From the Reggio listserv:
One of the truths about teaching is that once you know exactly what it is you want children to learn, it is simple to organize to make it happen. The best thing to do is have the staff work together to decide what children might learn at cleanup time. Below is the kind of result that has occurred for me when I have led groups through this.
Dispositions/attitudes
1. When everyone works together to clean and restore the classroom it is more fun to do.
2. We are cleaning and caring for our space and materials in order to have them ready and beautiful for the next time we need them.
3. When we hear the bell that signals cleanup time we take the initiative to start in and keep on working on anything we find that needs doing.
4. We keep on finding things to do until the entire classroom is perfect.
5. When it is done we celebrate our group accomplishment.
Knowledge
Where each item goes.
Skills
washing tables
sweeping floors
cleaning paint brushes
caring for glue
caring for pens
You may have a different list than mine. Everyone is not the same. Note that there is no chore assignments in this outcome list. Everyone just keeps working until it is all complete, however long that takes.
Once the outcomes are clear, the job is to create the conditions for these to build over time.
Dispositions are taught by (1) modeling, (2) informing, and (3) responding with attention and interest to the emergence of what you value. So, at the beginning of the year, I clean and restore things, talking aloud all the while about what I am thinking and what choices I am making. If the dispositions list is posted on the wall, I can use those exact words over and over again. I can also note when a child starts in on something or works together with another or laughs, I can use those same words. "It IS a lot of fun to do this job together." "You started right in and found something to do."
I do a check of each area when it is restored. I ask, "Is the block area clean?" "Yes!" the children say. "Is the table area clean?" "Yes!" When it is all done we can put our hands together in a huddle and shout, "Hip, Hip, Hooray!" (This cooperative group goal needs a celebration of some kind to mark it's accomplishment.)
Knowledge outcomes are taught by simply providing information. This is how it goes. This is where it goes.
Skills are practiced proficiencies, developed over time. They are taught by demonstration and coaching. So, at the beginning of the year, I demonstrate at a group meeting time how to do each skill, taking one at at time.
For example, I bring out a small table that I have painted on. I talk about the problem of it being dirty. Some children may have ideas how to get it clean. If they do, I follow their ideas. If not, I generate my own idiotic ideas of how to clean it. I get tissues to clean it. I use my hands. I blow on it. I use the broom. I do every mistake I can think of. Gradually I get to the cloths and bucket in the Cleaning Center. But I spill or I don't wring the cloth and water goes on my pants or the floor. (I have never had any children not attend to these crazy demonstrations.) Every mistake I make has to be fixed, of course. Eventually I end up with a clean, but wet table. I use paper towels in my school to dry things. When I do, I toss them on the floor instead of the wastebasket. That gets fixed, too.
And that is it. I never have to show them again. The community of children help each other out. I make sure to comment on emerging initiative, cooperation with others, and perseverance. "You have made it ready and beautiful for next time." I never give a direction. I never praise.
I used to hate cleanup, thinking it was my responsibility to make sure it was done. I don't hate cleanup now. It is a joy. It is one of the most important times of the day for me. Here is an opportunity for everyone to work toward a common goodness, without being told what to do. I wish we had more of that idea of a common good in the USA.
Often people ask about what to do with the children who don't clean. I use the 80% rule. I want 80% of the classroom engaged. If 20% are not, it is not a problem. I attend to the 80%. For 20 children, 4 can be flaking off. If it grows to 5, I try to find a way to participate with that fifth child, and I really up the attention and interest to those that are engaged in the community's work. If it takes a long time to clean up, and some days are like that, I simply talk about what we could be doing once this work was done. If it is really bad, I video tape and show it later to the children at a community meeting.
I have had some children never participate at all into February or March, however all are working by April. When it is their choice, it lasts a lifetime.
At this time of year, cleanup is a good opportunity to create Learning Stories as children take the initiative to contribute to the classroom community.
http://earlylearningstories.com
If I need to "push" in February or March, I have set a small portion of restoration aside with a sign "Johnny's Blocks". When Johnny gets those put away, he can join the group's next activity. That is as mean as I get.
I believe in my "Capabilities 15". Cleanup time is one place where Head Start can make a huge difference for children. They really will be "ready" to participate in what elementary schools can offer.
http://earlyeducationadvocates.org/
Tom
Monday, August 31, 2009
Thursday, August 27, 2009
Mary O's parenting website
www.parentingpearlsofwisdom.blogspot.com. You can click on the link and it will take you there. You can also subscribe :)
Wednesday, August 26, 2009
Thoughts on the infamous show and telling/sharing
Again, some provocations from the Reggio listserv. I found these to be quite thought provoking. Enjoy!
One of our teachers at our school does show and tell with her kids and wants the other teachers to do it as well. She said it's great for language development, taking turns, listening. I asked her how she conducted show and tell with her 8 students. She said she gets them together for circle time, each one goes and gets their toy or item before hand, and then starts off with the statement "Tell me about it." She then nudges the children with questions. What does it do? Where did you get it? Etc.
I've never tried show and tell with preschoolers. My gut instinct says it is not appropriate, however, some of you might have had success with such an activity. First, I'm concerned that some children will bring these expensive toys, while other kids might not have anything to bring but simple items, like rocks and trinkets made with Mom or Dad. Kids' talk is very spontaneous that explodes in a chain of associations. They see a picture, here a word, associated with what they already know and they can't stop talking. If you ask them to tell you about a specific object at hand, they have a harder time collecting their thoughts and memories. Some shut down. On that note, other children are of shy temperament. They want to talk when they're ready and willing, not when it is their turn. There are kids in my class with speech difficulties. If I ask them to tell me about their toy, they might be able to. Finally, among many other concerns, the play becomes all about the toy and its limited uses, not the imagination.
