Who Says?

We are right in the thick of preparation now and it's exciting to see my role as a teacher begin to recede. Each days bring new surprises, new things that are happening without my having to be the initiator. Scene rehearsals are being called and attended, playbills are being written, costumes are being created and signs are going up. "Can we?" is being replaced by "I think we should…" and, sometimes, "I've decided to…" (Before you get too nervous, keep in mind that we've spent the first months of school creating a foundation of community and a sense of responsibility to the group so kids don't make decisions that endanger their empowerment.)

I was very excited as the students seriously debated their answers for the problem of the week which asked them to estimate the attendance at our event. Here was math that was very real for them. The success of our dinner theater is somewhat dependent on "getting it right." I had them work in pairs to share their responses and try to convince each other. As I listened in, they explained how they decided how big the average Heron family was and what percentage of the other classes would come (and if they would bring their families). In the end, they've taken a class average of 180 people as the estimate they are planning for — the currency committee is cutting out pence accordingly, the restaurant group is ordering apples. This is their estimate, not mine and that's important.

I sometimes liken my role during the lead up to a culminating event as an "invisible juggler." I love to stand on the edge and watch for balls that are about to be dropped, quietly lobbing them back into place. Some herons are still getting used to this new world. After completing something they may come up to me and ask "what next?" I direct them back to their group to decide. Others might finish something and then, well, wait. Very quickly they learn that this event will be what they make it — and they begin to make it happen by themselves. One way we support this learning is by stopping often to do a self evaluation on their focus (1 – you were actively distracting others, 5 – you worked on something and then waited for someone to tell you what to do next, 9 – you focused the entire time and got a lot accomplished, 10 – you helped other stay focused and guided the work of the whole group.)

This is not an intensity that we could maintain every day of the year but it is exciting to be in the midst of right now. If you'd like to come and observe (and, inevitably, jump in and help) please do. We could really use extra hands — trust me, the kids will have a plan for you.