My classroom is working on clockwork-like efficiency in its routines: There is stress on smooth and speedy transitions between activities as well as on proper execution of procedures for events like paper passing, restroom usage and the morning routine.
Students who wish to use the bathroom or to retrieve supplies from their backpacks are reminded to "hurry", and most activities are introduced with a time element: "You will have 15 minutes to do this."
The students' success or failure at following the set timeline is rewarded and punished through token economies and a color-based behaviour management system.
My understanding is that this efficiency approach to the daily running of the class seeks to maximise time spent learning content and to minimise time spent on non content-related activities. Once students have mastered a procedure, they have reduced the extraneous cognitive load involved in any given activity and can turn their mental energies to the work at hand.
While I initially balked at this seemingly militaristic style -- it seemed oppressive and overly regimented --, I could agree with the premise: Students who spend less time on procedures spend more time on content. Automatise the routine and minimise instruction time.
Where I find myself still conflicted, however, is with the undercurrent of speed and frenzy that seems to permeate the lessons and individual work time. Today, the teacher handed out math bellwork in the form of a number sentences worksheet. They had 15 minutes in which to complete it, after which it was collected. Later that day, the teacher handed out the bellwork again with the following observation:
"Bellwork is not a time to play around. I collect it and grade it. If you choose not to take it seriously, your grade will reflect that. We did problems like this yesterday, but only a few of you finished it correctly in the time I gave you. This leads me to believe that you didn't do your best."
Later, as students worked on another math activity (in which they wrote down as many representations of their favorite number as they could), the teacher expressed dismay at how few students had come up with the 5 required examples in the time given:
"I have given you plenty of time. I don't like seeing so much blank space on your papers. I write, you write. I If it looks like this [holds up blank sheet], you get a zero. If it looks like this [showing class her example], you get a 100."
Many students fly through their work in an effort simply to get it done. Many are eager to be rewarded for finishing.
I am curious about where the line is between efficiency in the classroom and the work, and balancing coverage of content with individual needs of students. With standardised testing looming nearer, the pressure on teachers and students simply to cover the topics is enormous.