I hate to say it, but I'm glad this month is over. I'm wiped. I'm tired. I need a break. That being said, as I reflected on this past months highs and lows, I have to say I'm quite impressed with my accomplishments as a teacher, in my practice, and our collective progress as a classroom family.
There have been a few key moments that have made me smile that I would like to highlight:
Small Groups:
We've made a lot of progress in our small groups in the way of mathematics and literacy. I wanted to really amp up our math engagements and have them be fun and entertaining for the kids--but also meaningful to them and useful to me. So I developed and replicated some math games that were taught in teacher directed small groups. The idea was that they would learn these games and the concepts behind them so well that they could play them independently with a partner. This would give me the opportunity to spend time in smaller groups working on things that students needed a teacher for. I also believe that kids are some of the best teachers, and so I knew that if some of the kids learned the game really well they could teach their partner if they were unclear. Competition and sheer self-determination is a huge motivator! For the most part, this was successful. Of course there were still a few hiccups, some students just didn't like the game, or were unsure of how to play so they made up their own game. Usually consisting of throwing counters/dice at each other. I knew this wouldn't fly when it came time to do rotating math centers, so I asked a few kids that I knew were struggling with the concepts of the game and asked them to play a few games with me during centers. I also asked those there knew how to play really well to play next to me with another struggling student and this was helpful because the students that needed to learn got the support they needed and my "expert" players were teaching their peers.
Another small group engagement we did was a re-write of Falling For Rapunzel which was something we did last year. This year however, I made rhyming a huge deal in almost every part of our day. From reading books, to calling kids to the lunch line, to phonological awareness time. This re-write was so fun because I explicitly taught the kids to generate rhyming words that were real because they needed to illustrate them (like real illustrators). Because generating rhyming words is an extending skill, we brainstormed rhyming words in a group and then picked the ones we liked the most to illustrate. This was so much better than making kids generate a word on the spot and they learned that they needed a real word. I was really impressed with their re-write and I think I almost like it better than the real book because THEY came up with it!
One of my lowest of lows has been managing one of my students that has a VERY difficult time transitioning. Sometimes he has a total tantrum and screams (very loudly), "I don't want to clean up" and then proceeds to cry for some time. Often these screaming fits prevent him from participating in the next engagement because he's still recovering in the cozy corner from his frustration. I've really struggled with finding patience and grace in my heart for this part of his development. I go from one extreme of appreciating him where he's at and finding ways to supporting him to the other extreme of thinking, "what is wrong with him?...all the other kids are able to transition smoothly...why can't he?" And although I feel guilty thinking this way, I can't help but acknowledge that this has been a weak part of my teaching practice this past month. Sometimes I ignore his outburst, or I try to rationalize, sometimes I even give him the squeeziest of squeeze hugs--and still the screaming, crying fit continues. A few times I've warned him that we are about to clean up and he's responded by cleaning up appropriately, but other times the warning backfires and screaming and crying ensues. My next step with this student is to create a frustration/transition book with him filled with his own strategies of what he could do if he gets upset. I'm hoping there will be some progress from this, however, I would LOVE any of your ideas on how you help students who struggle with transitioning???
And finally, I've found myself shrinking back into a teacher that threatens and gets onto students on a regular basis. I'm really struggling with finding the balance between boundaries and negotiating power of students. They are so young and impressionable and need guidance and support in the ways of respect, responsibility, kindness, and peace. I need a quick Becky Bailey refresher or maybe just a week off from school to recoup. Either way, I'm seeing the need for some personal change in my classroom so that I can be the best teacher that these kiddos deserve. Here's to hoping for a delightful December!
If you haven't checked out my Tumblr that I keep for my classroom, please check it out! It's been so helpful for daily reflecting on what our day looked like and celebrating the beautiful kids I get to teach.
Here's a few awesome kids:
Lindsey,
ReplyDeleteThank you so much for sharing. I am sorry this month has been tough for you! BUT give yourself a pat on the back because we made it to Thanksgiving. I know that the work we do can be exhausting, overwhelming, and trying at times but just know that we are here to support you and help work through it all.
In terms of centers, keep trying girl. I have changed my center rotations in Math about one million times this year. Last year I was so fearful of disrupting our routine that I wouldn’t modify things when they needed to be modified. This would eventually hurt the students and my instruction rather then helping us. Therefore if you find something that is not working or your kids aren’t really attached to its’ okay modify, regroup, and re-teach.
With your student who you have been having difficulty with I would just really up the parent engagement. I am sure you have already done this but I would try and go above and beyond when it comes to communicating with his parents. If possible I would even suggest having them “drop by” at sporadic times if that works for their schedule. I know he is young but I think it would be really interesting to see what he needs from you all. While I know we do not want our students love of learning it may help him to have a treat at the end of the week if his behavior is where it needs to be that week. Or maybe even make short term goals throughout the week.
Don’t be too hard on yourself. You have made so much growth with your students in your classroom this year! Keep up the great work!
Hey Linds...
ReplyDeleteWhew, lady I hear you with the tough month.
I think we all try really hard to push through for that little bit of time before break. But you are doing amazing things, and in Pre-K!
I've learned that math centers take a lot of practice, and doing exactly what you are doing. If you're noticing one group of kids is struggling with following the rules of the game, I have a kid who's got it pat come be the manager or facilitator at the table. They eventually get it! And it's such a beautiful thing to see kids excited about taking ownership of their learning and having stamina to sit there and do it for 12-15 minutes!
As for the frustrating kid, I bow my head because I feel like that is Sophia. I mean, we all have some friends in our classroom that make certain times more challenging, but I think I have a special place for you here. I know how it is to be the mom of a challenging kid, or “that kid” and it's tough. It's tough for the parent, teacher and kid. I honestly don't know what it is. I think Sophia just is used to doing things on her own time, and when she's got her heart on one thing it's hard for her to see peripherally. I agree with Kyla's suggestion about reaching out to parents. That will be SO important. Having that partnership and communication really does help.
It's funny, because I can also relate to your place of power in the classroom. There are a few times a day I find myself getting frustrated waiting for my friends to get with the program. And I just sing Daniel Tiger's song, “When you're feelin mad, and ya wanna roar, take a deep breath, and coun to 4....1, 2, 3, 4. Ironically, that always settles them down, because they're like, “Whoa, Ms. Oliver has to sing that song too? Wow, she must be really frustrated.” Or, I just burst out into song. I(Granted it can be hard to do this when you're really mad. And you even might sound a little big crazy, but it's okay, go with it---it works.)
Good luck and have a WONDERFUL BREAK!!!!
Lindsey,
ReplyDeleteI LOVE all day activities. They are the absolute best.
As a Kindergarten teacher, as I have stated to you before, I appreciate the effort and passion that you are displaying in your classroom. Early childhood education is the foundation of education and thank you for laying a solid one!
I have a student who is having difficulty with transitions as well. She cries at least once a day and will stay in the comfort corner all day if I let her. If you find something that you find to be most helpful, please share and I'll do the same.
Lindsey,
ReplyDeleteYour babies are just awesome! You really make me miss teaching Pre-K and how much you can accomplish with such eager minds. I really love you rhyming lesson and will definitely be reaching out to you soon because I think that's an idea that I would like to try with my girls because although a lot of them are on very different levels, they all can benefit by illustrating their words (and how fun is that!).
As far as your baby who struggles with transitions go, I, myself, have a student in that predicament as well and am also trying to figure out ways to navigate through. If you do find out any good tips or resources, please feel free to share them with me.
All in all, you should be impressed by how much you've accomplished because it's extremely impressive! I look forward to learning more about your journey in the future.
-Tilifayea