Friday, January 17, 2014
The Environment I Create
Thinking that was an easy question I gave a quick response, "The environment I create."
"Yes, but what kind of environment specifically is that?" she asked.
My reply was mostly out of sorts, but it consisted of sharing how I treat them. I shared that I listened to their heart and ultimately paid attention to what they had to say.
"Ah, so you treat them like people."
That conversation got my thinking and has been on my mind a lot while teaching. I've been observing my own teaching habits to determine what it is exactly that I do that makes my classroom environment a happy one.
The first, I've noticed, is I implement their ideas. Now that it is a new year, my students realized that we no longer have the "2013" date above the calendar. Truth be told, they noticed we don't have any year up there yet.
"Why don't we have a 2014 card yet?" they asked.
"Because I haven't had time to make a new one on my computer and print it."
"Why don't you write it on one of those sentence strips you use?" one clever sprout mentioned.
"That's a great idea," I said as I got up right then, walked over to my sentence strip box, wrote 2014 on a new one and stapled it up on the wall.
I realized I do this quite often. When my sprouts share with me an idea that comes to them regarding our class, I do my best to implement it right away. Even if it's off the lesson plan and changing what I had expected, I value the input they have to give. I believe that it is important to share that reciprocal respect. If I expect of them to listen to my ideas and implement them, I feel that it is only fair to listen to their ideas, no matter how small or insignificant they are.
It could be as simple as changing the color of the paper used for an art project or singing a song someone had an idea for. Whatever it is, they feel important when they are contributing members of the classroom.
I'll never forget the smile on his face when he saw I used his idea. With the biggest grin you'll ever see and the comment of "Teacher you liked my idea? That's because I have good ideas, huh!" I feel certain that contributes to his effort to feel good about school.
Thursday, January 12, 2012
Flattered.
Yesterday, while singing a song that I didn't know the hand motions to, I stopped in the middle of the song and pronounced, "I have an idea!" One dear friend seemingly shocked that I could come up with ideas on my own carefully questioned, "You have an idea!?"
Assuring them I did, but that they would have to sit in their seats to find out, they cheered in awe, "Yay! Ms. Lawson has an idea! This is going to be so good! Hide your eyes everybody!"
And just as I turned around to put in the hand motions spelling DVD, all ten friends were hiding their eyes with giggles and excitement. It turned out that my idea was so good they actually wanted to keep singing every spelling song on the DVD. I couldn't help but them them sing a few extra.
Then again today, while preparing their science lesson in front of them, Jennifer smiled, looked up at me and said, "You're a genius Ms. Lawson." Caught off guard, all I could do was beam with joy and say thank you. With compliments like this all day, it's sure hard to stay humbled.
While finally participating in the same activity which helped teach primary and secondary colors through hands-on discovery, Natalie said with so much love in her heart, "Ms. Lawson, this is a great center idea." Flattered again, I smiled and said, "I'm so glad you're having fun."
They pour into me as much as I do to them. Full of giving compliments to me all day long, I can only hope that this was led by my example. The positive environment we share together certainly makes learning fun and hearts happy. I am thankful everyday to be a part of it.
Tuesday, January 10, 2012
Marriage.
I walked over to her journal page, and this it what I saw. "Samuel and me. Samuel, i<3 u. I want ..."
Deciding that I will help her with this word and then show her parents after class, I reminded her we are just friends in this class. She said, "I know. It's just pretend," and proceeded to sound out and write the word marry.
I feel it only fitting to mention this is the same girl who asked me last week, "You should get married and have babies. Then you can bring the baby to school and we can play with it for choice time!"
In the end, I am guilty of her writing such a story. While working for quite some time the day before she had only illustrated her story and written, "Samuel and me." Knowing that she was capable of quite a bit more I asked her to add details to her story so that the reader knows more about it. Consequently, the details turned into dreams about marriage.
Apparently she's not the only five year old planning their future:
Sunday, January 8, 2012
Lockdown.
Being a teacher that embraces technology in the classroom, I always have my smartphone and laptop out within easy reach. This especially comes in handy when inquisitive minds have a question that needs to be answered through exploration, or in other words "Google." While the students were out at recess, I noticed an urgent email come through addressed to all staff. In the e-mail I was made aware that a well known non-profit organization located within 1 mile of our school grounds was the target of an armed suspect on their campus. I was informed that the suspect was not yet apprehended and should use particular precaution for any unknown visitors.
Only ten minutes later, when my class had settled in and started our show and tell, the principal came in and asked discreetly to have a private word with me. She said that because of the nearness of the event and the unknown location of the suspect, we were being put on precautionary lockdown. Until further notice by updates through text, we were to go about our normal routine, only remaining in the classroom with the doors locked and windows covered. Further, with three full size windows in my room leading to the outside, someone would be coming in shortly to cover them for me with dark butcher paper.
As the paper came in, the children's excitement and wonder was immediately drawn to the windows being covered. "What's that for?" they asked with curiosity.
To my relief the staff member, who happens to be on the team of preschool teachers, was quick to respond with a clever answer. "Since it's winter you get to pretend we're inside an igloo," she told them with enthusiasm. "And later, when your teacher says, you get to decorate the inside of the igloo by drawing on the paper!"
"I can't wait!" they all cheered.
What could have otherwise been a frightening situation was turned into an exciting and ultimately peaceful experience. Only lasting 30 minutes before the suspect was arrested, we remained safe in our classroom and secure in our routine. To me, this story remains a perfect example of how a fun and creative staff can turn a seemingly negative situation into a positive one.
Thursday, January 5, 2012
Snow Bear.
