Teaching with Urgency Part One

When I suggest that we need to “ teach with a sense of urgency” I’m not talking about teaching prompted by anxiety but rather about making every moment in the classroom count, about ensuring that our instruction engages students and moves them ahead…”(Routman, 2003, p. 41).

PART ONE

This quote makes me look back on my preliminary observations during the September experience this past fall. What Routman is shedding light on is the importance of making every minute of every school day matter. Routman talks of the idea that the stressed and tense teacher will produce students who are also stressed and tense. If this is the case, fluidly transitioning from lesson to lesson becomes a challenge. This reflects in her own teaching style, “ I am relaxed and happy when I am working with my students.”

The connections I am making between my own student-teacher observations and reading Routman are those of the urgency we must have in teaching is imperative, and that urgency is not the same as rushed or stressed. Sometimes I observe teachers feeling the pressure to complete a lesson to start another lesson on time. Sometimes it seems difficult to use the available time given per lesson , more specifically reading, and making that optimal learning time.

When this happens, I think, some teachers have a tendency to fill the time lost or try to make that up by adding a filler activity to the lesson. The outcome being a lesson that could have been an engaging, and achieve optimal student learning, turns into a haphazard cloud of what could have been.

I have been lucky enough to observe in my cooperating teacher is the way she uses every minute of the school day. When a lesson cuts into another lesson time she makes the best of it. By that I mean, she is quick to incorporate reading or writing into the two lessons. By integrating the reading and writing component it enriches student learning. It also models to students that we use reading and writing skills in all aspects of school. From science to time with an art docent, the students will find engaging reading and writing components in the lesson.

This seems like the most effective way to get the most out of the whole school day, by integrating subjects and being urgent with the teaching. As a future educator I foresee myself not waiting till I need to think on my feet to test our integrating subjects but rather utilize every minute of the school day by planning on integrations. This, paired with teaching with a sense of urgency will lead to optimal learning for myself and students.
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One thought on “Teaching with Urgency Part One

  1. I like your focus on transition time – this strange urgency to finish a lesson and begin another when the clock strikes a certain hour. I’m curious how your CT incorporates the reading and writing. Is she using these components to fill extra time or has she planned them into her lesson to deepen thinking? Do you feel that it is purposeful? Your post has also got me thinking about the urgency of structure. Do students learn best when their entire day is so structured? Is there a way, when extra time becomes available, for students to choose what subjects they want to pursue deeper? Can the extra time be used for play for the younger grades? I’m wondering how imagination is being integrated into these days.

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