13) Some novel ideas that can make a difference in your classroom

I had an incredible number of novel experiences as a student and hope I provided the same for my pupils. Perhaps that was never so well demonstrated than when our school entertained a 2/3rd day visitation of the eighth grade to the high school to give them a perspective on their next four years. It was carefully scripted by the school's admissions office in order to show off the high school and help in the transition to ninth grade.

It included several novel experiences that surely left an impression on these eighth graders and to share with their parents when they got home.  

Here is a list of what they experienced:

1. They were partnered with members of the eleventh grade because they would be their twelfth grade 'buddies' the following year. The eleventh graders oriented them to key areas around the high school.

2. They visited the first three classes of the eleventh graders.

3. There was a 15-minute recess at 9:40 am, and all the students did a bee line to the lounge area on the first floor where bagels, juice, and donuts were served.

4. My juniors in AP Chemistry brought their eighth graders into my class, a double period lab session. The admissions department asked me to entertain the group for this laboratory. I was a little reluctant because it involved mixing reagents, but the middle school had a physical science course and working with chemicals was part of their program.

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The visitation ended up being one of the most inspiring moments of my career in that the eighth graders crowded in the room next to their mentors in chairs brought in for this special class. I did a pre-lab presentation in the front of the room. In fact, those middle-schoolers would be in the same room three years later taking my course. They dutifully took notes with my students and even asked questions! All eyes were on me and seemed interested in the topic, one of the most important tenets in science: The Law of Conservation of Energy. I outlined the steps and called attention to the dangers associated with some of the reagents. We covered the theoretical aspects of this subject in the preceding days and the lab would prove to be a valuable application of the principles.

It got interesting. They went back to the lab and started the process as outlined in the lab manual – a procedure I modified from a textbook version. My students were incredibly patient as they explained how to use each apparatus, with some groups allowing the eighth grades to do most of the work. I could hear my students vocalizing instructions from the lab manual:  "add 25milliliters of the 0.1 molar hydrochloric acid into the Erlenmeyer flask. It is this tube here – just pour up to here, to the line marked 25. Then add this to the calorimeter cup. Nice job. Keep the eye goggles on…….." I could hear eighth grade chatter, too: "This is so interesting" "Could we come back next week and do a lab again with you?" Both parties were engrossed in what they were doing. It was mentoring at its best. I did not expect it to work out this well and admittedly was distraught the evening before that I let the admissions team talk me into having the eighth graders in my room for such a serious investigation. But it turned out splendidly. How could I predict that my students would be so mature when given this challenge? Of course lab experiences can be very engrossing for children of all grades.

5. Both lunch periods were made into one with an open venue using the cafeteria and adjoining foyer spaces. Students were free to roam and a blue grass band entertained us on the lawn area adjacent to the school.

6. An assembly was planned which featured renditions by various musicians from the high school and a short drama production from Shakespeare's Macbeth.   Everyone fit into the auditorium. It was a most enjoyable presentation.

One may be concerned that the high school overextended itself to impress the eighth graders. I felt it was the correct route to go, however. The day represented a microcosm of what transpired in the high school throughout the year. There was a coffee that evening, too, for the eighth grade parents and the high school administrators discussed the workings of the division and answered questions, particularly concerns about grades and homework loads – issues that come up every year. The whole day was choreographed well and the eighth grade community (students and parents) were satisfied with what awaited their children in the years to come.

Face to Face
I noticed that the day had a significant amount of face to face interaction – well above the norm for a school day. The interactions between the high school and middle school students was quite prevalent. The close order proximity between students in a laboratory situation is critical because of the need to communicate instructions. The presence of the eighth graders intensified the process for the eleventh graders. The recess interactions as well as the parent coffee gave many face to face opportunities. It was a novel day. It was clear that children in close proximity improves understanding and communication.