I learned a wonderful way to do sharing when I was at a co-op preschool several years ago. I still do it this way. We have a sharing box, bin, or basket. Sharing is one day a week. The children may bring something from home. It is not always a toy. They place their 'sharing' in the basket when they arrive. At some point during the day (it's pretty random, as they are pretty engaged and I have to find a good moment) I announce that it is sharing time. Usually it is only a fraction of the kids who have anything in the basket, so mostly only those children gather together. They take their items from the basket. I tell them to find a friend to share with. They break into groups of two or three and then share with one another. They are very happy to listen to each other, let their friends hold and play with their things, and there is lots of language happening. Sometimes children without an item to share join and a child with a toy might share with someone who didn't bring anything. It's all very casual and comfortable. I have played a 'game' of guessing if the group is small, so they don't have to wait long. I put the basket behind me and feel an object, describe what I'm feeling and they can guess what it is and identify their own toy. I have looked over the basket first so I can be very specific in my description (only describing what I could feel, not see). Sharing is fun for those who participate, not boring and uninteresting for those who don't care, and allows children to bring something from home. We love it.
Another idea I have seen, which I really liked, is a sharing shelf. Where you designate a special shelf in your classroom and if there is something a child really wants to show the class, they can put it there and talk with friends/teachers about it throughout the day. Naturally this becomes a great social as well as language interaction b/t students and teachers.
I want to start off with some questions that come to mind about show and tell as we try to see the merit of why use it. In my mind “show and tell” equates to “circle time” a ritual that has been passed down through time without thought as to why!
I begin with the following questions about S & T:
What is the why for its use? Think beyond merely relationships, knowing about each other, what is that deep why for having it?
How does this “ritual” move the children into thinking deeply?
How will the ritual connect with the work in the classroom?
How will it extend into the "what next”?
With those questions in mind, I’d like to share a newly evolving ritual that we are using, that has many implications tied to a Reggio mindset (or I think it does). I want to share how it came to be, how I’m using it for professional development for my new teaching team (and for me) and how it is moving our group of learners in such a wonderful and astounding way. After I shared this with the families it created a bridge between home and school as families are now also using this simple question to push their child’s thinking. In this small gesture it is allowing the child to feel the connection between home and school, for now there is a common language or question being used.
BACKGROUND: Over the summer I taught a Kindergarten program with a group of children who never had any experience with a Reggio program. They were from numerous traditional schools. (Yes I am still planning to send my thoughts tied to K and RE work to the list).
During that time I framed "project meetings" that had a protocol to it that allowed the children to take ownership of the project and meetings. The children were running their own meetings I became the mere documenter and on occasion stepping in to facilitate. Observing how this particular group of children grew tremendously using this “project/ inquiry meeting process" I pondered how could I bring this idea to my 4/5’s this year and how might I frame its beginnings.
The door of how to begin opened at the start of the school year at our first PS-5th grade assembly. During the assembly our principal challenged the whole elementary school to explore two keywords this year- wonder and curiosity.
PONDERING: I began to ponder upon these words. I had already long ago embraced wonder as a key principle to my working with children as I often used: “I wonder……” in my dialogue with children. My wondering connected to their wonder. This small phrase often added fuel to the fire and the dialogue between the child and I often takes off with its use.
When a teacher wonders with the child it signals to the child that I am a learner, a co-constructor, and a willing partner of learning and thinking beside them. I’m no longer “teacher” all knowing but rather I’m in the journey with them.
With those thoughts in mind I decided to have “I wonder” questions that would be tossed at our group meeting. HOWEVER these weren’t just arbitrary wonder questions. I would observe the work of the children, their interests and use that as a basis for my wonder question.
Again we are only a few weeks into school so I have been pulling the I wonder questions from by observations of their work on the playground- living in Hawaii it allows us to each morning to begin our day on the playground. This is where parents drop off their child, it often allows the families to meander, socialize together in the morning times. Its nothing for one to look around the playground and see 10 – 15 parents either talking to each other or playing with the children (not their own children!) All of this is priceless.
While on the playground I begin observing for moments of wonder that is pouring from the children’s play and work there. I observe and listen to the dialogues noting any that may be formed into a "I wonder" question.
Once something captures my attention I form a burning question stemming from their work and interest (yes it is open ended, but I tend to ask questions that touch on the side of fantasy thus it opens up the world to possibilities not based on facts).
Once we come in from the playground via the bathroom we go straight to meeting. I share with the children briefly what I observed to help trigger their thoughts and to let them know I “seen” what they were doing. I then share that I have a wonder question for them! They are all ears.
After I toss the question I record each child’s idea. When the child gives a reply I will say to them that is a great idea or that is great thinking, or I like your idea this is reinforcing thinking not answers! (FYI the children are using these phrases to each other and us) During this time I slow the pace down as I record their words into notebook. The children observe this note taking process that I am doing and this simple gesture is spawning new “ideas” of how the printed word is used.
Once everyone who wants to share has had a opportunity (which after several days into this everyone is excited to add to the I wonder question with their ideas) I will read back all ideas to the community. I want to make sure I have every child’s idea just as they shared it and also to allow for a revision of an idea if they would iike. I end by asking if they have any I wonder questions that we could add for another time. There are!
When finished we continue with our meeting and day. (this takes 10 mins tops, for now, but it is a rich 10 mins!)
The value or the why for the I wonder question seems to be two fold~ it is seeding learning for the child and learning for the adults as well.
For the children through the use of this process I am saying to them that I am interested and closely observing their work. They are being seen and valued! Second because the wonder question is coming from something they are doing or because the question originates from their interests they now have a deeper investment in the question. The question isn’t random, it is coming from their work.
HOW I AM USING THIS FOR GROWING A TEAM: At some point during the morning I will type up the dialogue-and print it out for use later with the team.
My team has made the ultimate choice of taking their breaks in the room in order for us to have a nice 45 meeting around the work that happened during the day. Thus during nap after all the children are settled or asleep, as a team we will snack on something while unpacking observations of the morning. During this time I bring to the table the “I wonder” ideas as part of their (teachers) growing process. We begin to unpack the children’s thinking.
