Classroom Setup 2017-18

Merriam-Webster’s sixth definition of setup is “the manner in which the elements or components of a machine, apparatus, or system are arranged, designed, or assembled.”

I love to remind myself of this definition while I’m going about my classroom setup. I am designing a system in which I, and my students, colleagues, and parents, will work, create, play, and learn. If I’m any example, creating a classroom system requires a lot of thought, reflection, iteration, sweat, and muscle!

As I worked, thought, and sweated, I reminded myself of the truth about myself and my students. We are “rich in potential, strong, powerful, competent(Loris Malaguzzi quoted in The Hundred Languages of Children, 2nd addition, p. 275). I also thought back to my MA research where I considered the environment that might best support creativity and academic excellence.

I read so many thought provoking things as I researched for my MA. I synthesized them in an article in Creative Education.  If I were writing my dissertation, or the article now, I think I might title it Managing the Classroom for Creative and Cognitive Excellence. I want my classroom setup to support creative excellence, and cognitive excellence. To do that, it has to include and support the 6 elements of Teresa Amabile’s KEYS I adapted for classroom management in Managing the Classroom for Creativity:

  • Freedom which enables and and encourages ownership, motivation, and engagement of all the learners.
  • Positive challenge which helps everyone know the tasks/skills they engage in are important and valuable.
  • Supervisory Encouragement which values work and thought, and encourages inquiry and exploration.
  • Work group support which encourages the generation and exchange of new ideas.
  • Easy access to sufficient resources.
  • Organizational Support of our shared vision and an infrastructure that enables and empowers everyone in my learning space.

I’ve finished my initial classroom set up, and am super happy with the result. There is more work to be done, but I’m ready for my learners to join me in the space.

In addition to including the 6 elements listed above, I worked on including more visibility this year. I was mindful of balancing beauty and utility. I wanted our work, vision, thought, prototypes, iterations and our creative and cognitive “mess” to be visible. It adds a richness to the space — telling our story while increasing curiosity, inquiry, wonder, learning, understanding, creativity and excellence!

 

Here are a few photos with my reflections.

Last year our maker projects where stored in a classroom cabinet. This year, some awesome maintenance people ripped out the cabinet, and I replaced it with this open shelving unit. The wall behind and beside it is covered with a large art piece my students made last year. (How awesome is that?!!!) The use of that artwork, the trays for student work, and the words on the front of the shelving unit let everyone know these things are valued and supported.

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A second smaller shelving unit — on the coolest, gigantic wheels — keeps our tools neat and easily accessible. There’s opportunity for remarkable exploration and learning through the use of these tools.

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The maker trolley has always been a part of the makerspace, but this year I am repurposing the back to hold more materials, and storing our large item bins in the open. I am hopeful this will increase use and understanding.

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The two classroom easels provide opportunities for creative art experiences outside the regular art curriculum. The second is actually a double easel – fabulous for conversation and inspiration! I love leaving the dried paint on the easels. It adds an element of beauty and history to the space, and allows for freedom as one paints.

I’m thinking about the resources I have that might enable me to store paper beneath the easels — enabling the artists to be autonomous in their work. I have some ideas I’m going to try this week.

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I love the connection between my learners’ art experience and mine (the watercolors are my work). I also like the suggestion of a connection between painting, shapes, blocks and building.

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Print is plentiful and purposeful in my learning space. I want my students to read the room and learn. I want them to become more skilled at letter recognition and use, and to be inspired — to see, read, absorb, and live, what is important.

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I love all the little print treasures in my space, so it’s nearly impossible to choose a favorite. However, I am enjoying this one quite a bit!  I wonder what it will evoke or awaken in those who see it. For me it stirs up joy, possibility, positivity, and continuing even when obstacles arise.

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And this, partially hidden gem, out of the way of traffic, is a message from me, to me. “Be a superhero every day. The kids and the world deserve it!”

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All the best to all my fellow educators. Arm yourself with another Malaguzzi truth “Nothing without joy!” and have a fantabulous year!

 

NOTE:

Whenever I write, I think of all the remarkable people I’ve read, talked with, and researched . I think about adding tons of links to each post. Instead, I offer my deep gratitude to all those who informed my research and learning,  and remind my readers there is a great bibliography at the end of my Creative Education article.

 

 

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Are You a Possibilitarian?

 

My friend Jojo gifted me with, among other things, a lovely pair of socks. The artist, Kelly Rae Roberts, whose work is on the socks has a tag line that reads artist – author – possibilitarian.

When I read that, I thought, “POSSIBILITARIAN?!?!?! Is there actually a word — possibilitarian — and I don’t know about it?!?! Oh my gosh!”

I laughed out loud, and grabbed my laptop to do a bit of searching.

Yup, possibilitarian is a word. It hasn’t yet made it to dictionary.com, but it can be found on UrbanDictionary.com, and google returned about 77,400 results to my search.

