Certain things about common teacher practices upset me. I hear particular statements and shake my head. Braver me should say something on the spot. That isn’t always easy. I’m not always brave. I should be because those statements don’t leave me. They stick in my head and I fret. I worry. I wonder. Couldn’t we, shouldn’t we be doing better for the students we teach?
What am I currently concerned about? Teachers talking about “assessment” and gathering “data” in the first week of school. Sometimes on the first day. Writing samples collected in quiet rooms with the timer on. Spelling tests. Pages of math “testing” to see what students know or remember. Again, administered quietly. No talking. Reading and answering questions to determine “a level” or placement in a group. I could begin ranting. What about building relationships and community? Is this a good use of time when students are still readjusting to “back to the classroom.” What truly useful information is gathered from these activities given at this time? What, really, is this going to help you do that will benefit students?
But ranting does not move us forward.
Instead, I would like to suggest something simple. Watching. Noticing. Interacting. Paying attention. Yes, we need information about who are students are and what they need in order to best meet their needs, but how we find that information matters.
In my primary classroom, by just observing students during five different activities, I can learn so much. In the first few weeks, I observe.
When I read aloud, I pay attention to:
- Who sits where and why?
- How much physical space and how much opportunity to move does each child need?
- Who likes the interactive read aloud experience?
- Who dislikes interruptions and needs “flow”?
- Who has listening stamina? How much?
- Who respects the listening space of others?
- Who is an active participant in discussions related to what we are reading? Who needs some encouragement? Who needs additional processing time?
- What kind of story sense does each child have?
- What kind of comprehension strategies are utilized (predicting, making connections, asking questions, inferring, etc.)
- What background knowledge on certain topics do students seem to have?
When it is independent reading time, I pay attention to:
- How much reading stamina does each child have?
- Who is a confident reader?
- Who finds reading challenging?
- Who needs a lot of support on their journey to becoming a reader?
- Who has knowledge of a variety of authors/illustrators/series?
- Do students have knowledge about different genres?
- Who has well developed personal preferences with reading material?
- Who reads widely?
- Who can self select “good fit” reading material?
- How does each child respond to recommendations?
- Who takes suggestions of what to read from peers? Who offers suggestions?
- Who is influenced by what his/her peers are reading?
- Who wanders and needs redirection?
- Who can read quietly? Who mumbles? Who needs to read aloud?
- Who seeks buddy reading opportunities/
- Who seeks out an adult to read to?
- How actively does each child engage in reading conversations with peers? with adults? during conferences?
When I ask students to talk with each other, I pay attention to:
- Who follows directions about “turn and talk” expectations?
- Who can talk with anyone? Who wants to talk with an adult beside them? Who only wants to talk with friends or classmates he/she knows?
- Who can listen carefully?
- Who can share easily and with confidence?
- Who can offer a different opinion/perspective?
- Who can add to what a peer has said?
- Who can ask questions of a peer? Answer questions from a peer?
- Who needs adult prompts and frequent feedback?
- Who grows when feedback is given either individually or to the group?
- Who listens when peers are sharing out to the group?
- Who can say something different or add to what a peer has said during sharing out?
- Who tends to only repeat what someone else has said?
- Who is comfortable sharing a different opinion in front of the whole group?
- Who wants to share out (is an eager participant)?
- Who will share out when called on?
- Who is reluctant to talk in front of a whole group?
When a math problem is proposed, I pay attention to:
- Who likes to work independently?
- Who prefers to work with a partner? Or a small group?
- Who is a self starter?
- Who takes risks?
- How persistent is each learner?
- Can each child refer to a class demonstration or chart for support?
- What kind of materials does a child like to use?
- Who is willing to try a variety of strategies?
- What does “frustration” look like for each child? How quickly do students get to the frustration point? What happens when they do?
- Who seeks peer feedback?
- Who can take redirection from a peer?
- Who seeks adult affirmation? feedback? support?
- Who wants to share?
- Who likes to peer teach? Who is really good at it? Who is developing skills to take a leadership role?
- What kind of number sense does each child have?
- What number concepts does a child need to have more success?
When it is free choice/play time, I pay attention to:
- Who likes to do things independently? With one other child? In a small group?
- Who is a starter? Who is a joiner?
- What kind of creative ideas emerge during play?
- How long can each child sustain attention with one activity?
- Who solves social problems independently? Who immediately seeks adult help?
- Do children tend to “tell on” or ask for help when having problems with a peer?
- Who is willing to accept criticism?
- Who is trusted to play fairly? When cheating happens in a game, what does that look like?
- Who is a floater? Who tends to stay connected to particular peers?
- When a child leaves a situation where there has been conflict, what does that look like?
- Who can problem solve in the moment? Who needs cool off time?
- How do we manage and give apologies? How do we handle forgiveness?
- What kind of safe or calm places do we need in the room to support upset?
- What kind of questions and wonders come out of play that we should pursue?
While my students have been engaging in everyday learning experiences and while they are learning and building skills, I also am learning and thinking about what’s next. I don’t need to write every single thing I see down. I don’t need something on paper as proof. I need time to watch and interact and notice. I need to trust that I know what I am looking for and that I can make decisions to best guide the learning based on what I see. This will be with individual students and whole class trends. Sometimes I am surprised. Even confused or worried. But this will lead me to more watching, to asking questions, to seeking support.
The wonderful thing about observation? I can gather information all day, every day as we continue to engage in our daily learning. The power of observation. Over time. In many different activities. With children we know and have relationships with. It gives us so much more than any paper and pencil task will ever do.
We don’t need to fill our first weeks with students with assessments. We need to let the learning begin. Everything we need to know is happening right in front of us if we just pay attention.
What do you learn when you take the time to notice?