I have the team look at each child’s idea and find which ones hold a theory, it is these that hold rich deep ideas worthy of continuing. I have them looking at what might the child’s theories be, we talk about the children’s thinking. We then look at the children’s dialogue to see what new I wonder question we could toss back to the children stemming from the discussion. I have them think about the what next, tomorrow and into the future.
As a team we discuss if there is a next morning I wonder question- one we want to toss back to them that came out of the dialogue from the morning work or do we look for another I wonder question or both.
We also wonder what if this question explodes, where might we go with it? Is it project worthy?
What is this seeding in the children:
On the first day I tried this I had observed the children catching bugs, and millipedes from around our playground. In my observations I wondered why, what caused children of all ages to hunt bugs, was it the hunt and joy of finding? Was it the collecting of things? What was the interest? Slowly I formed a question.
At the meeting I shared with them that I had been observing them catching the bugs and millipedes and had a question about this. I wondered why all the bugs were under the grass and not out?
The children began with their theories as to why…I recorded their ideas. Later in the morning one of the boys came to me and said, “Ms. Leslie write this down: "I wonder why bugs come in the classroom and in the house? Why do ants bump their heads together and then go different ways?” Write it down Ms. Leslie this is important!"
By day two I heard the children asking each other I wonder why? And I heard theories being shared. I heard them saying what is your idea? I like that thinking? Now a thinking community was truly being born!
I just remembered a part of the sharing process that I did like. In an effort to make it more meaningful, one year we had the children draw pictures of their "share item". I remember the children spending a lot of time on this picture and enjoying the process, we also wrote down what they said about their sharing item, adding a photograph would also be a good idea. Anyway, we put them all together in a book and I remember the children going back over and over again to look at this particular book. It was also neat b/c when the "sharing" child was drawing their item, often other students would come by and offer advice or also want to draw the item.
One of our teachers at our school does show and tell with her kids and wants the other teachers to do it as well. She said it's great for language development, taking turns, listening. I asked her how she conducted show and tell with her 8 students. She said she gets them together for circle time, each one goes and gets their toy or item before hand, and then starts off with the statement "Tell me about it." She then nudges the children with questions. What does it do? Where did you get it? Etc.
I've never tried show and tell with preschoolers. My gut instinct says it is not appropriate, however, some of you might have had success with such an activity. First, I'm concerned that some children will bring these expensive toys, while other kids might not have anything to bring but simple items, like rocks and trinkets made with Mom or Dad. Kids' talk is very spontaneous that explodes in a chain of associations. They see a picture, here a word, associated with what they already know and they can't stop talking. If you ask them to tell you about a specific object at hand, they have a harder time collecting their thoughts and memories. Some shut down. On that note, other children are of shy temperament. They want to talk when they're ready and willing, not when it is their turn. There are kids in my class with speech difficulties. If I ask them to tell me about their toy, they might be able to. Finally, among many other concerns, the play becomes all about the toy and its limited uses, not the imagination.
I learned a wonderful way to do sharing when I was at a co-op preschool several years ago. I still do it this way. We have a sharing box, bin, or basket. Sharing is one day a week. The children may bring something from home. It is not always a toy. They place their 'sharing' in the basket when they arrive. At some point during the day (it's pretty random, as they are pretty engaged and I have to find a good moment) I announce that it is sharing time. Usually it is only a fraction of the kids who have anything in the basket, so mostly only those children gather together. They take their items from the basket. I tell them to find a friend to share with. They break into groups of two or three and then share with one another. They are very happy to listen to each other, let their friends hold and play with their things, and there is lots of language happening. Sometimes children without an item to share join and a child with a toy might share with someone who didn't bring anything. It's all very casual and comfortable. I have played a 'game' of guessing if the group is small, so they don't have to wait long. I put the basket behind me and feel an object, describe what I'm feeling and they can guess what it is and identify their own toy. I have looked over the basket first so I can be very specific in my description (only describing what I could feel, not see). Sharing is fun for those who participate, not boring and uninteresting for those who don't care, and allows children to bring something from home. We love it.
Another idea I have seen, which I really liked, is a sharing shelf. Where you designate a special shelf in your classroom and if there is something a child really wants to show the class, they can put it there and talk with friends/teachers about it throughout the day. Naturally this becomes a great social as well as language interaction b/t students and teachers.
I want to start off with some questions that come to mind about show and tell as we try to see the merit of why use it. In my mind “show and tell” equates to “circle time” a ritual that has been passed down through time without thought as to why!
I begin with the following questions about S & T:
What is the why for its use? Think beyond merely relationships, knowing about each other, what is that deep why for having it?
How does this “ritual” move the children into thinking deeply?
How will the ritual connect with the work in the classroom?
How will it extend into the "what next”?
With those questions in mind, I’d like to share a newly evolving ritual that we are using, that has many implications tied to a Reggio mindset (or I think it does). I want to share how it came to be, how I’m using it for professional development for my new teaching team (and for me) and how it is moving our group of learners in such a wonderful and astounding way. After I shared this with the families it created a bridge between home and school as families are now also using this simple question to push their child’s thinking. In this small gesture it is allowing the child to feel the connection between home and school, for now there is a common language or question being used.
BACKGROUND: Over the summer I taught a Kindergarten program with a group of children who never had any experience with a Reggio program. They were from numerous traditional schools. (Yes I am still planning to send my thoughts tied to K and RE work to the list).
During that time I framed "project meetings" that had a protocol to it that allowed the children to take ownership of the project and meetings. The children were running their own meetings I became the mere documenter and on occasion stepping in to facilitate. Observing how this particular group of children grew tremendously using this “project/ inquiry meeting process" I pondered how could I bring this idea to my 4/5’s this year and how might I frame its beginnings.
The door of how to begin opened at the start of the school year at our first PS-5th grade assembly. During the assembly our principal challenged the whole elementary school to explore two keywords this year- wonder and curiosity.
