“To share or not to share a classroom?” is a complicated question answered with a simple fact: there are twice as many teachers as classrooms available at Cardozo High School.
The consequences of teachers having to share classrooms with other staff members is something that impacts their job and their ability to teach and educate students. Moving from classroom to classroom is something that is overlooked, but one that changes the trajectory of a teacher’s day. If a teacher travels to one class and arrives five minutes after the bell each day, they waste 25 minutes per week, about 100 minutes per month, or 880 minutes this school year.
For some teachers, it can’t be helped. Not every teacher stays in the same classroom the entire day.
Ms. Rothenberg, Assistant Principal of Data and Testing, outlined the factors used in determining which teachers stay in which classrooms. Some qualifications include whether they teach a specialized course that needs a specific room, the periods they teach, and if a teacher collaborates with other teachers.
However, considering the fact that there are 206 teachers and 100 rooms scattered throughout the Main and Annex buildings, it is impossible for all teachers to actually stay in one classroom. They have to be shared.
Science teacher Ms. Zavurov detailed that because the floors are divided by departments, if a teacher instructs multiple subjects across departments, they have to move.
The science teacher recounted her past travels from her bio-med classes in the basement of the main building to her chemistry or physics classes on the second floor. Even though she had a desk as her base, she still had to carry a bag, or in some cases a cart, up and down the stairs.
“There are so many little things that a teacher does to prepare,” Ms. Zavurov explained. “For classes that eat up so much time, the last thing we need is to waste time on travel.
Social studies teacher Ms. Masterson agreed with Ms. Zavurov’s remarks. For 20 years, she ran between two or three rooms, in which, “The first few minutes of every period would be wasted trying to log on to the computers and pull up your lesson, plus gathering all the materials and getting settled.”
But as time went on, the adaptability of teachers changed, as many began to plan for the traveling.
Math teacher Mr. Chen continuously adjusted his preparations for lessons depending on his schedule. He sleekly carries a flash drive in a light bag.
“In the case of traveling, I try my best to plan ahead,” he said. “All my lessons are ready to go one week or more in advance, and any worksheets needed for the lessons run off around two days during my prep period.”
Even with the annoyance of traveling that comes with sharing classrooms, many teachers found the partnerships to be delightful.
“I never realized just how separated I felt from everyone and everything,” reflected Ms. Zavurov.
Once the Annex had opened, Ms. Zavurov was assigned a classroom at the end of the third floor; quite secluded from the rest of the school. This year, she was notified of another teacher moving in, and it had opened her world when she felt she was at the end of it. Ms. Zavurov happily split up the classroom to ensure comfort for the other teacher, especially after being reminded of when she needed to use a cart to travel back and forth between classrooms.
Ms. Krawec, an English teacher, had also described her merriment with other teachers she partnered with in the past. They bonded over decorations, as they laced the classroom with celebration and pride for their students.
Although sharing classrooms holds the key to bringing people together, it can’t quite make the room feel personal.
This year, all of Ms. Masterson’s classes are in the same room, making it especially easy for students to find her when needed. But, with a teacher who constantly changes rooms, the student may find themselves on a wild goose chase as they search for them.
Furthermore, when the teacher is in the same room throughout the day, the 880 minutes wasted are regained, and in turn, makes the room more pleasant for the students.
“When I’m able to be in the room for the entirety of the bell, because I am already there from the period before, I feel much more prepared to start class,” explained Ms. Krawec. “I am able to spend that time welcoming my students and encouraging them to start their Do Now rather than rushing to set up for the class.”
Some students have noticed this subtle difference between a traveling teacher and a permanent classroom teacher.
Christina, a junior, concurred that the room feels warmer and cozy when a teacher is awarded the power to make their own environment. She fears that a teacher not having their own space makes the room feel more alien and disconnected from the classroom.
For the most part, many teachers have decided that the impossible feat of classroom permanency should at least be chosen via seniority. Since not every teacher can stay in one place, this can be a reward for the years spent traveling prior.
