‘Teaming’ helps kids, teachers

I recently returned to Colony High School after a five-year hiatus at Houston Middle School.

It was hard to leave the amazing kids at HMS, but I felt it was time to return to the school that brought me to Alaska and the team a colleague and I had created.

Seven years ago, I received a new “neighbor,” Brian McIntosh (Mac). He came to Colony from Teeland Middle School. We spent that first year standing in the hall together, occasionally talking. He’s the football guy and I’m, well, the English nerd. We didn’t have a lot to talk about.

One day, near the end of the year, we began talking about a student we shared. This student was struggling and not connected to school. We spent numerous passing periods talking about how to help this kiddo. From there, we began noticing other kids we had in common and sought ways to help them be successful. Our combined efforts had positive results.

As time went on, we began to wonder if it would be possible to have two or three classes sharing the same kids. In a school as large as Colony, that can equal a scheduling nightmare. We took the idea to our supportive Principal Cyd Duffin. She loved the idea and so began our team.

The next year we had two sophomore classes in common. I taught English 2 and Mac taught World History. We struggled a bit connecting our curriculums, but we excelled in creating a true community of learners.

It wasn’t long before we had students asking if they could join our team. We became a cool club. This coolness really empowered our kids. They weren’t cool because of their clothing or athletic abilities; they were cool because of the academic setting. Imagine that!

In a few short months our kids had changed for the better. We had non-performing kids performing, excelling. During our speech unit, a student decided she’d rather fail our classes and receive no credit, than present her world religion project. Because of the way our team worked, we knew this, worked closely with her, and she ended up presenting to the class. We may have turned the lights off, and had the audience close their eyes, but she presented. I could fill a newspaper with similar stories of growth, success, and empowerment.

The kids in our team weren’t selected by grades or test scores. They were randomly sorted and placed. Consequently, we had high achievers and low achievers. In a normal high school class, the two groups often separate and rarely interact. In our classrooms, these barriers were not only crossed but broken. Our kids talked to each other, regardless of grades, academic success, or economic status. Mac and I sometimes wondered at this organic process.

The team feeling also bit us. We coined a name for our team, Brains and Brawn, and had shirts made. He’s the football coach, Brawn, and I’m the English teacher, Brains. The kids loved it.

We knew we had to keep them longer. I began researching the idea of looping. Looping means a teacher moves with his/her students through the grades. It’s a smart idea. By the end of the year, a teacher knows everything there is to know about a kid academically and socially, only to send them out the door. Then a new teacher has to spend time learning this student’s strengths and weaknesses. Looping allows a teacher to continue working with a set of kids as they move through the grades. Mac and I wanted to move with our team to 11th grade. We wanted to keep the teaming going one more year. I couldn’t find any research that didn’t support the idea of looping.

The only negative aspect of looping results when a teacher and student have a personality conflict. Changing a student’s schedule easily solves this problem. We’ve never had a kid opt out. In fact, when we tell kids they will have us next year, they are excited, seem relieved, and let out a sigh. It’s a constant in a young person’s changing world.

Mac and I decided to present the idea of looping to administration. Again, we were fully supported. The next year, our 10th graders would stay with us for 11th grade: English 3 and U.S. History. Unfortunately, I moved and left. It was a tough decision. Mac continued to keep the team going, looping with his new English counterpart.

So, this year I returned to the same classroom and same teaming schedule I left five years ago. Mac and I reconnected without missing a beat. Our team is in full swing. Kids are thriving, learning, and lowering their guard. We’re gearing up for the difficult speech unit and already discussing which kids will need more support. We’re looking forward to the years ahead with this great group of kids.

Teaming can benefit every teacher and every student. I really believe this. Teaming requires teachers to collaborate, listen, coordinate curriculum, and include all kids. Everyone wins.

Brandy J. Bishop teaches English 1, 2, and Science Fiction at Colony High School.