PONDERING: I began to ponder upon these words. I had already long ago embraced wonder as a key principle to my working with children as I often used: “I wonder……” in my dialogue with children. My wondering connected to their wonder. This small phrase often added fuel to the fire and the dialogue between the child and I often takes off with its use.
When a teacher wonders with the child it signals to the child that I am a learner, a co-constructor, and a willing partner of learning and thinking beside them. I’m no longer “teacher” all knowing but rather I’m in the journey with them.
With those thoughts in mind I decided to have “I wonder” questions that would be tossed at our group meeting. HOWEVER these weren’t just arbitrary wonder questions. I would observe the work of the children, their interests and use that as a basis for my wonder question.
Again we are only a few weeks into school so I have been pulling the I wonder questions from by observations of their work on the playground- living in Hawaii it allows us to each morning to begin our day on the playground. This is where parents drop off their child, it often allows the families to meander, socialize together in the morning times. Its nothing for one to look around the playground and see 10 – 15 parents either talking to each other or playing with the children (not their own children!) All of this is priceless.
While on the playground I begin observing for moments of wonder that is pouring from the children’s play and work there. I observe and listen to the dialogues noting any that may be formed into a "I wonder" question.
Once something captures my attention I form a burning question stemming from their work and interest (yes it is open ended, but I tend to ask questions that touch on the side of fantasy thus it opens up the world to possibilities not based on facts).
Once we come in from the playground via the bathroom we go straight to meeting. I share with the children briefly what I observed to help trigger their thoughts and to let them know I “seen” what they were doing. I then share that I have a wonder question for them! They are all ears.
After I toss the question I record each child’s idea. When the child gives a reply I will say to them that is a great idea or that is great thinking, or I like your idea this is reinforcing thinking not answers! (FYI the children are using these phrases to each other and us) During this time I slow the pace down as I record their words into notebook. The children observe this note taking process that I am doing and this simple gesture is spawning new “ideas” of how the printed word is used.
Once everyone who wants to share has had a opportunity (which after several days into this everyone is excited to add to the I wonder question with their ideas) I will read back all ideas to the community. I want to make sure I have every child’s idea just as they shared it and also to allow for a revision of an idea if they would iike. I end by asking if they have any I wonder questions that we could add for another time. There are!
When finished we continue with our meeting and day. (this takes 10 mins tops, for now, but it is a rich 10 mins!)
The value or the why for the I wonder question seems to be two fold~ it is seeding learning for the child and learning for the adults as well.
For the children through the use of this process I am saying to them that I am interested and closely observing their work. They are being seen and valued! Second because the wonder question is coming from something they are doing or because the question originates from their interests they now have a deeper investment in the question. The question isn’t random, it is coming from their work.
HOW I AM USING THIS FOR GROWING A TEAM: At some point during the morning I will type up the dialogue-and print it out for use later with the team.
My team has made the ultimate choice of taking their breaks in the room in order for us to have a nice 45 meeting around the work that happened during the day. Thus during nap after all the children are settled or asleep, as a team we will snack on something while unpacking observations of the morning. During this time I bring to the table the “I wonder” ideas as part of their (teachers) growing process. We begin to unpack the children’s thinking.
I have the team look at each child’s idea and find which ones hold a theory, it is these that hold rich deep ideas worthy of continuing. I have them looking at what might the child’s theories be, we talk about the children’s thinking. We then look at the children’s dialogue to see what new I wonder question we could toss back to the children stemming from the discussion. I have them think about the what next, tomorrow and into the future.
As a team we discuss if there is a next morning I wonder question- one we want to toss back to them that came out of the dialogue from the morning work or do we look for another I wonder question or both.
We also wonder what if this question explodes, where might we go with it? Is it project worthy?
What is this seeding in the children:
On the first day I tried this I had observed the children catching bugs, and millipedes from around our playground. In my observations I wondered why, what caused children of all ages to hunt bugs, was it the hunt and joy of finding? Was it the collecting of things? What was the interest? Slowly I formed a question.
At the meeting I shared with them that I had been observing them catching the bugs and millipedes and had a question about this. I wondered why all the bugs were under the grass and not out?
The children began with their theories as to why…I recorded their ideas. Later in the morning one of the boys came to me and said, “Ms. Leslie write this down: "I wonder why bugs come in the classroom and in the house? Why do ants bump their heads together and then go different ways?” Write it down Ms. Leslie this is important!"
By day two I heard the children asking each other I wonder why? And I heard theories being shared. I heard them saying what is your idea? I like that thinking? Now a thinking community was truly being born!
I just remembered a part of the sharing process that I did like. In an effort to make it more meaningful, one year we had the children draw pictures of their "share item". I remember the children spending a lot of time on this picture and enjoying the process, we also wrote down what they said about their sharing item, adding a photograph would also be a good idea. Anyway, we put them all together in a book and I remember the children going back over and over again to look at this particular book. It was also neat b/c when the "sharing" child was drawing their item, often other students would come by and offer advice or also want to draw the item.
Tuesday, August 18, 2009
More food for thought to 'chew on' before the start of school
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This again comes from the Reggio listserv. REGGIO-L is hosted by the Early Childhood and Parenting (ECAP) Collaborative at the University of Illinois. http://ecap.crc.uiuc.edu/listserv/reggio-l.html You are welcome to join!
Dear list,
Just a little rambling...I want to share with you a cleanup aha!
This was our first official week with the children. This year I moved with my children who are now 4/5 into another classroom that we designate as the 4/5’s classroom. We are now back in a room that I had when I first came to Honolulu which room has a loft.
As the children’s morning work unfolded on Tuesday I looked around the room and it looked like a bomb had hit. I began to observe and noticed how children began working on something, walked away and never returned. This troubled me, why were they being so disrespectful of their environment?
Trust me I don’t mind messes but this wasn’t about messing about it was about just dumping and leaving.
