Afternoons and Goodbyes

The majority of this blog focuses on our tasks during the first part of the day, 8:30-1:00. Despite the simplicity of the second part, we cannot negate it.

Everyday, the children have a 30-40 minute enrichment class at 1:10 or 1:45: movement (twice), dance, basketball, and yoga. During this time we prep, and I blog. When the children come back, we either have outdoor time, free play inside, or finish a task, then have snack.

In the first two weeks, we were finding it difficult to have a significant ending to our day; we didn't want to do a final meeting before snack- being that they were still in the classroom for snack, it felt a bit meaningless. A meeting after snack was almost impossible- everyone finishes snack at a different time and their ability to focus is virtually gone.

Is a meeting necessary at the very end of the day when we have already had two or three? 

How can we make an end of day routine that feels final and comfortable?

SOLUTION - our new routine: snack, outside shoes (we were house slippers inside), sunblock, book, goodbye. To say goodbye, the children line up at the door. They can choose a high five, hug or handshake. Most children choose to do all three. I make this a fun and individualized experience for them.

One child absolutely warms my heart every day; she says, "I have to tell you something". Meaning, 'lean down so I can whisper in your ear'. I lean over, and she whispers, "I love you very much". I act surprised every time and say, "I have something to tell you!" I lean over and whisper in her ear, "I love you very much too!"

Each child really enjoys this time. I make a connection with each based on their personality and things that had happened throughout the day. It seems we have hit the nail on the head with a successful ending routine.

Creativity and Democracy

Huh? How in the world can these two words have anything to do with one another?

In group story creating of course!

The last class we had (Rollie Pollies) for two years, was VERY interested in the story of the Three Little Pigs. However, whenever we tried to go beyond felt and book stories, they lost interest.

NO LONGER!!

We are well on our way to creating our very own version of this story. Five of the eight children in our current class came from the Rollie Pollies, and the other three children jumped quickly on the bandwagon.

Here is our process.

FIRST - we read several versions of the story over, and over, and over, and over... for the first weeks of school. We started with the felt version I had been telling them in the Rollie Pollie class. Since they knew the story inside and out, I had them involved in the telling of the story, and eventually they each received pieces to place on the felt board themselves. We also read, the Three Gators and the Big Bottom Boar (this quickly became the favorite) by Helen Ketteman, the Three Little Pigs by James Marshall, the Three Little Wolves and the Big Bad Pig by Eugene Trivizas and Helen Oxenbury, and the True Story of the 3 Little Pigs by Jon Scieszka.

SECOND - It's time to write our own! Now that the children understood that each of these stories came from the same idea, we were ready to discuss what our version would be!

CHARACTERS - Our first discussion was about WHO would be in our story. Every child was given the opportunity to contribute, and all ideas were written down, even the repeats. Right away, it was very clear who they wanted to be the "bad guy"- the Big Bottom Boar from the Three Little Gator version. However, there were multiple options for the sibling characters: gators, wolves, and pigs. I drew the combinations on pieces of paper, and the children were each given a sticky note to vote on their choice. We ended up with a tie and had to revote. 

DEMOCRACY! "control of an organization or group by the majority of its members." (Google) 

We used this opportunity for a little lesson in government: each member has a voice, and the decision is made by the largest amount of votes. 

THIRD - SETTING - Where is our story going to take place? What is the location? Again, we discussed the possibilities and narrowed down to four options, drew them on paper, and voted. 

We are waiting on the vote of one more student to see which option will win. 

WHAT'S NEXT? 

1. What will the three homes be made of?

2. What phrases will the characters repeat.

3. Discussion of beginning, middle and end.

4. Writing the story!

5. Do we make it into a play?

Flower Calendar

In each of the conferences Martina and I attended, and in many articles read, it was very clear that understanding a calendar was of importance to the TK and K world. Yet, we agreed that a traditional paper calendar may not be the most appropriate way to begin this subject. 

So, we discussed WHAT is important about the calendar and HOW could we build up the children's knowledge in order to understand a traditional calendar. This, my friends, has a very fancy word - SCAFFOLDING! One of the most frequently used words in my college educations. 

In education, scaffolding refers to a variety of instructional techniques 

used to move students progressively toward stronger understanding and, 

ultimately, greater independence in the learning process. (edglossary.org) 

Martina came up with this fun solution: the Flower Calendar.

Similar to a circle, the week repeats itself. We wanted to give the children this visual; when Sunday is over, Monday comes again. So on and so forth. 

To begin the calendar routine, we start with a song sung to the tune of "Oh My Darling Clementine":

1, 2, 3, 4, 5, 6, 7

7 days has the week

Sunday, Monday,

Tuesday, Wednesday,

Thursday, Friday, Saturday.

Then, the children take turns flying our hummingbird clip from one day to the next. This is followed by a discussion of the day's schedule and happenings. When there is an enrichment class, the children get to add another clip to the day.