As far as I can tell, the word originated with Norman Vincent Peale.

“Become a possibilitarian. No matter how dark things seem to be or actually are, raise your sights and see possibilities – always see them, for they’re always there.” 

Raising our sights, seeing possibility — being a possibilitarian — has the potential to increase our ideas, exploration, discoveries, inventions, innovation, collaboration, creativity, life, and joy.

Really, how fantabulous is that? Super duper wicked amazing fantabulous?  Yes, I think so, too.

Now, how super duper wicked amazing fantabulous would it be to help our students become possibilitarians?! Even better, right?! Right!

Let’s get on it!

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As an added note: I wanted a photo to add to the post. I remembered this cool little piece of art my mom bought me for my classroom. PERFECT! After I took the photo I turned it over and guess what I saw. The artist is Kelly Rae Roberts. Rock on with your possibility loving self, Kelly! 

The Blank Page Revisited

I’ve written several times about the blank page – once about my own experience and then another time about my Kindergartners working to overcome the blank page.

Even so, I still struggle with the blank page. It fascinates and attracts me – enticing me with its beauty and possibility — while simultaneously intimidating and mocking me!

I love making art – letting other’s art inspire me, exploring new mediums, or creating beautiful things for myself and others. I’m pretty talented. But again, wow, sometimes I’m stymied by the blank page. It pokes at me — like a sneaky bully — with angst and doubt, and keeps me from doing what I might.

My mind is always searching for connections between seemingly unconnected things, and the other day that trait helped me have an epiphany that helps me overcome my own blank pages.

The first part of the connection is a note and bracelet gifted me by one of my K students:

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I love that note and bracelet. I am even thinking how I might have a more permanent bracelet made that says “Imagine possibility!”

The second part of the connection was a quote on a friend’s Facebook post:

“Stop worrying about what might go wrong and get excited about what might go right!”

Ding, ding, ding!!! All of a sudden I got it!

I AM good at imagining. I imagine wonderful opportunities and ways of accomplishing them when I’m building with my kids. When I’m imagining art possibilities, I revel in all sorts of fabulous, positive possibilities. I enjoy imagining things I might make, as well as new ways to do things.

But when gazing upon the blankness of the page my imagining begins to change. Instead of the joy-filled optimistic possibility thinking, or the enthusiastic fun of trying new things, I imagine all the things that could go wrong. And, just like my more hopeful, lighthearted imagination, my fretting, angst-ridden imagination is powerful and thinks of many possibilities. Only problem is, these possibilities include the numerous things I do not want to happen!

This epiphany helped me as I worked on the door design I am creating. I did research. I prototyped. I discarded methods and color combinations that didn’t work. I refined the methods and color combinations until I was quite pleased. Finally, I mustered up my courage and took control of my own thinking.

Instead of allowing my imagination to travel down the dark path of doubt, doing it’s beautiful creative process to imagine all that could go wrong – destroying my hours and hours of work – I chose to get excited about what might go right! I imagined the fantabulous things that might occur – in my learning and in my actual product.

Sometimes I’m not able to come up with the actual possibilities because my thoughts of what might go wrong are so strong. In those times, I determine to embrace the excitement and possibility of what MIGHT go right — even if I’m not sure what they might be.

So one day, as sat in my workshop space, my door stared at me, daring me — or begging me, depending on your perspective — to come continue to work. With determined resoluteness, I accepted the challenge! I pulled out the colors, chose my brushes and began working.

It was a bit stressful for a moment, but as I worked, the stress eased and I developed a process that worked well. After just one flower was painted, my imagination was freed! I began to imagine — and believe — all the things that might go right. It was remarkable how interesting — intoxicating even — it was!

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I am now super excited to be in the process, and see where this will end up. I’ve made mistakes. But, I’ve chosen to breathe through them and let my imagination and process make good things happen. My fingers are crossed this will stay with me for future blank pages.

I’m wondering — imagining — how I will use this information with my students. I am certain there is something profound to share with them. My mind is already at work.

Now to await the marvelous, mysterious connections sure to come, and to become excited about all that may go right — for myself and my students.

The Cloud Appreciation Society

“In the middle of my Ph.D., I was hopelessly stuck. Every research direction that I tried led to a dead end. It seemed like my basic assumptions just stopped working.” (Uri Alon)

Yay, baby, me too. When working on my MA, and again yesterday!

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I was all set: overhead projector rigged up, design sketched out – fabulous! Then I stepped back to admire my work, and …. hated it! Everything that had been clear and lovely, was now out of proportion and displeasing. What had happened? Why hadn’t I thought about the distortion that would occur when I enlarged the design?

Frustrated I thought “Eee gads! What am I going to do now?”

I'm in the cloud,- and I say, -Great, you must be feeling miserable.- (Laughter) But I'm kind of happy, because we might be close to the boundary between the known and the unknown, and w

Thankfully I recalled I’m a card carrying member of the “Cloud Appreciation Society!” I said “Come on girl! Acknowledge you’re in the cloud. Be happy. Breathe. Trust the process.”

