More thoughts about clean up time

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