I love my 6th grade team’s cohesiveness! Even before the school year began, these teachers purposefully worked together to clearly define their student expectations. They examined strengths and weaknesses from the previous year and made any needed modifications. During the first weeks of school, they clearly communicated these high expectations to their students as well as parents. Now, at each lunch and many conference periods, the 6th grade team can be seen discussing student issues that arise relating to these high expectations and they address them as soon as possible. It is a privilege to see them in action.
In 6th grade at our elementary school, each student rotates with their own schedule, not as a homeroom class, in order to prepare them for middle school. It would be so easy for these five different core subject teachers to have five separate sets of student expectations and choose to not communicate with each other, especially with the fast pace of teaching. Yet, as my 6th grade team chooses cohesiveness for their method of classroom management, their actions lead to learning benefits for all. Our students come to understand that their teachers are all communicating and working together on a daily basis for the common good. Students learn to anticipate the same ideals to be upheld in each of their classes, which offer them safe boundaries and familiarity with what’s expected, which in turn typically provides easier classroom management for the teacher. It's a win-win cycle. More time can now be spent on students’ critical learning aspects—gaining knowledge, enhancing social interaction, lesson engagement—rather than on behavioral issues.
Note to self: Wherever I end up teaching once certified, I plan to foster team cohesiveness as far as it is in my control to do so.
