My Little Leaders (Connections March 2014)

As I reflect over this past month, I realize that this was the first FULL month of school in 2014.  And it has been drenched in learning, growing, mistakes, risks, challenges, ups and downs.  I’ve noticed a bit of a change in the culture of my classroom.  My students are transforming from your average Pre-Kers to what I like to call, rising kindergarteners.   Because I’ve realized that they are growing so fast and so much, I’ve been giving them more freedom and independence in the classroom. As I reflect over my highs of this month, I’m deeply aware that the best parts of our days and the most rewarding for me are when I’m able to give them some agency in the classroom.  My independent small groups have been performing so well.  They are able to do all these engagements and tasks on their own with little guidance from me.  And their independence has been extremely fruitful! My students have also organized a class play during centers time that was so fun to just sit back and be an audience member in.  They are acting like leaders and learning so much by being in control of their own learning.  How strange to say that about 4 and 5 year olds!

My favorite thing I’ve been seeing with my kiddos is their leadership during morning meeting and share times.  I was so hesitant to turn over the reigns and let them lead parts of morning meeting.  It has been amazing though! G.R. sat in the teacher chair and was able to call on his friends to tell us about their weekend.  L.S. shared a part of her weekend with us and asked for questions and comments. M.C. was the kindness reporter and reported kindness on his own and then asked his classmates to share kindness too.  During all those times I was sitting on the carpet with them, raising my hand, hoping to get called on! When I put myself in that position, I was able to see how hard it is not to share.  I love talking and when I wasn’t able to talk with my classmates, I had a difficult time.  I know that’s how some of them feel, so it was really cool to get their perspective. 

 

We also did a green food taste test and tried avocado, spinach juice, edamame, and cucumbers.  We made this awesome graph to figure out what was the class favorite and most of my students couldn’t even decide which one was their favorite because they loved them all.  I really wanted to harness this love for new and healthy foods so we collectively asked our director if we could have some of these green foods for snack and she agreed! It was such a wonderful moment of the kids using their voices to get what they wanted. 

My lows have been the overwhelming feeling that some of my students are not ready for Kindergarten.  I know deep down in my heart that they will be okay—but I sometimes, I struggle with how they are developing socially and emotionally.  I really hope some of my students don’t go to kindergarten still hitting their peers or lacking the ability to take responsibility for their actions.  One of the things I struggle with the most is trying and trying and trying to find a way to work with them, to finally get them to empathize, or behave, or be responsible—and yet all these things I’m trying never seem to work. It’s exhausting.  I think in some ways, I have to trust their development and that sometimes, it just takes more time. 

So with 8 weeks left of school, I’m hopeful and a bit melancholic about the departure of my kids to kindergarten.  I’m already starting to miss them!

**Also, avocado is definitely spelled wrong in our letter...**

The Morning Meeting Book (part 1)

“Teachers must commit more than just time to implement Morning Meeting.  They must also commit themselves to a belief in children’s capacity to take care of themselves and each other as they learn social skills like respect and responsibility along with academic skills” (Kriete, 2002, p. 3).

While reading through The Morning Meeting Book, I was struck by how much I didn’t know about a morning meeting.  I was surprised because I actually thought I had been doing a morning meeting each and everyday. However, I realize now that I had really been doing a class meeting with my kids.  Although our morning meetings generally consisted of a greeting of some sort, a little bit of sharing time, and a morning message, they are far off from what Roxann Kriete is talking about.

I loved how Kriete talks about Morning Meeting as a necessary skill not only for younger children, “Educators have learned that social skills are not a checklist to be mastered by the end of kindergarten so that students can get on with the acquisition of academic skills.  Instead, social skills are skills we continue to acquire and refine throughout our lives, just like academic skills” (Kriete, 2002, p. 8).  I think it’s too often that we think kids are wasting time playing or socializing, when really learning these skills of how to be compassionate, show empathy, follow rules of conversation, ask questions and live amongst others is what life and living is all about.  And of course, along the way we learn a lot of academic-minded things as well.  In fact, as Kriete states, “Teachers have long known and researchers are now confirming that social skills are not just something to be taught so that children behave well enough to get on with the real business of schooling.  Rather, they are inextricably intertwined with cognitive growth and intellectual progress.  Finally! Some research to back up my belief in socialization being the backbone of actual learning!

“We say that this is a place where courtesy and warmth and safety reign—a place of respect for all” (Kriete, 2002, p. 11).

