Thought I'd Share...

...a bit of what I am doing outside of TPJA. For those of you who don't know, not only am I a teacher, but I am also a student. I am in my last semester of grad school and I am working on my thesis. My working title is Ritual as a Means of Deeper Learning and Connection: in and out of the classroom.

I am keeping a personal blog for myself as a journal throughout the process. *(While I use real names in my blog, they won't be used in my completed thesis.) I thought I'd share with you my blog entry from yesterday. I thought it might give you some insight into what I consider an important piece of our students' development as students and as human beings, and I thought it also might offer some insight as to how your students are blossoming in Room 503.

JANUARY 13, 2010:

We often do things out of habit.

We "get into the routine of things" and become so accustomed to our routines we often do them as if we were simply programmed to do so - like a coffee maker set to begin brewing before the morning wake up alarm.

But do these habits and routines have meaning? Do they help us connect to something or someone in the world? An idea? Does my routine drive to work have a particular meaning? Do brushing my teeth and showering (unless I am mindfully doing so - which, let's face it: I am not truly that mindful every morning) connect me to my teeth? My shower? To the water I use?

If I look at these in a mandala sort of way - yes: everything I do is connected. But in a mindful way? In a way in which I am ultimately aware? In ways that bring meaning to my life?

I don't think so.

However, ritual (which can become routine), is different. "Rituals are simple. They might be words. They might be actions. They point to something meaningful and significant"(Williams, p. 122). The mainstream definition(s) offered by freedictionary.com don't really explain ritual to it's fullest...they scratch the surface, making it sound much more similar to "routine" or even "habit."

"Rituals can aid in creating a firm sense of group identity. Humans have used rituals to create social bonds and even to nourish interpersonal relationships" (AbsoluteAstronomy.com © 2009. http://www.absoluteastronomy.com/topics/Ritual).

Here's an interesting observation. Yesterday, at the end of school before bowing out, I asked my students to express one thing that they were grateful for (I do this with them once a week to once every two weeks). Five of my students said that being in our classroom with their friends was what they were grateful for.

This morning, I was 20 minutes late to class (so was my co, Meghan Stoyanoff, as we were in a meeting with our Headmaster and two parents). When I realized how late were were - five minutes into class - I was fortunate enough that when I stuck my head out of our Headmaster's office, one of my parents happened to be standing there and I asked if she could help Mrs. Stoyanoff and I by checking on our students and letting them know we'd be there as soon as possible.

When I arrived in my classroom, Mrs. Cohen was sitting up on one of the desks, two students were up in front of the room in the middle of a "Freeze" scene (an improv game - we have drama first period), and the rest of the class was actively engaged as audience members. I stood inside at the door just watching.

I let the students continue on for fifteen more minutes. First, because they were so engaged, and secondly, because I was awed by how much more skilled they have become at the game over the past few months. They were thoughtful, quick on their feet, and hilarious! When I finally did stop them, I told them how pleased I was to see them in right action and joked that they didn't even need me around at all.

They proceeded to tell me that Clare (this week's peer leader) led them in our opening bow, they'd taken attendance (which we do by me calling off the first person's name on the roll sheet, and then they call off the next and so on - so in that way, everyone is aware of who is here and who is not, and everyone is accountable for everyone else), and Clare had rung the mindfulness bell to kick off Drama. and Jamie (another student) had led physical and vocal warm-ups. Jill (the parent) just nodded and smiled at me. And then I said to my class, "You really don't need me!" And I felt quite proud and thrilled.

I emailed Mrs. Cohen this afternoon to thank her for her help. When she emailed me back she noted, "I was so impressed at how [the students] stayed on task even though you weren't there-it shows the maturity of your students" (email, 1/13/10)!

My students wanted to practice our daily rituals. Regardless if I was there or not, they have something that connects them - something that bonds them together. Our rituals have some kind of meaning for them. Even if it is just "routine" for some of them, it's what we do. It's what makes us members of Room 503. The rituals offer a sense of belonging. And so maybe there is a responsibility factor in carrying them out that goes with that.

I hope you were able to glean a bit of what I am exploring in my thesis and that this post gave you some insight into the inner-workings of our classroom.

Enjoy the three-day holiday!

Cheers,
Ms. Nicky Pitman