Getting back the discipline and normal order in the classroom has now been my main task. You could refer to it as the “norming after storming” stage like in the classical group developing model. I will now introduce you to two routines which I introduced to the pupils in order to maintain discipline and promote peace in the classroom. I can proudly say they finally work as they should making the daily life in the classroom much easier!
To provide some background information, I think it is worth mentioning that one big difference compared to the standard Finnish school system is that here the lessons are 60 minutes long with 10min recesses between. Still, for some 4th graders, it is a challenge to get out on time, especially during winter when you have a lot of clothes to wear. For me, the schedule was also a challenge in the beginning because I was used to the Finnish 45min+15min system. I realised that as 60min is too long for the children to remain focused, it is a challenge for me to plan a 60min lesson without the hassle of children becoming too tired by the end. 60min is also too long to stay seated.
We started doing Math Yoga (matteyoga/matikkajooga) in order to increase concentration and also to move more during the long days at school. This idea was a mixture of the Finnish Liikkuva koulu project, Yoga with Adriene videos and some Pinterest pictures (“yoga for kids”). The idea is very simple. When the pupil has finished one page of math exercises he/she can go to the yoga corner (the corner at the far end of our classroom where we put some floor pillows), pick a yoga pose from a catalogue with pictures and names and hold that pose for 10 seconds. Believe it or not, they will come back and continue calculating! I also noticed that it’s good if they have the possibility to do more pages in a row and have a longer relaxing moment afterwards. The rule, however, remains the same: 1 page = 10s yoga. (See an example of a yoga catalogue below.)
Tasks of the day
Nowadays’ kids should be good at programming and coding, right? Maybe on their devices but not necessarily in reality when it comes to assigning tasks to themselves. Even though the students are very active and enthusiastic, I noticed that they aren’t independent enough to start a new (at least not a didactic) task spontaneously when the first one is completed. They come to ask me what to do next even though there are still exercises left on the same given pages. Some of the students cannot concentrate on the same subject for 60min so I figured we need more freedom to get better self-guidance and thus better order.
What really helped the children and me was to write the tasks of the day for each subject on the board every morning. I still present the new topic at the beginning of every lesson, but once they have completed their tasks they are free to move on to another subject or carry on with tasks which may not have been finished in previous lessons. On one hand, this system helps them to focus on difficult subjects where some extra time is needed. On the other hand, it gives variety to their lessons and freedom to choose what is the best way to reach a goal. Like in coding, there are different ways to get to the same goal, but the code must be thought-through with your own best logic.