Conducting Class.Series Introduction

In this series, I reflect on the dynamics of the learning environment's basic unit, the class.  Several years ago colleagues and I created a template for classroom observations.  The topics in this series come from that template.  I chose the series title, "Conducting Class," because it reminds me of an orchestra conductor.  I like to think of groups, like students or faculty, as playing their individual instruments in service of the whole song.  I thought of calling the series "The Learning Environment," but wanted to focus the writing more than that.  I can still refer to the general idea of a complete environment, while using the musical analogy to focus on specific dynamics of a class (lesson) and the location in which the learning takes place.

In keeping with the musical theme, the term Opus (Op.) will refer to a general category, with its own introduction.  Under that introduction, I will use the term Number (No.) for reflections on specific dynamics within that category.  For example, the initial post in this series will introduce the first general topic: "Conducting Class Op.1: Engaging Students."  That will be followed by "Conducting Class Op.1 No.1: students aware of task," "Conducting Class Op.1 No.2: students are engaged," and so on.

n.b.  As I develop a new series in this blog, I imagine a primary audience.  In this case, for example, as a more experienced (not better, juts more experienced) classroom teacher, I imagine those of you who have come to the profession more recently.  I hope that some of these posts give you fuel for developing and enjoying your work with students and colleagues.  You are the primary audience I imagine, but, at the very same time, I imagine others like myself who can use these pieces to continue reflecting on our practice.  The river can run deeper, if we allow that to happen.  When I left the school where I began full-time teaching, people asked my why I was leaving.  I said my rate of growth was slowing.  I still believe that we can keep growing in our jobs.  Not only is this growth energizing and productive, but also we have a responsibility to keep remembering what growth feels like first-hand, since we ask students to experience this, too.  It is fun and fair, therefore, for experienced teachers to regularly reach and reflect.