Back Home
I got to be back home in a schoolhouse!
Last week I was excited to be back in a schoolhouse. It was my first chance since February, 2020 – Wow, that’s 20 months!
Sure, during that time I’ve talked with many school leaders and Inclusion Coaches with school settings visible in their backgrounds, but that’s not the same thing.
It was like coming home to be able to breathe in the energy, sounds and smells of a classroom (even if filtered through a mask). And what joy to look around at the normalcy of whiteboards and motivational posters and kids in various states of learning.
I felt a rush of gratitude to see teachers in motion – freed from their stationary position in front of a camera.
Why was I there?
I was conducting Inclusion Rounds with the Inclusion Coaches and school administrators of a nearby Joyful Inclusion School.
Nearly two years later, we were starting over – gathering baseline data of teachers’ inclusive/ collaborative practice. We decided this was a good time to institute the new version of my rubric, using UDL criteria for the student engagement indicator.
There was no point in comparison with the data we collected in October 2019 and February 2020. Too many things had changed. At least half of the teachers were working with a new partner or new paraprofessionals. Teachers had adapted their instructional approaches for online and hybrid environments and were still trying to adjust to live learning.
I noticed four remarkable things during our classroom visits:
Technology: We saw technology in every classroom. In most cases, students were working independently on a tablet. Several teachers alternated direct instruction with students applying those skills to their online work. In a few cases, students listened as teachers played a video or used a nifty engagement app to gather student responses. We didn’t see this much technology before the shut-down. Was this a benefit? Would it increase student learning?
Cooperative learning: We only saw cooperative learning in one classroom. It was as though these teachers (who used to be masters of cooperative learning) had forgotten how to have students share with a partner or work in groups. Was this the impact of remote class attendance or related to social distancing issues?
Teacher enthusiasm: I noticed a different level of teacher enthusiasm in nearly every classroom. Over the years I got to where I could sense the excitement of a new teacher long before the principal told me this was her first year. There was the youthful exuberance of a dream fulfilled that was contagious to those around her. Have you felt it? That energy was there in these teachers, unrelated to their years of experience. It was obvious that they enjoyed being back to nearly normal. How long would this enthusiasm last?
Student connection: Perhaps the most surprising realization occurred a few days afterwards. Throughout the shut-down we heard echoes of the importance of Teachers missed connecting with their students; students missed connection with their teachers and their friends; teachers missed informal encounters with other members of the faculty. Everyone craved a return to the building where they could regain a sense of belonging. Yet, as I reflect on my experience that day of walkthroughs, I can only recall a few moments that I actually witnessed any personal connection. Have we forgotten so soon??
One teacher invited classmates to build on Jason’s initial thoughts to solve a complicated problem. She used his name and acknowledged his courage in getting the discussion started.
A paraprofessional approached a student who stood to the side, rocking and stimming while his classmates gathered around a teacher demonstration. In a soothing voice, she invited him to join the class or take his seat until he felt calmer. Another student smiled his way. May we all experience that acceptance when we are upset!
One teacher stopped another in the hall to thank her for an idea that worked beautifully. How precious these moments are!
Bottom line…
We collected our baseline data. The Inclusion Coaches, Principal, and Assistant Principal now have a place to start.
They will combine these findings with their strategic PD Mapping data and the results of the Inclusive Teacher Survey they will conduct next week.
This broad view of current instructional practices will enable them to personalize their coaching for each teacher and each co-teaching team.
We’re off to a great start and I’m delighted to be back in action again contributing to Joyful Inclusion!