I like how Kriete went though all the componets of Morning Meeting and described each part in detail and gave many examples of what it looked like.  I found the greeting and sharing sections to be most helpful in implementing this format in my classroom.  Kriete says, “Greeting sets a positive tone for the classroom and the day” (2002, p. 34).  I COMPLETELY agree! Almost every day we have a greeting time. The only time we don’t have a greeting time is on Tuesdays because the music teacher comes first thing.  If you were to ask me what my least favorite day of the week is, I would say Tuesdays.  I’m finally realizing it’s because my students don’t have an opportunity to connect and see each other during the first part of the day.  It really sets the tone for the remainder of the day.  I think I will start taking Kriete’s advice and make sure that we greet each other even if it means taking a few minutes off of music class and even inviting our music teacher to join us!

When it comes to Sharing, 4 and 5 year olds know how to talk! My kids are in constant communication about every little detail of their lives.  I really want to hear everything they have to say, but there’s just not enough time to hear 22 children share and make sure the others are attentive during this time.  I like Kriete’s idea of assigning each child a day to share on, that way they can know when they are sharing and be prepared as well as not be disappointed when they’re not chosen to share.  I believe that sharing is so important for people to do—especially our young people! I love to talk and share with others about my day and life, and I know most kids do as well.  I think the reason I love to do it so much is that I was always surrounded by adults and friends that would engage me in conversation and ask lots of questions.  The purposes of sharing Kriete mentioned are great reasons to make this a part of Morning Meeting; I especially liked,

·      Encourages habits of inquiry and thought important for cognitive growth.

·      Provides practice in speaking to a group in a strong and individual voice.

One of the things I’m most looking forward to for the rest of this year and for next school year is giving my kids more and more agency in the classroom.  I know that like most teachers, I struggle with letting go of some control and asking my kids to take control sometimes.  Just recently I asked a student to lead part of our Morning Meeting by asking kids how they were feeling and giving them time to explain how they were doing.  I sat on a spot in the circle and raised my had to be called on too.  I was impressed by how this student knew what to do, and so did most of the other kids.  It was so fun to be part of the classroom and not be in charge of it.  I know sometimes we must assert our authority as teachers and maintain a balance of guide and thought-partner with our students, but the times where I get to watch them lead themselves—well that’s just the best. 

Cultural Pedagogy Class 3

NAYCE

“Respecting diverse religious view- points and fully including LGBT families are both important. Educators’ ethical responsibility to all children is to create a safe space in which they can grow and flourish. No one’s beliefs can take precedence over children’s safety and protection”  (Lesser, 2010, p. 3).

This quote really resonated with me because I think I’ve been guilty of not speaking about LGBT families and my silence on that is a way of teaching.  I know that kids can’t choose whom they live with and my role is to respect where they come from and work with parents to support students the best way possible.  Last year I had a student with 3 moms and I can’t think back to ever including the way her family looked into our curriculum and classroom materials.  I wish I could go back and make sure that she knew she was accepted by me and her peers—but since I can’t I’ll just have to make up for that by making sure all families whether they look traditional or not are a part of our classroom!

Steps to Including All Families

I’m sure that sometimes my language isn’t the best or most appropriate way to approach students and this quote definitely made me think about the way I talk to my male and female students, “Maintain awareness of the language you use, especially if it implies differences based on gender (for example, complimenting boys on what they do and girls on how they look or implying that the only love relationships that exist, or are possible, are between a man and a woman) (“Lesser, 2010, p. 3).

Ready, Set, Respect

I really loved reading about the lessons to do with kiddos.  I read Set 1: Name calling, bullying, and bias. I especially love the engagement on thinking about differences and alikeness and how we can celebrate one another.  I really wish I had this lesson in the beginning of the school year because I’m really feeling like my classroom is lacking in some loving community lately.  Although my students are not using gay or retard as put-downs, the sometimes say you’re a bad boy or you’re mean to one another, and I know it’s still hurtful.  I think the point of these engagements is to get kids to think critically about how their words have power. What I loved most about seeing this type of lesson is that it really is just a celebration of who people are and respecting others even in their differences.  It’s not just a tolerance, but rather a valuing and uplifting of what makes us ourselves.  

Black Ants and Buddhists

Chapter 2:

In chapter 2 Mary Cowhey talks a lot about introducing students to serving with purpose and dignity. I love how she comes up with ideas with her students on ways to serve and help others.  I often wonder how I can prompt my own students to think about the needs of others in their own community.  With all the lack of classroom community happening these days with my kiddos I wonder if helping others with their peers would get the in a better frame of mind for interacting with those in their classroom.  What I found most interesting about this chapter was her attention to literature that addresses matters of class.  I would really like to get some of these books or think of other books like these for my students.  Although I don’t know the financial situation of all my students, I have a pretty good idea that my City of Decatur dwellers don’t come into contact with a lot of under resourced areas and I think it would be a good idea to expose them to this idea.

