Looping: The Good, The Bad, and The Ugly

There's no ugly, actually. Or bad, for that matter. Not in my experience anyway.  Looping with my first graders to second grade this year has been one of the most rewarding experiences of my career. I had the privilege of being with them as they became more independent and learned how to put themselves in the driver's seat of their own learning. You just begin to see this happen in first grade, but having this group for an additional year revealed an amazing transformation. They've matured, experienced academic success, and learned empathy. That's not to say there are no cons to this practice. There are things to consider when keeping the same students and teacher together for more than a single school year.

Looping definitely made the beginning of the school year easier. Relationships and a level of trust had already been built when we started second grade together, so we didn't need to waste time figuring each other out. They were willing to take risks, which made it easier for me as a teacher to try new ideas. We became a family who celebrated one another's strengths. Working so closely for so long, each one knew when they had to be the leader and when to follow. I also knew where my students were academically, what they needed to grow, and how to get them there. They knew my expectations and, more importantly, they knew to bring me Cokes instead of apples! With my name on it, no less.

I saw tremendous growth in each student this year. One student in particular, who hardly said a word and had little to no confidence in first grade, blossomed this year. Now she's a girl who willingly participates in class, collaborates with other students, and doesn't hesitate to try any new challenge I throw her way. Her reading level also improved greatly this year. Looping helps teachers give their struggling students the extra time they need to grow. This is definitely true for my student. I'm so proud of her! 

I understand a con of looping is that students may have a hard time adjusting to new teaching styles later on. Thankfully, we compact for Reading and Math on my grade level. By grouping our students based on their ability and achievement, many of my students were exposed to different teachers who have different styles, ideas, and strategies they use in their classrooms. I know for some it's still going to be a little difficult adjusting to a new teacher and a new learning environment. I also know that children are resilient. I'm confident they'll adapt, and they'll impress their new teachers as much as they've impressed me for the past two years. 

I'm really lucky to work in a school with not only wonderful administrators and teachers, but an exceptional student body. I've had several, very special groups of students over the years. The class I had to say goodbye to last week is extra special to me. We grew together in many ways and I'm happy to have shared this experience with them and their families. We truly became one big family, and you never forget your family. 

Hour of Code

Last week, my students participated in a global movement called the Hour of Code. Tens of millions of students from all over the world tried coding during the week of Dec. 8th-14th.  I have to admit, when I heard about the Hour of Code when it first began last year, I was both skeptical and intrigued by the idea. I knew what coding was in general terms, but I had never tried it before and I didn't know how to go about introducing it to my students.  Well, this year I decided to take a leap of faith and be a learner alongside my students. I'm so proud of my students and myself, for taking a chance and also for being the first in our school to begin coding. 

I started by following Code.org and #HourofCode on Twitter. I learned there were many web based tutorials and apps for learners of all ages and abilities. That was comforting! I signed up for the Hour of Code and checked out the tutorials. I chose the Play Lab tutorial because not only did it use block coding which is perfect for my first time coders, but I knew my class would love being able to create their own game at the end. They could also see the actual code hidden behind the blocks during each level of play.  Code.org's curriculum is mapped to the Common Core math standards, so that's a plus too!

I have honestly never seen all of my students engaged at the same time before the Hour of Code! Some chose to work by themselves and others felt more comfortable working with a partner. They were happy to help each other if someone got stuck and celebrated when they moved to each new level. When the hour was officially over, they did not want to stop coding! 

I am still running off the endorphins from the excitement over the Hour of Code. My students did an amazing job when their math and problem solving skills were really put to the test. Our first time coding was a huge success and my entire class wants to do it again soon. Of course, I'm happy to oblige! Computer Science is a foundational field for all 21st century learners and there is a strong demand for people who are trained in computer science. For me, it's all about exposing my students to new ideas. It's so much easier to do this when they're young, before stereotypes suggest it's too difficult, just for nerds, or just for boys. They're more likely to be open to taking a risk and trying something new.

Supporting Student Innovation

Ever since the big push towards STEM a few years ago, I started thinking about innovation and how I can best support my students. As I guided them through various STEM projects and programs, I began to see how innovation should look in the classroom. Research, conversations with other teachers, and taking part in a few Twitter chats also influenced my view of classroom innovation.

First and foremost, teachers must support their students. Children are naturally curious and have a ton of ideas to share. Teachers can help by supporting this curiosity through STEM and project based learning which both foster innovation. We can also support our students by connecting them with learners across the globe. With tools such as blogging and social media available, students have the opportunity to take their learning outside of the school building. They can share, and reflect on their experiences.

Innovation cannot take place without allowing time for making and tinkering. Students should have opportunities for building, inquiry, and collaboration. All of these components foster critical thinking, which I have found to be a key ingredient in classroom innovation. Failure must also be allowed. It's not about the final result, it's all about the process. I think about innovators like Albert Einstein and Walt Disney. They failed numerous times and many didn't believe in them. We must make time for students to explore, and encourage them through their failures. We might just be teaching the next Steve Jobs.

In order to make room for innovation, classroom instruction needs to maximized. One way to do this is to enforce reading and writing skills in other subject areas. Reading and writing can and should be taught across the curriculum. In addition, we can think of creative ways to incorporate project based learning in each subject area. 

When we allow time for innovation and support our students through the process, true growth occurs and a student's perseverance and resiliency can be measured. It's important to measure student growth so we can continue to support them as they engage in innovation.