that you could react to students not having a pencil, needing to go to the washroom 6 times a class, or not having their homework done OR you could have proactive procedures and routines in place.
Small group instruction is another place where you can be proactive instead of reactive. Often during work time students require help, reassurance or feedback. Often a long line of students develops at the teacher’s desk. Kids are self-identifying that they need help and you, the teacher, are reacting to their plea. While those kids who ask for the help usually get it, this reactive process has several drawbacks:
– While students are in line, they are not working – You might not get to the end of the line – Some students who need help, do not self-identify – The student who wants to ask if he can sharpen his pencil gets in the line when it is really long.
A better, but still reactive method for helping students and providing feedback, is to invite students who are struggling to the guided learning table. As spots become available you can add more students. In this way, you are working with more students at a time, have avoided the line-up problem and can still pay attention to the rest of the class. However….
– Some students who need help, do not self-identify – The problems facing you at the guided learning table can be diverse – Students who are waiting may spend most of their time watching for a spot to open up instead of continuing to work
A proactive response to providing students with help and feedback is to actively plan for your guided instruction/feedback during the work period. Based on your observations of students the previous day or a glance at their work, you have already decided that group X needs some support on concept Y and group A needs support with concept B. Once the class is settled in, you pull your groups in anticipation of their needs. Like with any method, there are problems you will face:
1. I think I will be seeing the same groups of kids all the time and not everyone. Remember that fair is not equal and some kids don’t need your help as often. Be ok with seeing your neediest students more often.
2. What about the kids I am not working with who are having a problem? Create structures in your class so kids know what to do when they are stuck. Who are the student “experts” in your class? Do they have permission to put it aside and go onto to something else? Plus, even though you are working with the small group, your sightline will be towards the class and if someone is really struggling, you could probably deal with it quickly. If you are seeing two groups, set a few minutes in between groups to check in. Don’t start your group for the first 5 minutes of work time to make sure everyone is on track. If your group is working, get up and check in with the class and then come back to the table.
3. Won’t the kids I see a lot feel centred-out? Maybe, especially in the later years. So, mix up your groups so that they are homogeneous by skill (all need to work on punctuation) but not by ability (some need help with periods; someone else is learning the semi-colon). Or, start the work period by seeing a higher level group and then call over a group you see more frequently. It won’t be as noticeable then.
4. Even though I am working with a small group, other kids interrupt me at the guided learning table. You make the rules in your class. It is ok to say that you don’t get interrupted at that table unless it is an emergency. But, make sure that all your routines and procedures for dealing with problems are taken care of.
You won’t be able to be proactive all of the time. The nature of teaching is that it is reactive. However, do think about those places in your practice where you can be proactive. A proactive plan for conferencing, providing descriptive feedback and small group instruction will enhance your ability to close achievement gaps and reach all of your students.