Thursday, September 13, 2007
Fifth-grader J.D. Mullis’ first day of school for the 2007-08 school year was different than the previous year —- he knew more.
He knew more facts and skills than he did when he
was a fourth-grader, but when he stepped into the classroom in August
he found he also knew the teacher.
That’s because his instructor, Megan Whitebread,
is one of several teachers within the district who loop or stay with
their class for more than one year.
"It’s a lot better because you know your teacher," J.D. said.
So far, Whitebread and fifth-grade teacher Niki Rheuport, have had one full class complete the two-year cycle.
Their current fifth-grade students are a month
into their second year. Both Whitebread and Rheuport studied the
concept of looping elsewhere.
"I thought it was a good idea," Rheuport said.
The concept isn’t completely new, Eudora West
Elementary School principal Jan Irby said. It’s similar to a one-room
schoolhouse, she said.
"It’s just a wonderful way for children to be engaged in a learning process that just keeps on going," Irby said.
The program that began with Rheuport and Whitebread has expanded to include seven teachers within the building.
"We’re finding great benefits in the retention of
what information the children are learning as well as the procedures,"
Irby said. "They’re able to get right down to getting the work
The looping teachers learn two years worth of
curriculum for each cycle. The fourth- to fifth-grade curricula
includes lessons on reading, math, penmanship, science and writing
"I think we know the kids’ strengths and weaknesses," Whitebread said.
It also means the teachers know what was covered the year before.
That comes in handy if a student claims they
weren’t taught something the previous year, Rheuport said. If it
happens, she has a response.
"You can’t tell us that you didn’t learn that last year, because I taught that to you," Rheuport said.
Having students for multiple years helps strengthen the student-teacher bond.
Rheuport sees her students grow from the first day of fourth-grade until they leave.
"Their faces change," she said.
It also gives the teachers the opportunity to witness their academic progress.
"You see them go from not knowing cursive to having beautiful handwriting," Rheuport said.
The close bond between students and teacher isn’t
always a good thing. If it isn’t handled correctly, it could be
"If they get too comfortable, they can take advantage of you," she said.
Because the fifth-graders move on to Eudora
Middle School the following year, Rheuport and Whitebread said they
have an easier time starting with a fresh class. They don’t have to see
their former students in the halls afterward.
"It’s bittersweet," Rheuport said.
The district doesn’t have any hard numbers yet as
to the effectiveness of looping because it hasn’t practiced it long
enough, assistant superintendent of curriculum and instruction Don
Even so, there are signs of success, he said.
"The feedback has been very good," Grosdidier said.
If it’s a success, the looping concept could expand.
"At some point in time, at least in the
elementary grade levels, we hope to have teachers looping at each grade
level," Grosdidier said.
If that happens, the district would offer parents
the opportunity to keep their children in a traditional classroom,
Like Mullis, fifth-grader Ross Chumbley realized
the advantage of both knowing his classmates and his teacher when he
started the school year.
"You don’t have to be embarrassed to talk the first day of class," Ross said.
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