Page 12 - Norwood Spring 2019 Magazine

At the center of teaching is fostering a great community that

everyone feels a part of and wants to come back to every day.”
- Terri Woodard, Third Grade Teacher

Having a “Question of the Day” during lunchtime or free time a child is called on to answer a question, I immediately survey
is an eective way for students to contribute to a discussion the room to find out how many agree, disagree, or have an
and connect with one another. In Terri Woodard’s class, the alternate idea,” Maria explains.
students come up with the questions and lead the discussion.
“I’m acting as a guide, facilitating discussions and modeling
kind, respectful responses,” she says, “but the conversation is Establishing
theirs.” Terri sits with a dierent group of students each day Balance
to make sure all children have the chance to contribute and THE IMPORTANCE OF FREE TIME
all voices are heard. Terri’s work to connect with each student Establishing balance in classroom activities is an important
doesn’t go unnoticed. In fact, one of her students attributes contributor to creating a strong community. Terri Woodard
the strong sense of community in their classroom to “Mrs. works hard to balance high academic expectations with free
Woodard’s bonding with the students.” time and fun. She also gives students choices for how they
want to spend their free time. “They voted to call our free time
Small groupings are a key aspect of Norwood’s child-centered ‘Florida Free Time,’” she says, “because, they decided, Florida
and dierentiated approach to teaching, but they also play an is a fun place to be, and free time is fun.” Norwood teachers
important role in creating community. Quieter children who believe that when you give children this balance and you give
aren’t comfortable speaking up in a large group feel safe and them choices, you get buy-in when you’re doing the hard work.
supported when working with a small number of their peers.
“I encourage a lot of partner ‘turn-and-talk,’ think-pair “Sometimes kids just want to talk and share something that
sharing—a strategy that involves thinking first then sharing happened,” says Aafia of her middle school students. Once a
with a partner—and small-group breakouts where a few week, she holds a “story time” where students set their work
students talk first and grow their ideas before coming to a aside and talk to each other about pretty much anything that
larger group to share,” shares Aafia. She also requires that some is on their minds. These “brain breaks” serve to energize and
assignments be completed in writing first so quieter children refocus students for the work ahead. In addition, they bond
have a chance to gather and then share their thoughts. students, building connections and trust with one another.

“I keep track of voices,” says Maria Lostoski. “I try to make In second grade, as in all lower school grades, teachers
sure that I have called on everyone at least once during a class.” balance “free choice” time in math and reading with focused
Maria also incorporates “wait time” into her classes, so that instructional time. For example, twice a week during math, after
“those who take longer to come up with an idea get a chance to a 20-minute lesson, students are able to choose between six
think and raise their hand.” Surveys, too, are useful. “As soon as dierent math activities (pre-selected by teachers) to play with

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