Making the connection that getting lost is not really a big kid thing to do, one girl said, "When I was younger, and didn't know better, I got lost in Target. But my mom found me and I was only three then." It's interesting to think that for a five year old, two years ago counts as "younger." You and I? Not so much.
One inquisitive boy who always proclaims how well he uses his brain told us,"One time at the toy store my brothers left me even though I said stay right here."
Looking for more details I prodded, "Were you scared?"
"No, I was brave," he said proudly. "I followed their water footprints and found them!"
Quite impressed with this clever way of searching for his mom I exclaimed, "Wow, you certainly were being a detective!"
The last story was told by a girl who always seems to stretch to find a story applicable to share. "One time I was looking for my little brother and then I found him in my mom's room!" Relevant or not, she shared how she found meaning of the story by drawing from her own experiences; I was glad to hear whatever she had to offer.
For this very reason, end of book discussions quite easily turns into my favorite part of each day. It becomes very apparent that simply reading the book loses much more of what we have to discover. Not only do we get to discover more about the book itself, but we also get the opportunity to learn more about each other. We see the book come alive with an even deeper meaning based on the context and application to each child. Their stories make reading time special and so much more meaningful.
Tuesday, January 3, 2012
First Day Back.
Waiting for the school whistle to blow, their bright eyes and darling smiles stared into the classroom. Knowing it wasn't time to let them in quite yet, I couldn't help but wave. And just as I was opening the door to finally let them in, I could feel my eyes tearing up. Not a usual expression of emotion for me, I shocked myself with what I was feeling -- overwhelmed with love for them and pure happiness to see them. After being welcomed warmly by all, with tons of hugs and even a surprise kiss on the cheek, I can honestly say I'm sure glad to be back.
Sunday, January 1, 2012
Happy New Year.
"Happy New Year," my boyfriend said. "It's 2012."
"I'm excited," I told him in honest thrill. "My kids will have more practice writing the number two!"
"Wow, you're a teacher through and through," he said with a chuckle. "When the first thing you think of is your students, you know you couldn’t quit being a teacher even if you wanted to."
I suppose he's right. If you're not convinced that I'm a teacher based on my excitement over the new year because of a number change, I have a few other ways that might persuade you:
- I can't walk through a store without finding some product that would be perfect for an art or science project.
- I have to take the longest route possible through stores with an art isle just so I won't spend all my money on art supplies.
- I can't walk through a bookstore without ending up in the children's section.
- I don’t throw away anything before considering how I might be able to use it for something as simple as counting or sorting.
- I always have to stop and look at (and nearly always buy) a new sheet or two of stickers every time I get the chance.
- I raid other people's houses for box-tops, recycled cans, or pop can tabs.
- I have to literally force myself to deviate from stores like the Dollar Tree. I can spend way too much money there.
- Walking past the dollar spot at Target I almost always purchase at least six things.
Happy New Year!
Friday, November 11, 2011
11.11.11
As part of our routine each morning, my Kindergartners write a new journal entry upon arrival. During this time, I remind them to write the date at the top of their page while they watch me write the date. On November 1st, the whole class was in complete awe as I wrote "11/1/11" on the board. "It's a pattern!" a few shouted. "It's all one's," shouted another. Seeing their observations, relation to something we've been learning in class, combined with the overall excitement in writing something as simple as a date, brought a joyous smile to my face.
Today's date 11/11/11 brought back memories of that day, and just thinking about what their reactions would have been--probably just as thrilling as it was on the first--truly made me wish I was with them today. I will be eager to share with them this once in a lifetime date on Monday.
Wednesday, June 15, 2011
Self-concept.
At this point, I was eager to point out their progress. It turned out to be an automatic confidence booster as they turned each page and saw the improvement they had made over the course of the year. Here I realized that portfolios are my biggest tool to supporting their self-esteem. At this age, they will not always recognize achievements on their own, and as they progress academically and even socially throughout a school year, it becomes my role as the educator to recognize individual accomplishments.
My feedback, evaluations, encouragement, communication, and overall environment that I establish will attribute to how students feel about their abilities. Before self-esteem can be built, students must be able to recognize their individual accomplishments and believe that personal success was because of their own actions. I recognize that having a positive self-concept is critical during the early years, knowing that how we view ourselves affects future ideas, feelings, decisions, actions, expectations, and general performance in life.
Keeping a portfolio of their previous work proved to be a great way for me to show students exactly how far they’ve come and how much they’ve accomplished. Besides overwhelming positive reinforcement and constant encouragement, the portfolios I keep will help students gain confidence in their work. If keeping a portfolio is but one more thing I can do to boost their self-esteem, then I will accept the importance of my role in attributing to self-concept and do all I can to support it.
Wednesday, January 5, 2011
Commotion In The Ocean.
With attentive eyes, they carefully examined the bright and colorful illustrations. What stood out to them was not falling penguins or cuddling bears, but rather a tiny black and lonely starfish. I could barely tell what it was and asked, "Are you sure it's a starfish?" They assured me it was because of his pointy stature. In case you don't see it, as I did not, here is a closer look.
Now you see it? Off in the distance of the first picture? I was just as surprised as they were and asked, "Well, what's he doing way out there?!"
The answers were all very logical and Kindergartner-like.
"Walking."
"Playing."
"Maybe he needs alone time."
"Sometimes I need alone time."
"Well I hope he's not too lonely," I replied.
A moment of silence occurred before this enthusiastic soul shouted, "He's gonna jump!"
"Oh no! Why would he jump?!" I asked in shock that a Kindergartner would say something so terrifying.
"To see his family in the ocean," he assured me.
"Yeah, alone time is over," another chimed in.
Clearly, it was my mistake for assuming worse. The innocence and logic of a five year old will never cease to fascinate me.