habits of mind, oh my

I have been thinking quite a bit about the affective processes that make us all successful, happy, productive people. We need to be intrinsically motivated and curious, we need self-control, and the more resilient and able to persevere we are the better off we will be. I have been reading Mind in the Making by Ellen Galinsky, bit by bit over the last year, and revisited the author's  web site  today.

It's something that I need to think about each day - how am I encouraging positive habits of mind? I feel the rough patches are where we have the ability to influence (perhaps the most) growth. That is, after all, how we all grow. It's when times are tough that we are pushed beyond our perceived capabilities and we develop most. What we choose to say in the moment when arguments emerge, structures fall down, and snowmen heads roll under the table are likely the most powerful words we speak throughout the day. We all need reminders and often I feel that this blog is my way of processing, reflecting, and reminding myself.

In images...

An impromptu puppet show emerged. It was wonderful and the audience was wonderful too.

This puppet theater fell down many times. It took teacher support. It took reminders. It took praise. It took questioning. It took being present. And as I type this much later in the day - it is still strong and standing in the classroom.

the meaning of four

The day every child reaches the age of four is a day to celebrate in our classroom. Yes, four is a distinctly fun age to be but it also means we get to take field trips. So as a few of the children wave goodbye to their last weeks of being three - we say hello to field trips. We plan very intentional trips to honor and deepen children's interests. We planned our second trip today. We will be visiting the Skyscraper Museum. This is inspired by the versions of Manhattan built nearly each day in block center. Cities show up in the stories, artwork, buildings, and play of children.

For all lovers of skyscrapers and storytelling, there's this...

This creation caught my attention on the turtlewings blog. It relates to so much of what we are doing in class. Paper, storytelling, puppet-like characters, and buildings all in one imaginative video. It has sparked my imagination and I'm curious to see how it sparks the imagination of the class.

the curse has been lifted

I am happy to report that we seem to have solved our bathroom woes. We began our day on Friday with a conversation during morning meeting. The conversation was fruitful, with all agreeing that there should be a change to keep the bathroom space clean. Coming up with a solution seemed difficult - so Ms. Anny and I offered our idea. We let children know that rest time seemed to be a trying time of the day. We shared that we understood it was especially difficult for children who don't fall asleep. Then we offered an idea - what if we offer sketchbooks to children who stay awake during rest time. This idea received a VERY positive response. We laid a few ground rules though for this new procedure. So we took out two of the nap mats and did a little role playing to model the new procedure during morning meeting. We had one friend pretend to sleep on her mat while another child modeled staying awake and using a sketchbook. This is what we decided upon...

• When the lights go out, everyone will rest quietly for ten minutes. This will give our friends who enjoy napping time to relax and fall asleep.
• After ten minutes, Ms. Anny and I will come around to give a sketchbook and a crayon to anyone who is awake and wants one. (We're beginning with one crayon and will slowly add more over time).
• If you have a sketchbook, you have to remain quiet to respect all of our sleeping friends.
• If you feel finished sketching, you put your sketchbook down beside your mat.

We gave our new procedure a try and it was the most calm rest time ever. Cheer, applause, high-five, yay! The children were happy and we were happy. I think more children even fell asleep - likely because they felt they didn't have to. It was their choice.

Here are the new sketchbooks

It was fun to page through their sketchbooks at the end of the day.

We also created a visual reminder for hand washing. Thank goodness for instant photo printers.

Teaching is a constant cycle of observing, reflecting, and responding. This was a reminder to me that every aspect of the day is worthy of intentional practice - rest time and bathrooming may not seem as important as developing a project but they are. Evey part of the day effects the tone of the classroom. I am so truly grateful for these reminders - it makes me a better teacher.

the bathroom may be cursed

Being reflective isn't always easy. No, sometimes it can make you cringe. It can be messy. Yet it is essential. Today was just such a messy day. The mess involved the bathroom and the ever enticing way this space seems to invite play. But when play evolves into disrespecting the environment and materials, well a line has to be drawn.

So today the Reggio voice in my head disappeared. replaced by an exasperated voice, asking: 

What in the world...Why would you...why...why...WHY?

I was really frustrated and felt like the importance of respecting the classroom environment and materials is something we embed in the curriculum each and every day.

Lucky for me time heals. Six hours and one serendipitous article in the journal Young Children later I am able to see more clearly. When behaviors are occurring that go against the established culture it is important to look at ourselves rather than looking at the children.

Many times the bathroom play happens during rest time. So this is where I need to look - at the schedule and the expectations surrounding this time of the day. Tomorrow morning we will have a class meeting and I have a few questions to pose.

What makes us want to play in the bathroom? It seems like a lot of the playing happens during rest time - what do you think about this? How do you feel during rest time? Is there something that we should change about rest time?

My hope is that this leads to a fruitful conversation and shared understanding of the problem and ways to solve the problem.

And...tomorrow, first thing in the morning I will make a sign similar to this one found at Beginnings Nursery.

It's important to own the good and the bad. These rough spots are how we grow. So for this I am grateful.

Stories. Advice. Ideas. All stories are welcome here.

who doesn't love a robot?

Inspired by a digital story created by second graders at our school, we now have our first pre-k digital storyteller. Who can resist robots and bad guys. Take a look...

intentional experiences

I mentioned that I would soon write a post to connect the dots - to share what the seemingly random musings about paper and puddles are all about. Well, every experience is meaningful, whether it is connected to something perceived as bigger or not. Every experience is big. However, there is a context that I want to share.

This year two interests have emerged from the children, one being a serious love of water and the other being an equally intense love of puppets. As Ms. Anny and I took these two interests and planned possibilities and provocations, we thought about the skills (potentially) helpful for children. I have been reading Ann Pelo's The Language Art and this quote struck me as such an important reminder.

As children become more comfortable and skillful with these media, they are able to use them to communicate their understandings, emotions, and questions, Their fluency in a range of art "languages," in turn, opens new possibilities for collaboration and dialogue, for taking new perspectives, and for deepening their relationships with each other.

This is our privilege - to support children in knowing the different "languages" available for expressing their ideas, emotions, learning, and questions.
                  

The Language of Clay

As we created anticipatory plans for a puddle and water project we considered how children might represent their learning later in the project. As the playground and manhole covers are central to this - we felt that three-dimensional representation could be important. From this idea we worked backward - determining that observation (and observational drawing) would be an important "language" and would be necessary for any three-dimensional representation to occur. We also felt that experiences with clay would be key.

Do we know if this is where children will take the project? That is a resounding - no - but the language of observational drawing and clay can now be part of their toolbox for communicating and representing. That is our job - to give children the tools. Support them, in learning new skills in using a medium and tools. Then watch what they build.

The Language of Paper

We wanted children to really know the qualities and possibilities of paper and cardboard. These explorations, so intrinsically valuable, will later lead to inviting children to use paper and cardboard to create puppet characters.  We want children to feel confident in their abilities to wield tools and materials - to make meaning with the material.

So, where will it all go? Well, we don't really know. That is the beauty of it all. We will listen, we will observe, we will reflect, and we will value the importance of each experience for what it is - not for what we want it to become.