It’s during group time that the experienced teacher engages her students personally and often individually to create a classroom sense of community. When attendance is taken and she discovers a child not present, she asks the class if anyone knows why Johnny didn’t come to school today. Then she may tell them, “Johnny’s mother told me yesterday he was taking his grandparents to the airport. We’ll see him at lunch time.”
When the teacher talks about Johnny’s delayed arrival she may have an opportunity to expand vocabulary and model language. She may ask if anyone has been to the airport or if any other classmates have grandparents who fly to see them. She’s facilitating the children’s opportunity to share experiences.
She enables Johnny and the other students to see that everyone has information that’s useful and that sharing this information can be beneficial to their community.
During group time the teacher will lay the foundation for the day’s learning and will, through her voice, time management, and body language invite her students to participate. She’s thrown out the notion that “teachers know all,” and opted for a “let’s figure out our world together” style.
How group time is scheduled, how it is managed, and a teacher’s intellectual curiosity and love of discovery directly and dramatically effects a child’s response to school. The experienced teacher carefully and thoughtfully weaves her students’ contributions in such a way that she will be able to help them identify a unified goal. It’s group time togetherness that helps forge whatever sense of community a class will develop.
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