Elizabeth Moore: Observations in the Classroom

Let’s face it. In the classroom, as in life, nothing goes exactly as planned. Prior planning. Improvisation. It is when combined that these create the perfect balance in teaching. Well, this is my opinion, anyway. Without the ability to improvise and run with things, not only can things become stale, they can stall completely. From what I have observed as a student, private music teacher and now as an assistant to and observer of the LCI teachings in the classroom, being prepared in both of these areas is the key to a successful teaching and learning experience. Lisa’s work in and out of the classroom these last two weeks has brought this clearly into focus like nothing else.

In between our planning session at the school and our first day of teaching, there were many drafts and various small revisions made to our lesson plans for the four days of teaching five classes of 6th, 7th and 8th graders. The object was to create lessons that were at the appropriate level for middle schoolers, would work with small to medium class sizes and that related in some way to what they have learned in school or are otherwise familiar with. We worked conscously to layer the material and to have everything connected and tied together.

Yet despite the carefully planned lessons, flexibility was, and will continue to be, a necessary element of our school visits. Although the level of complexity appropriate for a class of sixth graders and a class of eighth graders is similar, the way in which they respond to the the material is not in the slightest. The type of interactions possible in a class of 6 is not possible for a class of 25. Lisa’s ability to take these differences into account and to build off of something that helps a particular class relate to the art mid-lesson is a pleasure to observe. With our larger group of 6th graders this past week, Lisa at one point reclaimed the class’ attention after being met with blank stares at the idea that Flamenco dance and music was anything like the music and dance of their own culture. Without hesitation Lisa asked students to share a type of dance that they have come across in their personal experience. Slowly but surely students began to come forward, and the next activity was adapted to build off of dances they were already familiar with. The class was once again filled with activity. This ability to adjust is something I hope to become more comfortable with through Lisa’s example. There are many elements in this style of teaching both new and familiar that I have been taking note of throughout this process. The ability to skillfully adapt to the situation at hand is however a skill that I particularly hope to strengthen.