Another class book, this one made up by the children in my class. They are AUTHORS!
Wednesday, December 2, 2015
The Very Hungry Caterpillar (as told by my preschool class)
Our class LOVES to make books. Little ones, big ones, whole class ones, ABC books, any kind of books.
One day we noticed a bunch of caterpillars on our playground and brought a couple in to live for a while. After reading The Very Hungry Caterpillar by Eric Carle, I noticed that some of my friends were drawing pictures of the caterpillar and various illustrations from the book. The rule in our classroom is that if the children are interested in something, we're going with it. So we discussed (as we always do when we read) the author and illustrator and what each of them do. I asked if they would like to be authors and illustrators, and they wrote the words the way they remembered them and drew the pictures based on the book.
This type of activity supports VPK standards and school readiness because they are practicing retelling familiar stories, using fine motor skills while writing, thinking about and planning what they wanted to write about, forming letters and learning from each other. They are very proud of this book!
Monday, October 26, 2015
Encouragement vs. Praise
As a preschool teacher, I want to be loving and nurturing and reinforce all wonderful things about the children that I spend time with every day. And I do. I just don't do it the way some people do it. It may look funny to some parents or observers in my classroom, so I want to explain what it looks like here and why.
I try very hard not to praise children. Does that sound harsh? Probably (and I am human so I won't say I NEVER praise them, I just try not to). The problem with praise is that it places all the child's self-esteem on what I think instead of what they think. Of course, I love everything they do and especially when they have made some sort of progress, I want them to know that they are awesome, so what I do is ask questions. Example:
Child is working on writing their name, but there is a letter they are having trouble with. They finally make the letter, bring it to me and say, "TA-DA!"
I say, "How did you do that?"
Child says, "It just came out of my fingers!" with a huge smile.
Not only did they accomplish this amazing thing, but they could teach me how they did it. That's worth way more than me saying, "That's wonderful."
Another example:
Child is working on an art project, really considering what materials to use, and using them exactly the way they want to.
I say, "Tell me about your work."
Child beams as he tells me about the colors and materials and how he made his project. I smile and ask a few more questions about "special" materials he might want to use.
He thinks about it and says, "No thanks."
In both of these situations, if the child asked me what I thought and I raved over it, that reinforces that they NEED my approval, which they don't. Also, everything isn't perfect and amazing and spectacular, and nor should it be. That's okay. We would never learn anything if we were always the best at everything. With a few questions and a smile, THEY are proud of their work.
Hopefully, as these children grow up, they will be more willing to try new things and make mistakes because the world won't end if things aren't "perfect" every time.
I try very hard not to praise children. Does that sound harsh? Probably (and I am human so I won't say I NEVER praise them, I just try not to). The problem with praise is that it places all the child's self-esteem on what I think instead of what they think. Of course, I love everything they do and especially when they have made some sort of progress, I want them to know that they are awesome, so what I do is ask questions. Example:
Child is working on writing their name, but there is a letter they are having trouble with. They finally make the letter, bring it to me and say, "TA-DA!"
I say, "How did you do that?"
Child says, "It just came out of my fingers!" with a huge smile.
Not only did they accomplish this amazing thing, but they could teach me how they did it. That's worth way more than me saying, "That's wonderful."
Another example:
Child is working on an art project, really considering what materials to use, and using them exactly the way they want to.
I say, "Tell me about your work."
Child beams as he tells me about the colors and materials and how he made his project. I smile and ask a few more questions about "special" materials he might want to use.
He thinks about it and says, "No thanks."
In both of these situations, if the child asked me what I thought and I raved over it, that reinforces that they NEED my approval, which they don't. Also, everything isn't perfect and amazing and spectacular, and nor should it be. That's okay. We would never learn anything if we were always the best at everything. With a few questions and a smile, THEY are proud of their work.
Hopefully, as these children grow up, they will be more willing to try new things and make mistakes because the world won't end if things aren't "perfect" every time.
Friday, October 16, 2015
October 16, 2015
I apologize for not posting in a couple of weeks, but we have been very busy in EE5. Ms. Mandy brought in a dehydrator and we've been dehydrating up a storm! After the apple chips, we moved on to banana chips, then to herbs and flowers.
The light table is fun to play with. We have lots of translucent manipulatives so our friends can explore light.
