Predictable and simple are two concepts Calkins uses to describe classrooms that foster creativity, and as I reflect back to my first year back in the elementary setting, I couldn’t agree more. There are several ways I addressed organization of space that I think helped students grow in their writing. First, I put our schedule on the board daily and honored it. I did this knowing that many students feel more secure when they can count on what is coming next in their day, and this included writing time. I also discussed with my students that at certain times, we needed a library-like atmosphere so people could think more clearly. There is ample brain research to support the need for quiet, but for students to understand, I use an analogy. I have them think about how computers work—that computers use RAM memory( to process information here and now and to run programs) and ROM memory—space the computer uses to store information that will be retrieved later. Students readily understand that talking with neighbors, listening to music, or general classroom hubbub requires the brain to use short-term memory (like RAM on a computer) to filter through it all. But, we need our working memory to create. We also need to be able to access our long-term memory (ROM) at times during the creative process. So, the best environment to create in is often quite, simple and predictable.
I have found over the years that students are much more willing to follow guidelines when they understand that there is a purpose—and even research—to support them.
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"First, I put our schedule on the board daily and honored it. I did this knowing that many students feel more secure when they can count on what is coming next in their day, and this included writing time. I also discussed with my students that at certain times, we needed a library-like atmosphere so people could think more clearly. There is ample brain research to support the need for quiet, but for students to understand, I use an analogy."
I could relate to the necessity of providing students some sense of security. They don't learn very well if they are experiencing anxiety about what is expected of them.
The "library" metaphor is vivid and useful.
I like the idea of comparing thinking during writing to RAM and ROM. That is very clever and clear. I've talked about the value of quiet but I haven't had a conversation with my kiddos about it and I think I will this year.
I'm agree with you, the consistency in the classroom is so important, they can reflect respect, organization and time to learn.
I've come to count on our own workshop time--both the amount of time we get and the time of day it is. It's comforting to know that I have that time set aside to read and write. And I am way more productive in this structure than I am at home when I supposedly have all day to write. I'm thinking I need to start doing for myself what you advocate for your students :)
I like these ideas. In some ways I think our classrooms are very much alike. I have experimented with letting students listen to music while they write (with earphones) and have found it to be very successful. I need that quiet time in my classroom and I think students crave it sometimes also.
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