USING RECORDS

JIZEL G. DURAN

The diversity of individual work patterns the informal open classroom immediately raises the question, “How does the teacher keep track of what’s going on?” the concern is to know not only about the individual child but to maintain a general picture about the class as a whole. Additional questions include “Who keeps the records?” and “what kinds of records?” and “How to find time for this seemingly additional task?”

“Keeping Track” is only one dimension of using records. They can be practical tools with a variety of purposes and uses. Some records help clarify and define plans for action. Analysis of recorded information may be a basis for growth in thinking and gaining additional insights into solving problems. Through records a pattern of work becomes more visible. Practices that may be rather one-sided or limited in terms of successful problem solving can be identified and change.

At times a record may be useful to help solve particular problem or clear up a difficulty. Possibilities for next steps in learning emerge as records are reviewed. This information provides valuable data for conferencing with the pupil and the parent. The recommendations, whether by the pupil, the parent, or the teacher can be based on fact. Information on class projects, interests, committee work all help to alert teachers and pupils to possible directions for exploration and investigation. As new project get under way possible ideas for new studies become clearer. Resources can be collected and made available to build on the edges of learning.

Records carefully devised and well used add much to the success of informal teaching in the open classroom. The questions of who keeps what records and for what purposes need thoughtful attention.

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The author is SST III at Sta. Cruz High Integrated School, Sta. Cruz Lubao