Chapter 7:

This year I know I haven’t done a great job of integrating history content into my curriculum.  I love how Cowhey starts with the oppressed peoples or the lesser known groups in history, “I try turning history around, telling the story from the perspective of other groups whose voices we don’t usually hear: Taínos, * Wampanoags, women, rebel slaves.  I introduce them first. That seems like a small point, but it matters a lot” (Cowhey, 2006, p. 125).  This seems brilliant because it’s turning the tables on history.  Everyone knows that history is generally told through the lens of the “winners” or dominant culture of the time, however, there’s an obvious lack in the other side’s story.  I haven’t done a great job of doing this exact thing this year and although school is ending soon, I’m still hoping I can work in some relevant and opposing history. I’ll definitely be thinking about this for next year!

Chapter 8:

 It seems like Cowhey is a freaking expert at teaching and encouraging her 1^st graders to love history.  I’m pretty sure I can’t conceive of a classroom where I could teach my littles as well as she does. But I guess I could try. This chapter as well as the article on LGBT families challenges me.  I often think that children just “can’t handle” what I would like to teach them.  I know that the Columbus story is faulty, but teaching about the mistreatment and massacres seems daunting to a group of 4 and 5 year olds.  I’m always thinking, “What is developmentally appropriate?” How can I teach the truth and teach the hard stuff without going overboard?

This Month has flown by.  Literally FLOWN BY! This month consisted of 10 instructional days with one field trip.  Even though we only saw 2 weeks and some change of each other, we made a lot of progress with one another as a classroom community.  Not only did my students make progress, but also I did as well in my practice.  February saw A LOT of winter weather days, but it also saw a lot of growth. 

I noticed that my highs had a lot to do with my instructional practice.  I had a lot of days where I saw my students engaged in learning in new ways.  Many of those moments that just made me smile on the inside were when I was able to incorporate literacy comprehension into lessons from Strategies That Work.  I loved doing the List, Group, Label activity with my kids.  Honestly, I was surprised they were able to do it! At first it was difficult for them to come up with words and many were confused as to why I was even asking them about this.  But after a quick think, pair, share they were able to come up with many words and justify why they chose certain ones.  I was so impressed! They also did a fun activity on describing and classifying dinosaurs.  Again, I thought this might be too hard for them, but they surprised me again! They were able to describe them and act like scientists by grouping them based on their characteristics.  I think my favorite thing I did with my students this month was having them write true stories based on their own experiences. Once I convinced one student to sit down and write a story on the computer, I had every other kid in the class asking when they could write a story with me! I made copies of the books for the kids and they carried them around all day and took them home.  I keep going back to Ladybugs, Tornadoes, and Swirling Galaxies idea of having student work displayed and having them find purpose in doing work in the first place.  With the true stories, we posted them on the parent bulletin board and asked parents to read them because our books are important! I’ve noticed a lot of parents looking at the board and reading with their kids.  It’s such a beautiful thing to see parents, school, and kids interacting with one another in a positive and beneficial way!

 

When I consider my lows through out the month, I’m a little overwhelmed by the behavior issues I’ve been having with two of my students.  One little guy is an over reactor when it comes to conflict with his peers and he often gets in trouble for getting physical with his peers.  It’s devastating to see this going on with a 5 year old and his classmates! We’ve been working on some strategies for him when he feels upset or frustrated and he has been trying to use these strategies, but sometimes his body gets the best of him.  I’m trying to be patient and remember he’s still learning! My other student is a slightly more difficult case.  His physical conflict has reached a level that other parents are concerned and upset that he is reacting this way with their children.  This is heartbreaking for me! I don’t want disharmony in my classroom and I definitely want our school to be a SAFE place to come everyday.  Black Ants and Buddhists has really encouraged me to find a way to be open and honest with parents and not try to fix it all by myself.  Mary Cowhey says, “Teachers inevitably have to deal with parents about difficult situations that arise, be they social, emotional, behavioral, or academic” (2006, p. 207).  I think every teacher can agree that interacting with parents is not always a pleasant experience, especially when they’re upset with you.  However, it’s a necessary part of teaching and so the most open and honest communication that can be done, the bet