24 hours and several attempts later, I’m back on track.

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But, now I’m thinking about the cloud and my students. Have I told them about about the cloud? Are they card carrying members of the Cloud Appreciation Society? I don’t think so.

I’m going to make some cards and remedy that ASAP!

Memories of Clementines

Driving to a late day meeting, I unzip my lovely new cooler bag, and fish around for this …

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Before I even see it, I imagine peeling it, and think of where I might leave the peelings. In my mind’s eye (or is it nose? lol) I can already smell the beautiful, citrus fragrance. I can’t wait to experience it as it fills my car with lusciousness!

At that moment my mind returned to this fabulous little hand …

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This hand belongs to one of my kindergarteners from last year. I loved the exchange we had, so I asked if I could photograph her hand with the peel in it. She looked quizzically at me when I asked, but agreed.

“I love your idea,” I explained, “and I want to write about it on my blog! I never thought of it as a possibility, and I want to share it with others.” She smiled a soft, small smile, and agreed.

Finally, I am sharing.

When she came to me her eyes were bright.

She said “Look, Miss James!”

I looked at her hand, and then back to her face for an explanation.

She responded, “I’m going to use it in our supermarket build!”

(We visit a supermarket, create field guides, and then re-create the market in our classroom with blocks and various other items.)

I reply, “You are? What will you do with it?”

She said, “I’m going to use it to add an orange smell to my paper oranges. You know, like a scratch and sniff!”

I burst out laughing, and with a huge smile say “WOW! That is fantabulous!!! What a great, creative idea! I never thought of that! Thanks for sharing your idea with me!”

Amazing, right? I wondered why she was showing me a clementine peel. It didn’t immediately come to mind that the small piece of peel could be used so creatively.

Often, my students ideas are large, sometimes even bigger than mine. I enjoy their exuberance, and their big ideas. And, I trust that my support, my openness and positivity, and my joy in their awesomeness, encourages them to adopt, trust and live their big ideas!

Possibility, Power, Perception … and Transformation

Yes, lol, such a long blog post title, but I couldn’t choose just one word. Clearly I couldn’t even choose two! Perhaps you will think of a better title. Good! If you do, share it with me.

I was on Facebook today, and noticed a photo and article a friend shared.

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(photo from Facebook post of http://www.amightygirl.com)

I was pulled in by the idea and the awesome photo. Heading to the website link I discovered this video: (from http://www.Yuwa-India.org)

Let’s Put Every Girl’s Future Into Her Own Hands

Give it a look. It is compelling and joy-filled!

Watching the video, I was struck by something I noticed and loved about Reggio Emilia and El Sistema – two educational systems/approaches I researched for my MA – a deep belief in the transformational power of what is being done.

The soccer coaches are not teaching the girls to play soccer simply to play soccer, or even to become good at soccer. Yes, of course  playing soccer is important, becoming good at it is important, but it is so much more!

Education and creativity are like that, too! Yes, of course education is important for education’s sake, and creativity is important for creativity’s sake. BUT if we leave it there –if we stop at education, or creativity, or sports, without perceiving, and believing deeply, in the profound possibility that is found in them — we miss the opportunity to share, and be touched by, their transformational power.

The Cloud … in the Classroom

“The cloud stands guard at the boundary between the known and the unknown, because in order to discover something truly new, at least one of your basic assumptions has to change, and that means that in science, we do something quite heroic. Each day, we try to bring ourselves to the boundary between the known and the unknown and face the cloud.” Uri Alon

When I first listened to Uri’s TED talk, I immediately related as a researcher. I had experienced the misery of the cloud, the benefit of support in my cloud-induced-angst, and finally the joy, relief and wonder of new ideas and conclusions. But, then I wondered, where is the cloud in my life as an educator? Where is the cloud in the classroom?

I listened to his talk again, jotted notes from the transcript, and let the question ferment in my brain as I drove, walked, showered and slept … and, I had a revelation. The cloud is in the classroom every day because the cloud IS education! Let me modify his statement.

“The cloud stands guard at the boundary between the known and the unknown, because in order to discover something truly new, at least one of your basic assumptions has to change, and that means that in education, students and teachers do something quite heroic. Each day, we try to bring ourselves to the boundary between the known and the unknown and face the cloud.” Uri Alon rephrased by Molly James

Think about it! Isn’t that what education is all about? Discovering new things? Learning new skills? Challenging assumptions? Understanding things in new and deeper ways?  Bringing ourselves and our students to the boundary between the known and the unknown and facing the cloud … together.

I don’t know about you, but I think that is SPECTACULAR!!! All of a sudden students are elevated to a new level. They are protagonists in their own learning. They are brave, heroic explorers confronting their own clouds and emerging victorious with new insights, understanding and skills.

Wow.