Environment, Shmironment…First graders shouldn’t have separation barriers, or should they?

Oh yes they should, if you don’t want them to hug each other, chat nonstop, then together, with arms around each other, collaboratively choose right or wrong answers!

In so many ways, the facilitation of a conducive environment, in which blended learning could succeed, eluded the mindset of our first grade teachers by conflicting with their vision and philosophical beliefs of what a first grade, developmentally appropriate classroom, should look like, as well as how a first grader should, ultimately, learn. 

In previous years, (many, many previous years), the first graders were conditioned to collectively engage, in every way, every day. It was a rarity to separate one student from another using walls, then require a six year old to focus on a computer program for 10-15 minutes, without talking.

Perhaps the practice of segregating young children, for the purpose of providing adaptable data driven, differentiated instruction, is developmentally inappropriate. One thing, however, is certain, when children perform in isolation there is a high chance of acquiring authentic results of a student's acquisition, or not, of grade level required skills.

Because the first grade teachers had the most difficulty accepting the nature of isolated, independent workspaces, used over an extended time, their student data results were the least comprehensive of all the grade levels.

Were the first grade teachers correct in their strong beliefs that isolation in cubicles was not developmentally appropriate for first graders? Perhaps. Although, the kindergarten teachers trained their students, from day one, to put up their desk walls and focus on what they needed to do.  Successfully proving that conditioning can produce extremely focused participation in very young children. Was it the best use of the 5 year olds’ learning time? The question still remains.

Will the lack of first grade digitally generated student data be detrimental in the educational development of the first grade students?

Not if the teachers were able to promptly identify individual needs and propel learning at an appropriate pace through differentiated instruction….so much easier said, than done!

Alas, first grade teachers, this is the benefit of blended learning.

Maybe next year, they'll try again!