Directions were given. Materials were handed out. I walked quietly as to not disturb them.
Our learners were working in groups. They had numbered materials and images of various bridges. Their task sounded simple; create a bridge connecting 2 tables in the room.
Some groups began brainstorming ideas, other groups began construction immediately. There was one group…the second grade/third grade group…who had questions. I proceeded to assist.
Can we build from the floor up?
Can we use pre-existing structures?
Does it have to be a certain length?
What if we run out of materials, can we have more?
Can we choose more than one bridge design and blend them together?
Is there a weight requirement?
“We’re done!” I hear from across the room. I walk over to see their bridge. This group of fourth grade boys used 2 sheets of paper taped together to reach the other table, no support of any kind underneath. They mentioned it was “pavement”. I noticed the group of boys fooling around as I examined it. How would you lay the pavement down if there is nothing, not even land, to support it? I asked. They looked at each other, unsure of how to answer. “Keep thinking my friends”, I said.
I proceeded to the fifth grade group which consisted of all boys. These boys partnered up within the group. Unlike the fourth grade group, the two pairs seemed confident. Each pair were discussing ideas and occasionally would share info with the others . They constructed a rope and wood (popsicle stick) bridge. The bridge seemed well constructed but the group had difficulty deciding how to attach it securely to the ends of each table. They decided on tape, one piece of scotch tape at each end. They asked for the weights to see how they did. The rope and wood bridge held one weight. However, when a second was added it fell between the center of the two tables.”Don’t be discouraged, you all showed great thinking, keep working on it”, I said.
I watched my second and third grade girls work on their woven truss bridge. They used popsicle sticks for the base, that spanned the length of two tables. They wove Wikki sticks…like a woven basket… and attached them to the sides. “I think we need to add arches underneath for more support” one student said. “If this was a real bridge how would they know how much it would hold?” another student asked. “They probably would just drive cars over it to make sure”, another answered. “Nah, I think they use some sort of math to figure it out” someone else said matter of factly. “How could we make sure this bridge stays in place? Tape isn’t strong enough for this!”, a member chimed in.
This second-third grade group does not ask for assistance. They do not rush. They are on the floor, on the table, upside down and viewing their bridge from every angle. They were thinking out loud, experimenting and trying various ideas. They were accepting of ideas and willing to take risks. They discussed and talked throughout.
As I observe these groups, I can’t help but think of the different approaches each group took. I can’t help but think how, as teachers, we can fall into similar groupings. Some teachers will rush just to be the first to try out the latest idea or buzz word. These teachers hardly ever collaborate, only because they see collaboration as competition, they may also feel intimidated by others. Inevitably, they will also have to back track and reteach alone. Other teachers will construct and execute good solid lessons with a partner. Their lessons are student centered and teacher driven, but they may have missed the target on an area or two. Two is better than one mentality can bring success as well as oversights. Other teachers will work together as a team to examine all avenues and ensure success. They communicate and share ideas; they take risks and work through problems. Most importantly they continue to question it all, seeking answers together.
I’ve been apart of these groups during my career in education. I’ve been on amazing teams. Teams that worked together, each of us playing a pivotal role in our grade level’s success. I’ve partnered with another teacher. This partnership of helping and guiding each other through new curricula, a new frontier. This partnership can be non threatening, simple and so powerful. I’ve also worked alone, not by choice. I worked alone because others did not feel the need to progress or to seek change. Choosing to abide by the status quo. This isolation is the most difficult to bear. I often wonder why teachers would want it this way.
If there is something I believe in when it comes to collaboration, I believe in this…
“The greatest resource that teachers have, are other teachers”
But sadly, teamwork and collaboration are not commonly found in schools. What keeps teachers from supporting their team and being a team player? Building a team based culture requires administration to set aside time and emphasize the importance of teacher teamwork instead of simply suggesting that it occur on its own. These meaningful conversations can open doors for sharing, for encouragement and insights while establishing the empathy that drives all great schools. Teamwork should not be optional.
With all the change that teachers are implementing in their classrooms, isn’t now the time to increase collaboration opportunities, be they formal or informal? Does your school make space for teachers to engage in deep conversations about teaching and learning? Where and when do your best conversations with colleagues take place? I think the time has come to build bridges between teachers to strengthen their teams. How else can our students use us as their support structure?