Some fine motor work while decorating our tree with chenille stems and beads.
We had one especially great day where we went out back to play with our mud kitchen. The water table was open for business.
We did a little stepping in buckets just because....
Our mud pit got some good attention. Yes, we do have a water source out there, and yes, we do let the kids manage it. They love it.
We did a little chemistry... mixing cornstarch with colored water and exploring the properties of that. It's pretty interesting how it's liquid and semi-solid at the same time.
Doing a little puzzle work with our friend Mr. Matt.
The mirror table is pretty cool too. We are building with translucent blocks and some really amazing things happen on top of the mirror.
We set up a provocation for the children in the science center. There are fresh gourds (like the ones in our garden) in one basket and dried gourds (from last year) in the other basket. There are magnifying glasses so they can get a good, close look, feel the differences, and materials so they can write about their observations. The fresh gourds will be dried over the next few months as well, allowing the children to see them change.
Friday, September 25, 2015
A Week in Review....
My teacher's heart is full. Yesterday was a near-perfect day in our classroom. As I rotated around the room and asked children what they were working on, this is what I saw and heard.
In the block center, "What are you ladies working on?"
"A building for all the animals to live."
They didn't need me so I wandered away.
In the art center, there was a lot of activity, so I walked over there. "What are you working on? You have a lot of things on the table..."
"We NEED them. We are making bracelets and everyone is making them different. Will you help me with the tape?"
"I'd like you to try first." (Child cuts the tape and attaches the edges of the bracelet.)
"I knew you could do that." Child smiles.
They didn't need me so I wandered away.
In the writing center, three children were writing in their journals.
"What are you writing about?"
"I'm party planning. For my mother's coronation."
Discussion ensues between all three children....
They didn't need me so I wandered away.
Dramatic play center: children in various dress up clothes and hats are sitting on the couch, chair and at the table. One child is hurrying from person to person pouring "coffee".
"What's happening here?"
"I need more coffee!"
"Be right there."
I watch for a few minutes but nobody really even acknowledges me.
They didn't need me so I wandered away.
In the math center, children are working with counters and links.
They didn't need me so I wandered away.
In the science center, play dough was being passed around the table. Children were talking about what they were making, how to make it, and negotiating for tools and play dough.
Magic was happening and nobody needed me so I wandered away.
In the quiet center, a child was explaining why we all need to be a team and work together because if we don't, we won't get things done. You can't argue with that logic. Also, two children were admiring our Guinea Pig and laughing because he is so lazy. Two children were reading our Class book that we made and counting apples.
Children were having conversations, cooperating, using their words appropriately, helping each other, thinking about what they were doing and why. What more could I ask for? So I wrote it all down to put into their portfolios.
In the block center, "What are you ladies working on?"
"A building for all the animals to live."
They didn't need me so I wandered away.
In the art center, there was a lot of activity, so I walked over there. "What are you working on? You have a lot of things on the table..."
"We NEED them. We are making bracelets and everyone is making them different. Will you help me with the tape?"
"I'd like you to try first." (Child cuts the tape and attaches the edges of the bracelet.)
"I knew you could do that." Child smiles.
They didn't need me so I wandered away.
In the writing center, three children were writing in their journals.
"What are you writing about?"
"I'm party planning. For my mother's coronation."
Discussion ensues between all three children....
They didn't need me so I wandered away.
Dramatic play center: children in various dress up clothes and hats are sitting on the couch, chair and at the table. One child is hurrying from person to person pouring "coffee".
"What's happening here?"
"I need more coffee!"
"Be right there."
I watch for a few minutes but nobody really even acknowledges me.
They didn't need me so I wandered away.
In the math center, children are working with counters and links.
They didn't need me so I wandered away.
In the science center, play dough was being passed around the table. Children were talking about what they were making, how to make it, and negotiating for tools and play dough.
Magic was happening and nobody needed me so I wandered away.
In the quiet center, a child was explaining why we all need to be a team and work together because if we don't, we won't get things done. You can't argue with that logic. Also, two children were admiring our Guinea Pig and laughing because he is so lazy. Two children were reading our Class book that we made and counting apples.
Children were having conversations, cooperating, using their words appropriately, helping each other, thinking about what they were doing and why. What more could I ask for? So I wrote it all down to put into their portfolios.
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