Troublemakers: Lessons in Freedom from Young Children at School

Shalaby profiles two veteran teachers, Mrs. Norbert and Mrs. Beverly—first and second grade teachers at the affluent, primarily white Forest School. Mrs. Norbert and Mrs. Beverly collaborate closely, frequently communicating across their adjoining classrooms. Both teachers are strong leaders running active, messy, and dynamic classrooms centered on multisensory and cross-curricular units.

Mrs. Beverly, as Shalaby describes, has an athletic build, bold dress and a loud, powerful voice—all reflected in her commanding teaching style. Though Mrs. Norbert is softer, more empathetic, she maintains control of (most of) the students as the classroom’s authority figure. Despite pressure to standardize their pedagogy, these teachers’ veteran status allows them to use the progressive methods of their choice. In their classrooms children rotate through literacy, art, and music; often, they’re busy at various stations around the room.

Shalaby explains that despite Mrs. Norbert and Mrs. Beverly’s efforts to engage a variety of learners, rigid rules and expectations for behavior prevail. Students must sometimes sit silently for long stretches; when they give presentations, the teachers correct their posture and voice. Forest School’s surrounding college community is highly educated and affluent; few Forest School students and no members of the staff are people of color.