Thinking and Memory

In regards to thinking and memory, I've chosen to focus on the staff's interaction with the students (Another aspect of communication). I've looked at the interaction in two ways. First, I want to look at directions and routines. Second, I want to look at presentation.

Directions were usually verbal and verbal directions were rarely followed with visual cues. Students were cued (Verbally) more often than necessary. As one observer stated (To paraphrase), make any task an exercise in communication. While the students knew most of the classroom routines, this knowledge was not reinforced visually (With picture -- or written -- schedules).

A number of things within my classrooms were carried over from the previous year (Schedules, worksheets, and numerous activities). While we did add new curriculum and modified schedules as the year progressed, as a whole, student tasks tended to focus on worksheets too often. Schedules were available, but tended to be ignored ("They know their schedule."). Tasks tended to be short and repetitious. Attempts were made at various points during the year to introduce new elements into this routine, but it was easier to keep doing what they were doing.
This is not to say that everything was boring and nobody learned anything. Despite the problems present last year, ALL of my students made gains. I just think that changing some of these factors will increase those gains.

When I consider improvements for directions and routines, visual communication becomes my number one priority. My students need written schedules that they can understand. They should be directed to their schedule when a question arises rather than be verbally directed. Instead of telling JP that it's time to put on your coat because it's time to go home, she should be directed to her personal schedule. This approach fosters independence.

These direction and routine changes will dovetail into the presentation of a student's work as well. Worksheets should become the exception rather than the rule. I want to implement group activities that teach multiple lessons. One suggestion that was rarely followed last year was to use games to teach.

How many kids learn how to count playing Chutes and Ladders? What did you learn about money playing Monopoly? Patterns and numbers can be learned with Connect Four. A simple game of War (The card game) teaches a number of mathematical concepts.

Presenting concepts during gameplay should help my students pay attention. Learning one game will allow them to relate learn new games with similar rules. Games allow the teacher to tie the abstract to the concrete and it allows a student to learn new things by adding to their existing knowledge.

When it comes to thinking and learning in my classroom, communication will be the key. Visual communication (directions and routines) and fun (presentation) are my goals. Hopefully, my staff and I can become the team that these goals require.