When it was time to cleanup in order to have our reflection meeting and lunch I was helping the children pick up. I asked one of the children to help me by hanging up a scarf on one of the hooks in the “dress up” space, as I watched her trying to hang it up the aha began to hit me. I began to rethink the environment as a “medium”. (bare with me)
When we finished children moved to our reflection meeting. During the meeting I shared with them that the teachers had observed the children’s work and how they hadn’t put things back when they were finished. I shared that we were very sad at how the room was left.
I asked them what could we do. The children quickly began to share about how they need to pick up, etc. They knew the expectations, the longer they talked the aha seeped in. Suddenly I wondered out loud by saying, “I wonder we are in a new room, with new materials and new places to put things. Maybe we need to “learn” about our room.” The children began to talk about this idea. I shared with the children that if they couldn’t be respectful of our room soon all the materials will be lost and will disappear. One of the children said, “That would be boring, no things in the room, you know Middle school is boring they don’t have anything in their room.” I replied, “ hmmm maybe the students in Middle school didn’t put their things away and everything got lost.” Soon the room was a buzz.
I shared with the children that on Wed when they came in we are going to learn about our room. They were excited.
After the children left I shared with the team my aha of observing one of the children struggling to hang up one of the scarves and I realized it wasn’t that they couldn’t they just needed to know how too. I shared with them the plan for Wed. that when the children return we would gather for our morning meeting then each of us would take a group of 6 and we would visit the areas of the room and have the children “learn” about each area, what materials was there. While in the spaces we would help them learn how to hang things up, how to put things into the baskets, how to fold things, etc. We divided the room into 1/3’s and would rotate through the 3 zones.
Just like the “techniques” of the atelier and the mediums of the studios perhaps the children needed to learn the “techniques” of how to clean and place things away before they can shift into meaningful play and in being respectful towards our environment. They had to learn about the medium of the environment.
On Wed. we spent about 30 minutes as the groups rotated to each zone of the room. There was 1 teacher and 6 children and we rotated from each area “working” and learning about the space.
After we worked our way around the room the children were then free to go work in the room. Immediately I noticed children playing with new materials that they had discovered while “learning” about the spaces. We also noticed that the children indeed kept the areas much more organized and didn’t drag out things but were more intentional.
Thursday was day two and it was amazing the difference.
I have plan B ready, hopefully this aha and our small moment made a major impact with the children respecting their environment.
Just thought I'd share...to often we might have looked at this as a behavior problem and developed elaborate plans when in reality it was learning about the "medium" and techniques of the environment. Hope this make sense..
Leslie
responses to the post
Dear Leslie & All,
This is very instructive. I think often we expect children to do things we
haven't shown them how to do, and we owe them an apology if we've done that...
the "disrespect of the environment" was due to adults assuming children
knew how to tidy up this new space, an erroneous assumption.
Thanks for sharing this story. It reminds me of a father who came up to me
after I gave a parent workshop, said his daughter (4 y o) was in bed with a
bad cold, but acting like it was death itself, operatic in her complaints.
I had to think a bit, but it came to me, so I asked him if she had ever been
ill before. He said she hadn't. "Tell her she'll get better" I suggested,
"she doesn't know that!"
It's hard being an adult and getting a sense of what a child's experiencing.
But that's one of the main things about working the way the Italians do.
Warmly,
Sydney
This reminds me of something that we have built into the beginning of the year. In our program of 32 children (I know it’s huge) we stagger the start of the school year so that each child has the opportunity to meet the environment and the teachers in a smaller setting. All 32 children are at school at 9:00, however, some leave at 12:00, others at 1:30 and some at 3:00. The first day of school we have the children enrolled until 12:00 come, the next day just the 1:30 group and the next day, just the 3:00 group. The reason we do this is to give each child a chance to see how things work and what materials are available without the craziness of 32 children all at once. We use these days to take a tour of the space and to emphasize which things are tools and which are toys. The teachers also role play what could happen to the materials if they are not put away. For example, when highlighting the writing area I might use paper and markers and then leave the area with the caps off of the markers. Another teacher might jump in and say something like, “Oh Carrie, I noticed you didn’t put the caps on the markers and I might say something like, “Oh well I’m done, I’ve got to get over to the blocks, the dolls, snack….” The other teacher could then remind me what will happen to the markers if they are left out without their caps. We do a lot of this these first days and it seems to make things run much more smoothly when all 32 arrive together for the first time. Throughout the year, we always notice things that might be revisited like dumping materials, hording, etc. and we can easily have the children be a part of the solution at morning meeting because we all have a common context.
Sydney and All,
You are so right, again it was about closely observing and listening had I not observed this ever so small moment and heard the child say she didn't know how this strong aha wouldn't have been made. But it was also about the "r" word, reflection in this case reflecting on my feet!!
I just want to share the rest of the story. On Friday once again the children were awesome and respectful of the environment.
When it was time to "cleanup" I happened to find one of the scarves from the dramatic play area in the message area (one of the "brides" had left it)
As I made my way over one the children in the classroom met me.
A little background L. is the youngest in the class and she happens to also the baby in her family. The parents really does a lot for her rather than letting her do things herself. Last year she was very immature as well.
When L. met me she asked me what I was doing, I said I was taking the scarf to the dramatic play area to hang up to which L beamed and said, "Ms. Leslie I can take that we know how to do it!" I said, "That's right you do know how to do it now." I gave her the scarf and observed as the girls cleaned the area up spot less. For they truly knew how to do it!
When L. mom picked her up i shared with her the story and her mom said, "Yes on Wednesday when we were going home she shared with me that she learned how to clean all the room up. She was very proud of her accomplishment."
It doesn't get any better than that!
Leslie
Also this next week I will be tossing to the children about sharing their thoughts about the environment, what they like and don't like, what's missing, etc. The environment was set when they arrived, just the "big" things, but I'd like for them to have some input.
Today I sent an email to the families for their input in helping us frame the
classroom more. Below is what was sent, the responses have been awesome! I am getting to know the families even more!
Families,
After observing, reflecting upon and then having a dialogue around the children's work in the classroom this past week we would like to add a few more items to the the dramatic play area. However we want to add pieces that are meaningful, things that the children are familiar with and use. I would like each family to share with us about what your child uses each day at home.
