In the Loop: The Scoop on Looping
What is looping? Looping is teaching the same group of students for two or more years. Looping brings us back to the days of the one room schoolhouse. How did those teachers teach thirty students in eight grade levels? One way was that they knew students for many years. They knew their strengths and weaknesses. They knew how far they had come the previous year.
Looping in today means that I know exactly where my students are on the first day of school, instead of spending the first few weeks assessing and getting to know students. For example, we start reading groups on day two of school. After a brief review, students know and follow the classroom rules and procedures. They know where items are in the classroom and who/how to ask for help. Since parents and students know each other already, their is a more collaborative atmosphere. For example, my fourth grade students got to design the floor plan for their fifth grade year.
Are there downsides? Sure. Because students know each other, they can also get on each others nerves easier. It can be difficult to make changes in the classroom because students are familiar with the old way of doing things. Students also may become more complacent and not accept the increase in rigor of the next grade level. All things considered, though, looping has more benefits than problems. Many studies have shown that student achievement increases in looping classrooms.
Looping in today means that I know exactly where my students are on the first day of school, instead of spending the first few weeks assessing and getting to know students. For example, we start reading groups on day two of school. After a brief review, students know and follow the classroom rules and procedures. They know where items are in the classroom and who/how to ask for help. Since parents and students know each other already, their is a more collaborative atmosphere. For example, my fourth grade students got to design the floor plan for their fifth grade year.
Are there downsides? Sure. Because students know each other, they can also get on each others nerves easier. It can be difficult to make changes in the classroom because students are familiar with the old way of doing things. Students also may become more complacent and not accept the increase in rigor of the next grade level. All things considered, though, looping has more benefits than problems. Many studies have shown that student achievement increases in looping classrooms.
August 29, 2012: First Day of Year Two
We just finished the first day of our second year together. The students entered the classroom with energy and enthusiasm. They knew classroom routines for "homework" and attendance. There were hugs and high fives all around.
Our first task was our room arrangement. The students had a contest as the culminating performance task for our unit on area and perimeter to create a scale model of the classroom. They presented in front of their peers and the winner (by student vote) got to have their design as our actual room arrangement. Being kids, there were a few elements of the design that needed tweaking once they saw how the actual furniture fit together. Working together, we were able to address the issues. It was also a great way to introduce the use of academic vocabulary like parallel and perpendicular.
After Specials, we tackled a team-building and problem-solving activity called "Saving Fred". Students had to get wormy Fred's life- preserver and put it on him using only paper clips. Later, students completed a Multiple Intelligences survey and created a graph of their different types of "smart".
If I were to give advice to a looping teacher, I would say to mix the old and the new. Although the students remember classroom routines quickly, they also can be more talkative. Even the first day, I saw minor behavior problems that I would probably would not see on a typical first day when students are a bit more reserved around a new teacher. Reviewing classroom rules is essential.
Our first task was our room arrangement. The students had a contest as the culminating performance task for our unit on area and perimeter to create a scale model of the classroom. They presented in front of their peers and the winner (by student vote) got to have their design as our actual room arrangement. Being kids, there were a few elements of the design that needed tweaking once they saw how the actual furniture fit together. Working together, we were able to address the issues. It was also a great way to introduce the use of academic vocabulary like parallel and perpendicular.
After Specials, we tackled a team-building and problem-solving activity called "Saving Fred". Students had to get wormy Fred's life- preserver and put it on him using only paper clips. Later, students completed a Multiple Intelligences survey and created a graph of their different types of "smart".
If I were to give advice to a looping teacher, I would say to mix the old and the new. Although the students remember classroom routines quickly, they also can be more talkative. Even the first day, I saw minor behavior problems that I would probably would not see on a typical first day when students are a bit more reserved around a new teacher. Reviewing classroom rules is essential.