However, the novelty of a school year wears thin at times as the combination of the tests, quizzes, homework load, and athletic and drama commitments weigh heavily on students producing a fair amount of monotony and even stress. That brings up the question: 

Can a school sustain novelty throughout a school year?

Novelty is inherent in a school during the first two weeks in September. After the three-month vacation students like to be reacquainted with their friends. They find their new teachers and courses interesting. The freshness of the experience keeps things novel. It is usually pleasant outside and daylight is long.

What happens? The novelty wears off because the processes that were interesting at first are now routine. The brain is driven by achieving reward and pleasure and seeks interesting opportunities. Novelty does that.

A study was conducted to measure levels of happiness in children in 6^th through 12^th grade. The students wore special wristwatches that sent a signal at random times from 7:30 am to 10:30 pm for one week. It encompassed twelve communities, 33 different schools, and eight hundred participants. Upon receiving the signal the students completed a questionnaire related to happiness.

What were the results? The lowest level of happiness was when the students were in school and the highest level occurred when they were out of school conversing or playing with friends. It was highest on weekends and dipped by Sunday afternoon in anticipation of the coming school week. The authors comment: "Teenagers ascribe happiness to their moods when they are in situations of relative freedom, in the company of age-mates, able to engage in flow activities that stretch their skills and makes them feel alive and proud." [1]

Is it the responsibility of schools to keep students happy? 
Is it even fair to put pressures on teachers beyond the nurturing of content area lesson plans to help children get an emotional lift from being in the classroom? I do not believe it is the responsibility of a school to serve as adult cheerleaders. I think it important, nevertheless to acknowledge that the Csikszentmihalyi and Hunter study calls attention to factors that are pleasing to youngsters: situations of relative freedom, in the company of age-mates, able to engage in flow activities that strength their skills."

What I take from that is the realization that human interaction is a factor in personal fulfillment. We are a social species and communication between parties involves various sectors of our intelligence. Limiting that capacity by requiring students to be quiet and attentive through most of the school day minimizes thinking processes that, when engaged, can enhance content area assimilation and use of higher cognitive functions. I am amazed that students conduct themselves as well as they do through such a restricted environment that is contrary to their energy potential. They do it out of respect for their teachers and the carrot associated with getting a diploma.

Schools are often so concerned about the administrative day to day operation that they do not take the time to brain storm on novel inclusions that allow for unique student expression or "engage in flow activities" perhaps finding them too likely to fail or reduce the smooth running of the school.

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I suggest the following activities listed below with some more feasible depending on the size of the school. In addition to this list I recommend that the school administration create a slate of novel, and whenever possible, interactive activities that be included during the school day or week.

1. Have more frequent assemblies along with the regular pep rallies. There are speakers' bureaus and musical groups that will be glad to entertain students. Your student body has a fair number of musicians that should showcase their talents, too. Other presentations include drama production promos, debate team, and forensics.

2. Have an open lunch period once a month with a bluegrass band instead of the two separate lunch periods. Allow the students to eat with their friends in the cafeteria and adjoining areas.

3. Have themed dress days. Those that feature regional sports teams and jerseys work well.

4. Divide the school into four divisions of mixed grades that represent competition in community service and other contests where points are accumulated and a final contest day is held in June, with a winner picked for the school year.

5. Coordinate tutoring or games between high school and the elementary school.

6. Institute overnight or whole day retreats with an outdoor education camp in your region. There are many in the United States and the counselors are trained to provide communication and physical challenges for students.

7. Have at least one recess every day. Students perform better in classes following a recess period.

Any activity that is out of the ordinary works and is memorable. As the Csikszentmihalyi and Hunter study cites students are happier in situations of relative freedom, in the company of age-mates, able to engage in flow activities that stretch their skills and makes them feel alive and proud. [1]

References

[1] Csikszentmihalyi, M., Hunter, J., 'Happiness in Everyday Life: The Uses of Experience Sampling', Journal of Clinical Psychology, p. 185-199, 2003