What type of:
Utensils: ie chopsticks, spoons, forks etc.
plates:
cups:
What else does your child use on a reg. basis such as a small pitcher, cooking utensils, etc.
This will help us greatly as we add rich and meaningful things to this area.
Also at home what "cultural" connections does your child have on a regular basis? What values and history are you instilling and honoring with your child?
This to will help us in framing a meaningful classroom environment.
Leslie
This again comes from the Reggio listserv. REGGIO-L is hosted by the Early Childhood and Parenting (ECAP) Collaborative at the University of Illinois. http://ecap.crc.uiuc.edu/listserv/reggio-l.html You are welcome to join!
Dear list,
Just a little rambling...I want to share with you a cleanup aha!
This was our first official week with the children. This year I moved with my children who are now 4/5 into another classroom that we designate as the 4/5’s classroom. We are now back in a room that I had when I first came to Honolulu which room has a loft.
As the children’s morning work unfolded on Tuesday I looked around the room and it looked like a bomb had hit. I began to observe and noticed how children began working on something, walked away and never returned. This troubled me, why were they being so disrespectful of their environment?
Trust me I don’t mind messes but this wasn’t about messing about it was about just dumping and leaving.
When it was time to cleanup in order to have our reflection meeting and lunch I was helping the children pick up. I asked one of the children to help me by hanging up a scarf on one of the hooks in the “dress up” space, as I watched her trying to hang it up the aha began to hit me. I began to rethink the environment as a “medium”. (bare with me)
When we finished children moved to our reflection meeting. During the meeting I shared with them that the teachers had observed the children’s work and how they hadn’t put things back when they were finished. I shared that we were very sad at how the room was left.
I asked them what could we do. The children quickly began to share about how they need to pick up, etc. They knew the expectations, the longer they talked the aha seeped in. Suddenly I wondered out loud by saying, “I wonder we are in a new room, with new materials and new places to put things. Maybe we need to “learn” about our room.” The children began to talk about this idea. I shared with the children that if they couldn’t be respectful of our room soon all the materials will be lost and will disappear. One of the children said, “That would be boring, no things in the room, you know Middle school is boring they don’t have anything in their room.” I replied, “ hmmm maybe the students in Middle school didn’t put their things away and everything got lost.” Soon the room was a buzz.
I shared with the children that on Wed when they came in we are going to learn about our room. They were excited.
After the children left I shared with the team my aha of observing one of the children struggling to hang up one of the scarves and I realized it wasn’t that they couldn’t they just needed to know how too. I shared with them the plan for Wed. that when the children return we would gather for our morning meeting then each of us would take a group of 6 and we would visit the areas of the room and have the children “learn” about each area, what materials was there. While in the spaces we would help them learn how to hang things up, how to put things into the baskets, how to fold things, etc. We divided the room into 1/3’s and would rotate through the 3 zones.
Just like the “techniques” of the atelier and the mediums of the studios perhaps the children needed to learn the “techniques” of how to clean and place things away before they can shift into meaningful play and in being respectful towards our environment. They had to learn about the medium of the environment.
On Wed. we spent about 30 minutes as the groups rotated to each zone of the room. There was 1 teacher and 6 children and we rotated from each area “working” and learning about the space.
After we worked our way around the room the children were then free to go work in the room. Immediately I noticed children playing with new materials that they had discovered while “learning” about the spaces. We also noticed that the children indeed kept the areas much more organized and didn’t drag out things but were more intentional.
Thursday was day two and it was amazing the difference.
I have plan B ready, hopefully this aha and our small moment made a major impact with the children respecting their environment.
Just thought I'd share...to often we might have looked at this as a behavior problem and developed elaborate plans when in reality it was learning about the "medium" and techniques of the environment. Hope this make sense..
Leslie
responses to the post
Dear Leslie & All,
This is very instructive. I think often we expect children to do things we
haven't shown them how to do, and we owe them an apology if we've done that...
the "disrespect of the environment" was due to adults assuming children
knew how to tidy up this new space, an erroneous assumption.
Thanks for sharing this story. It reminds me of a father who came up to me
after I gave a parent workshop, said his daughter (4 y o) was in bed with a
bad cold, but acting like it was death itself, operatic in her complaints.
I had to think a bit, but it came to me, so I asked him if she had ever been
ill before. He said she hadn't. "Tell her she'll get better" I suggested,
"she doesn't know that!"
It's hard being an adult and getting a sense of what a child's experiencing.
But that's one of the main things about working the way the Italians do.
Warmly,
Sydney
This reminds me of something that we have built into the beginning of the year. In our program of 32 children (I know it’s huge) we stagger the start of the school year so that each child has the opportunity to meet the environment and the teachers in a smaller setting. All 32 children are at school at 9:00, however, some leave at 12:00, others at 1:30 and some at 3:00. The first day of school we have the children enrolled until 12:00 come, the next day just the 1:30 group and the next day, just the 3:00 group. The reason we do this is to give each child a chance to see how things work and what materials are available without the craziness of 32 children all at once. We use these days to take a tour of the space and to emphasize which things are tools and which are toys. The teachers also role play what could happen to the materials if they are not put away. For example, when highlighting the writing area I might use paper and markers and then leave the area with the caps off of the markers. Another teacher might jump in and say something like, “Oh Carrie, I noticed you didn’t put the caps on the markers and I might say something like, “Oh well I’m done, I’ve got to get over to the blocks, the dolls, snack….” The other teacher could then remind me what will happen to the markers if they are left out without their caps. We do a lot of this these first days and it seems to make things run much more smoothly when all 32 arrive together for the first time. Throughout the year, we always notice things that might be revisited like dumping materials, hording, etc. and we can easily have the children be a part of the solution at morning meeting because we all have a common context.
Sydney and All,
You are so right, again it was about closely observing and listening had I not observed this ever so small moment and heard the child say she didn't know how this strong aha wouldn't have been made. But it was also about the "r" word, reflection in this case reflecting on my feet!!
