EXAMINE
Often in early education classrooms, group time looks like this: adding the day’s date to the calendar, discussing the weather, sometimes reading a book. In this familiar method, the teacher is the driving force behind the group lesson, discussing content that is often abstract and not necessarily meaningful to children.
Rethinking whole group time requires teachers to consider what values are underlining group lesson plans: are the children active or passive participants in the activity? What is the role of the teacher? What is the role of the children? Is this group time planned or more spontaneous in nature? When we ask ourselves these questions, we are evaluating our intentions behind a whole group activity. The ultimate question one must ask, however, is as follows: what am I hoping to accomplish by conducting this whole group lesson?
Dan Gartrell, in his Guidance Approach for the Encouraging Classroom, describes an alternative format in which children have a more active role in whole group lessons. He describes these activities as class meetings, stating “Class meetings are different from circle times. Most often circle times emphasize the routines of the early childhood classroom: opening activity, weather, calendar. Lunch count, fingerplays, songs, stories, and lead-in for the day’s academic program” (272). He differentiates his ideas about class meetings from these traditional methods by stating they “have a different focus, transcending daily routines to deal with life in the classroom. The class meeting is expressly designed for the active involvement of each child. Its purpose is to encourage reflection and sharing by children and teachers about their experiences, needs, concerns, and triumphs (Vance & Weaver, 2002). Teachers choose to hold class meetings in order to establish a sense of belonging within the group, conduct class business, and solve problems that arise. Whatever the immediate purpose, guidelines such as these apply:
Developing these guidelines, and the reasons for them, may well be the subject of one or more early class meetings” (p. 273-274).
The following video is an example of a more traditional whole group lesson, in which the teacher is demonstrating how to make a smoothie. As you watch the video, consider the following:
Rethinking whole group time requires teachers to consider what values are underlining group lesson plans: are the children active or passive participants in the activity? What is the role of the teacher? What is the role of the children? Is this group time planned or more spontaneous in nature? When we ask ourselves these questions, we are evaluating our intentions behind a whole group activity. The ultimate question one must ask, however, is as follows: what am I hoping to accomplish by conducting this whole group lesson?
Dan Gartrell, in his Guidance Approach for the Encouraging Classroom, describes an alternative format in which children have a more active role in whole group lessons. He describes these activities as class meetings, stating “Class meetings are different from circle times. Most often circle times emphasize the routines of the early childhood classroom: opening activity, weather, calendar. Lunch count, fingerplays, songs, stories, and lead-in for the day’s academic program” (272). He differentiates his ideas about class meetings from these traditional methods by stating they “have a different focus, transcending daily routines to deal with life in the classroom. The class meeting is expressly designed for the active involvement of each child. Its purpose is to encourage reflection and sharing by children and teachers about their experiences, needs, concerns, and triumphs (Vance & Weaver, 2002). Teachers choose to hold class meetings in order to establish a sense of belonging within the group, conduct class business, and solve problems that arise. Whatever the immediate purpose, guidelines such as these apply:
- Anyone can talk
- Take turns and listen carefully
- Be honest
- Be kind
Developing these guidelines, and the reasons for them, may well be the subject of one or more early class meetings” (p. 273-274).
The following video is an example of a more traditional whole group lesson, in which the teacher is demonstrating how to make a smoothie. As you watch the video, consider the following:
- What is the goal of this lesson?
- What are the positive elements of this lesson?
- What could be done to enhance this lesson?
Take a listen to the voices from the field commentary below as Amy answers the questions regarding how to build upon this lesson.
VOICES FROM THE FIELD COMMENTARY:
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