I was introduced to the idea of documentation a few years ago (which I'm realizing now was much too late!) and I immediately fell in love with the process and, now, my entire program is centred around it. As I began to delve into the idea of documentation, I remember visiting the classroom of Joanne Babalis and watching her record what the children in her class were saying about a project. As an observer, the power of writing down what children are saying word for word struck me. What a love letter to a child to send the message that their ideas are so important that they were not only worth being written down but worth being discussed and reflected upon.
And this is where I begin my post - a love letter to the children. There is nothing that warms my heart more than to see children squealing with delight over their pictures, ideas and projects being posted. I am thrilled when I see groups of children at the board talking about what they are seeing, making connections, and often using information to inform their future learning. I see the sense of pride as I record their ideas in the classroom often asking for clarification to make sure I've got it just right. I see children focused in their creations and projects to ensure their best work is what is posted or on display. By the very practise of encouraging wondering and inquiry, I hear "I wonders" and questions happening all throughout our day. It has also made me listen in a much different way, caused me to ask different questions to delve further, and to observe very carefully before making assumptions. To me, there is no better way to send the message to a child that their ideas are respected, that they are valued, and that we are a community who learns and grows together.
It is also a love letter to the parents of the children. Earlier in the year, we created a personal/social documentation board that truly built the model for our classroom interactions: we help each other, we use kind words, we share and work together. We began sorting the pictures of the things we were doing in the classroom into these categories and this panel was on display for Open House in the fall. Of course it was my hope that parents would make their way to the documention board but I was blown away by the time that was spent there. Sure, there were conversations between parents about school and life but it all took place around this board which was precisely where I wanted to focus to be in my classroom. I have learned from colleagues about amazing documentation tools to easily send and post things for parents (Pic Collage, Pages, etc.) so that they are getting a regular peek into our classroom. We are currently working on a Madagascar Cardboard Village (see previous post!) party in our room to invite parents in to see what we've been working on. I think what I'm most eager for on that day is to display the process behind our project and the richness of daily conversations in our classroom. Documentation allows parents to see their child's full potential and, hopefully, even surprises them a little!
My last post was about the impact that Madagascar has made on me as a teacher and on our classroom community. The documentation that I have been doing for this project has truly been a love letter to the project. When I review the board, I am often amazed about where we arrived. Documentation has fueled the project and given us trails to follow. It allows others to see the richness of the project and the depth of the exploration. It gives life to the coloured cardboard boxes and paints a picture about what the process has looked like, sounded like, and meant to all of us for anyone who steps foot into our classroom. Starting out, I wanted to ensure that everything on the boards was aesthetically pleasing but I've realized the importance of the immediacy for children and for planning next steps in inquiry and this has given me the freedom to continually reflect.
While I am fascinated by the process and can't say enough about it's importance, I certainly still have a lot to still explore. But one thing is certain: it has sparked a passion in me that has changed my entire view on teaching.