I just want to share the rest of the story. On Friday once again the children were awesome and respectful of the environment.
When it was time to "cleanup" I happened to find one of the scarves from the dramatic play area in the message area (one of the "brides" had left it)
As I made my way over one the children in the classroom met me.
A little background L. is the youngest in the class and she happens to also the baby in her family. The parents really does a lot for her rather than letting her do things herself. Last year she was very immature as well.
When L. met me she asked me what I was doing, I said I was taking the scarf to the dramatic play area to hang up to which L beamed and said, "Ms. Leslie I can take that we know how to do it!" I said, "That's right you do know how to do it now." I gave her the scarf and observed as the girls cleaned the area up spot less. For they truly knew how to do it!
When L. mom picked her up i shared with her the story and her mom said, "Yes on Wednesday when we were going home she shared with me that she learned how to clean all the room up. She was very proud of her accomplishment."
It doesn't get any better than that!
Leslie
Also this next week I will be tossing to the children about sharing their thoughts about the environment, what they like and don't like, what's missing, etc. The environment was set when they arrived, just the "big" things, but I'd like for them to have some input.
Today I sent an email to the families for their input in helping us frame the
classroom more. Below is what was sent, the responses have been awesome! I am getting to know the families even more!
Families,
After observing, reflecting upon and then having a dialogue around the children's work in the classroom this past week we would like to add a few more items to the the dramatic play area. However we want to add pieces that are meaningful, things that the children are familiar with and use. I would like each family to share with us about what your child uses each day at home.
What type of:
Utensils: ie chopsticks, spoons, forks etc.
plates:
cups:
What else does your child use on a reg. basis such as a small pitcher, cooking utensils, etc.
This will help us greatly as we add rich and meaningful things to this area.
Also at home what "cultural" connections does your child have on a regular basis? What values and history are you instilling and honoring with your child?
This to will help us in framing a meaningful classroom environment.
Leslie
Thursday, August 13, 2009
Another good website
http://abettereducation.blogspot.com/2009/08/reggio-emilia-another-fine-italian.html
Monday, August 3, 2009
Welcoming into a child’s second community—building a classroom environment that supports the transition from home to school
Your assignment for the SLP Pre-K back to school workshop is to bring ideas on how your classroom environment is going to welcome the children and their families into their second community (given that the child's first community is their home).
The goal of the workshop is for you to develop a plan for that environment that you will put into place this fall.
The following are some provocations to help you as you think about this over the next few weeks.
http://www.communityplaythings.co.uk/resources/articles/reggio-emilia.html
http://www.innovativece.com/environments.htm
http://www.communityplaythings.com/resources/articles/Reggio/index.html
http://www.boulderjourneyschool.com/Pages/Home/Virtual_Tour.htm
http://www.cariboo.bc.ca/ae/literacies/reggio/reggioarticle1.htm
I would suggest you check past Provocation Stations that recommended checking out a particular blog or website, if you have yet had an opportunity to do that.
Also, these exchanges came from the Reggio Listserv, which you are all welcome to join (REGGIO-L@LISTSERV.ILLINOIS.EDU)
"...One of my goals is to keep children connected to the families in the classroom. I am wondering how others on this list include families in the classroom. I would like children to be able to 'hold' their family during the day when needed. Initially I was thinking of framing a photo of each family but I will have at least 20 families so I am not sure about space..."
RESPONSES
"Our All About Me book has the child's self-portrait and something he or she wants others to know about him or herself, along with a simple drawing of the child that the parents do at back-to-school night along with something the family wants other people to know about the child. The children paint covers for the books and we make hardcover bindings for them. They are sent home, though."
"We invite each family to compile an 'All About Me' book for their child. This book stays with the child at school and is frequently pulled out to share with friends. I work with toddlers so the questions are kept simple: There are ___ people in my family, I like to eat ___, etc. But we encourage the parents to embellish with pictures and additional words telling us about their family."
"I send a small empty photo album home with the parents at orientation and ask them to put pictures of the family in it for the children to keep in the classroom. We keep the albums in a special basket and the children take them out to share, hold, as needed."
"The photos don't need to be all in the same space. By spreading them around the room, it feels more of a sense of community. Allowing families to add things that are representative of their families or contribute to the classroom also gives a sense of inclusion. It can be something such as a book from their own collection they are willing to donate or a piece of cloth for the housekeeping area that is representative of their culture. Flowers from their garden, a rock collection with each familing bringing in a rock they found that they liked. These could be used as is or turned into story stones or each family could simply write a word on them that represents their family. By inviting each familyto share a part of themselves in the classroom without asking for something specific, you may get a surprisingly wonderful variety of additions."
"...family journals--we send home the inexpensive blank composition notebooks, place a label on the outside as to whose family jounal it is with a note on the inside telling the families to include photos of memories, etc. They are to bring them into school and we share them and then place them into a basket where the children pull and read them all year long."
"Your statement: 'I would like children to be able to hold their family during the day when needed.' When I read that, suddenly this popped into mind.
"It would be a family evening around making lovey's. I would either scan or take images of each child's family. Then transfer them onto iron-on sheets. I would ask families to bring in small blankets (you need to check what type of fabric is needed for the fabric iron-ons), so that the images can be applied prior to the evening.
"For the evening I would supply fabric paint or markers. Each family (parent and child) would make the blanket their own by adding a few memories to the blanket. Even for small children just 'marking' on the blankets make them connect to the blanket as their own. In having each family embellish them in some way it would personalize them AND link the child with their time with their parent as they worked together on this blanket for school. The child will remember the moment with their parent and the blanket will now have meaning for them. Once dry the lovey would be used during nap time or when the child just needs to hang on to something for comfort or having the child bring them to small group story telling.
"Think of the why, then think about how you can make the blankets a link between home and school by having a very intimate evening of preparing the blankets. Think of ways that the lovey could be used during moments of stress, joy and other intimate times."
