Currents in Literacy

Second Time Around

By Laurie Blanchette

Editor's Note: Some elementary school systems are experimenting with the concept of "looping," having teachers and students advance to the next grade level together. Laurie Blanchette, a teacher at the Hardy School in Arlington, Massachusetts, had an opportunity to unintentionally experience this model this past year.

As June approached last year, teachers and students anxiously awaited the assignments for the fall. I was surprised to discover that eight students from my fourth grade class and I would move on to fifth grade together. The students sighed relief, not having to worry all summer about an unknown teacher in the new year. For me, I was excited. I love teaching fifth grade. I've always faced June with mixed feelings -- anxious for and in need of a break to rejuvenate -- but sad to part with those who have consumed my days and many nights for ten months. In June, I look back at the year and reflect on the relationships that have grown through sharing, learning, and talking about personal, social, and academic subjects. There is a sense of pride in the progress each child makes, whether it be the child who became confident enough to risk asking questions or sharing thoughts, or the child who found the book that showed him/her the joy of reading, or the child who saw the connections in mathematics, or improved his/her self-control, or discovered how they learned best and took some responsibility for his/her own success. Sharing a second year with these students would be a chance to further encourage that progress.

It is March now, and I have seen many positive aspects to remaining together for two years. From purely the classroom management aspect, much less time was spent on routines and expectations. The previous students helped the new students become acclimated quickly. In terms of discipline, the testing period was eliminated for previous students; a glance or a cue continued to remind the previous students of expectations. A comfortable, risk-free environment surfaced quickly. Having experienced the previous grade curriculum had advantages in knowing where to begin and what background these students were commonly bringing to fifth grade. On the other hand, I was dismayed that some lessons I thought had succeeded in teaching a concept in fourth grade, hadn't always been internalized. I found myself saying, "I know you learned that last year. Remember..."

Knowing these eight students socially, emotionally, and academically for this extended period has been the biggest plus. It is wonderful to witness the continued growth and to encourage their strengths, interests, and achievements. For the more needy students, experience of what has succeeded facilitates progress. The changes and inconsistencies in behavior, attitude, and progress are obvious to notice, so that the issues can be dealt with expediently. Relationships with the students' families were already established, making communication easier to continue.

But how did the class feel about having the same teacher a second year? I asked all of the class to write about what they felt were the pros and cons of having the same teacher in consecutive years and, if given the choice, which would they prefer. Though it was obviously a difficult task, I also asked them to try to eliminate my persona from the question. To my surprise, the class unanimously voted in favor of having the same teacher twice. The positives far outweighed the disadvantages. They felt they would be used to the room and where everything is and would know the teacher's attitude and techniques. "It would be easier to learn, because you would know what to expect." "You wouldn't be shy around the teacher the second year.. .and maybe the students would raise their hands more, because they would not be shy."

Most had a hard time thinking of disadvantages, but those who did, felt the disadvantage was not getting "to know another teacher and see how different every teacher is." Some suggested that a change of classroom location would make fifth grade feel differently than fourth grade, but others felt the same location contributed to the comfort.

Though curriculum preparation for teaching consecutive grades is demanding, I cast my vote with my class. This is the first of my twelve years of classroom teaching that I have continued with the same students. I feel that for these students, it has been advantageous. The addition of first year students has helped to make this a positive experience for all of us, by giving the second year a different personality. My challenge has been to make the second time around feel as exciting as the first. When June approaches this year, the look back will be much longer, and my sense of pride in the students' progress will be doubled.

Laurie Blanchette is presently teaching fifth grade at the Hardy School, where she previously taught fourth grade and assisted in teaching process writing and reading. Ms. Blanchette taught for ten years at the Alcott School in Concord, MA before leaving to start her family.