Having a classroom built on trusting relationships that accepted that failure could be a part of learning led all of us to be more vulnerable and to take more risks. And this, in turn, led me to feel more comfortable letting go of more control to add more joy into the classroom.
It turns out, perhaps the most compelling data to support spacing and interleaving is not quantitative at all. Instead, it is the qualitative feedback from students and teachers.
All students, even high achieving, highly motivated ones, forget huge swathes of what they learned. How can we improve this?
The Responsive Classroom approach reaches far beyond the old perception of social and emotional curriculums producing “nice” kids in a warm and fuzzy environment. It allows us to build intelligent guidelines for school and to develop classroom practices that are informed by current neuroscience and are relevant to the children of the 21st Century.
Changing a schedule is a large scale effort. What was I doing on a smaller scale in my physics class to combine rigor and well-being, strategies that could be done by any teacher without asking permission?
There are two integral questions that teachers often overlook but need to ask themselves as they head into the school year: how do I want my classroom to feel and what steps can I take to create this feeling in my learning space?