"...I theorized that perhaps those children from summer school would become the mentors for the new children. Rather than me having to help the children find things to do, where things were in the classroom, etc., the children from the summer school progtam already knew and would step into the leadership roles. It would allow those that were shy etc. to step up and would help support all the children's confidence. I felt that this would help make that transition into the place called school a lot smoother, that it would make peer-to-peer relationships come together quickly...In pondering on this more the aha went off in my mind. If you recall my group of 3s had within the first month of entering begun the line project which lasted for 9 months. I never had that experience before and I wondered why it happened, what caused it. In thinking about that, I believe one piece of the why was that for the majority of the children, they had built a relationship with the environment and the materials, so that even though we had some totally new children come in, peers were there to support themn. It supported and scaffolded peer relationships. Thus this community settled in quickly and was able to move into a project. In thinking about this more, I don't think we would have moved into a project so quickly because the children would have been trying to build a relationship with the materials and themselves which takes time...
"I suppose that is why I'm pondering about the new space we are moving into and rethinking the why for everything...how do I foster and nourish their familiarity with the environment...how best to create that relationship with the environment for them as well as thinking about adding in materials that will now support their next levels of thinking."
The goal of the workshop is for you to develop a plan for that environment that you will put into place this fall.
The following are some provocations to help you as you think about this over the next few weeks.
http://www.communityplaythings.co.uk/resources/articles/reggio-emilia.html
http://www.innovativece.com/environments.htm
http://www.communityplaythings.com/resources/articles/Reggio/index.html
http://www.boulderjourneyschool.com/Pages/Home/Virtual_Tour.htm
http://www.cariboo.bc.ca/ae/literacies/reggio/reggioarticle1.htm
I would suggest you check past Provocation Stations that recommended checking out a particular blog or website, if you have yet had an opportunity to do that.
Also, these exchanges came from the Reggio Listserv, which you are all welcome to join (REGGIO-L@LISTSERV.ILLINOIS.EDU)
"...One of my goals is to keep children connected to the families in the classroom. I am wondering how others on this list include families in the classroom. I would like children to be able to 'hold' their family during the day when needed. Initially I was thinking of framing a photo of each family but I will have at least 20 families so I am not sure about space..."
RESPONSES
"Our All About Me book has the child's self-portrait and something he or she wants others to know about him or herself, along with a simple drawing of the child that the parents do at back-to-school night along with something the family wants other people to know about the child. The children paint covers for the books and we make hardcover bindings for them. They are sent home, though."
"We invite each family to compile an 'All About Me' book for their child. This book stays with the child at school and is frequently pulled out to share with friends. I work with toddlers so the questions are kept simple: There are ___ people in my family, I like to eat ___, etc. But we encourage the parents to embellish with pictures and additional words telling us about their family."
"I send a small empty photo album home with the parents at orientation and ask them to put pictures of the family in it for the children to keep in the classroom. We keep the albums in a special basket and the children take them out to share, hold, as needed."
"The photos don't need to be all in the same space. By spreading them around the room, it feels more of a sense of community. Allowing families to add things that are representative of their families or contribute to the classroom also gives a sense of inclusion. It can be something such as a book from their own collection they are willing to donate or a piece of cloth for the housekeeping area that is representative of their culture. Flowers from their garden, a rock collection with each familing bringing in a rock they found that they liked. These could be used as is or turned into story stones or each family could simply write a word on them that represents their family. By inviting each familyto share a part of themselves in the classroom without asking for something specific, you may get a surprisingly wonderful variety of additions."
"...family journals--we send home the inexpensive blank composition notebooks, place a label on the outside as to whose family jounal it is with a note on the inside telling the families to include photos of memories, etc. They are to bring them into school and we share them and then place them into a basket where the children pull and read them all year long."
"Your statement: 'I would like children to be able to hold their family during the day when needed.' When I read that, suddenly this popped into mind.
"It would be a family evening around making lovey's. I would either scan or take images of each child's family. Then transfer them onto iron-on sheets. I would ask families to bring in small blankets (you need to check what type of fabric is needed for the fabric iron-ons), so that the images can be applied prior to the evening.
"For the evening I would supply fabric paint or markers. Each family (parent and child) would make the blanket their own by adding a few memories to the blanket. Even for small children just 'marking' on the blankets make them connect to the blanket as their own. In having each family embellish them in some way it would personalize them AND link the child with their time with their parent as they worked together on this blanket for school. The child will remember the moment with their parent and the blanket will now have meaning for them. Once dry the lovey would be used during nap time or when the child just needs to hang on to something for comfort or having the child bring them to small group story telling.
"Think of the why, then think about how you can make the blankets a link between home and school by having a very intimate evening of preparing the blankets. Think of ways that the lovey could be used during moments of stress, joy and other intimate times."
"...I theorized that perhaps those children from summer school would become the mentors for the new children. Rather than me having to help the children find things to do, where things were in the classroom, etc., the children from the summer school progtam already knew and would step into the leadership roles. It would allow those that were shy etc. to step up and would help support all the children's confidence. I felt that this would help make that transition into the place called school a lot smoother, that it would make peer-to-peer relationships come together quickly...In pondering on this more the aha went off in my mind. If you recall my group of 3s had within the first month of entering begun the line project which lasted for 9 months. I never had that experience before and I wondered why it happened, what caused it. In thinking about that, I believe one piece of the why was that for the majority of the children, they had built a relationship with the environment and the materials, so that even though we had some totally new children come in, peers were there to support themn. It supported and scaffolded peer relationships. Thus this community settled in quickly and was able to move into a project. In thinking about this more, I don't think we would have moved into a project so quickly because the children would have been trying to build a relationship with the materials and themselves which takes time...
"I suppose that is why I'm pondering about the new space we are moving into and rethinking the why for everything...how do I foster and nourish their familiarity with the environment...how best to create that relationship with the environment for them as well as thinking about adding in materials that will now support their next levels of thinking."
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