Fine Tuning the Routine

“It is significant to realize that the most creative environments in our society are not the ever-changing ones. The artist’s studio, the researcher’s laboratory, the scholar’s library are each kept deliberately simple so as to support the complexities of the work in progress. They are deliberately kept predictable so the unpredictable can happen.” Lucy Calkins, Lessons from a Child

We have been reflecting lately about the routine of cycle class. We are wondering what best practices are embedded in this experience that we can make use of in our classroom? These first few weeks of school are spent carefully constructing classroom communities, establishing routines and procedures so as Lucy Calkins says “the unpredictable can happen”. So where are the parallels to cycling class?  Let’s take a closer look.

Upon entering the cycle classroom, the teacher begins by checking in to see that all of our equipment is suitable and functioning properly. (Appropriate Supplies & Learning Materials) She takes time to initiate a new class member and get a feel for the varying abilities present. She teases that she has been on vacation and needs to work hard so we are in for a tough workout. She reminds us that there are some review tracks coming and a few newer songs and routines to prepare for.

Then, the music starts. It’s upbeat, enjoyable and engages each rider right away. Quickly, the teacher reminds the class of options we have- she provides multi-levels of instruction depending on ability and comfort level. (Differentiation) She takes time to remind us of proper form and function during each song played and each skill presented. Point your toes down, use your quads to pull your feet up... she says. She has goals for our safety in order to most accurately accommodate each member. She constantly glances around the class to ensure safety and engagement. She calls out a few names of class members to boost spirits. (Engagement)

The instructor is confident in her approach, obviously having practiced multiple times (Pre-Planning) before modeling for us proper ways to approach our fitness goals for this class. She works along with us, breathing hard and pushing herself then backing off at times to check in more with members. (Gradual Release) She wants to be sure we are working just as hard or harder than she is.

So now that the groundwork has been done in our classrooms what needs some fine tuning? Reflecting on some on our classroom routine, where do we need to adjust? Are our students working just as hard as (or hopefully even harder than) we are?

Best wishes for a great ride this year!