Adaptations and Community

Community: "a feeling of fellowship with others, as a result of sharing common attitudes, interests, and goals."

We often refer to classrooms as communities, but this is a goal to achieve, not something handed to us when entering the room. For us, creating a community is a daily task starting with a morning meeting and ending with individual goodbyes. Each child has different needs, but how are one or two teachers able to provide such treatment to an entire class? In our room, we often use the children to provide some of these adaptations. 

The morning gathering provides us time to great one another, come together as a group, and set the tone for the day. Some gatherings are more silly, while some quiet. We attempt to engage the children in conversation and gage their needs/feelings. Each Friday is a share day where the children can bring in a toy. They are each given time to talk about and show the functions of this toy, and then allowed to share for an hour during open play. There are some children who are naturally comfortable speaking to the group, while others prefer not to. We have found that every child enjoys sharing their toys and this activities has given the more quiet children a great opportunity to shine in front of their peers. Share time is also a way for the children to get to know one another. Initially, the children brought toys to school that please themselves only. Over time, they began to bring toys that pertained to their play or that other children would enjoy.

When one of our children needed help to understand time and the daily routine, we introduced a physical daily schedule. Each task includes a picture and the written words. During the morning meeting we place each activity onto the schedule. Throughout the day, this specific child is to remove the completed activities. Such small tasks could be easily forgotten by the teacher(s). However, this is where the help of peers comes in handy! The other children have taken a liking to helping this child complete her task; they will remind her throughout the day without being prompted. This helps the child to feel loved and supported. 

Encouraging a nurturing relationship between the children is a daily goal we work on. In our classroom, we take care of each other in place of the "sorry habit"; so many people say sorry without giving meaning to it. Our children have learned how to care for their peers when bodies or feelings are hurt. The children are now also expected to attempt problem solving and managing disagreements on their own before seeking help. They have learned to make compromises and talk out their problems. We very rarely give them the answers, we know they can work it out and they have gained enough strategies through their time with us. We trust our students and believe in them!

Respect and boundaries is a huge focus in our classroom. We believe that each child knows their needs and owns their body. It is our job to show all the children how to respect one another; if someone says no or stop, we freeze and listen; if someone doesn't like something, we do our best to avoid that interaction with them. We show the children how to understand one another by example. Part of building a respectful relationship is by getting to know a person's likes and dislikes. Martina and I show the children through our relationship and the relationships we build with each individual child. For example, Martina and I both enjoy Sushi. We tell the children about when we go to a sushi restaurant together. One child even asked her father to make us sushi. This child has chosen to care for us in this moment because she has seen us care for one another. Many children enjoy being tickled, but some of ours do not. We listen to them when they request us to stop and know the children who never enjoy it. On the flip side, the children have also gotten to know our preferences and show us they care by providing positive experiences for US. This is a non-stop job, but we help the children learn to build positives relationships by setting a great example for them. 

There are endless ways to create a community within a classroom, but it does not happen by chance. 

On the School Hunt

How do you know a school is right for your child? What do you even need to know about a school to know it is right for your child?

Together, Martina and I have compiled a list of questions that can help guide you in your search for a school- preschool and kindergarten. You will find not only find questions to ask a perspective schools, but questions to ask yourself and current teachers about your child.

There are no "right" answers. Instead, better choices for your child's specific needs.

• Class size? What is the ratio? How many children to adults? 
• Does your child need a smaller group? Can they function well with a lot of people? Each child is different in their needs for a learning environment. 
• Physical affection. How much does your child need? What is allowed at the school? Is the teacher willing to provide your child with the amount of physical affection they require.
• Ask the school policies on physical touch. Some only allow side hugs, some nothing, while others promote strong physical affection. 
• Schedule. Is there a set time schedule throughout the day?
• What kind of daily routine does your child need? Do they thrive on a rigid daily schedule, or require more flexibility. Is the schedule clear to the children? Do the children contribute to the daily schedule? Can your child choose their play at some point in the day, or are all activities chosen for them?
• Environment.
• Physical- the way the class appears. 
• Is the classroom itself welcoming to your child? 
• Are the colors soothing or overwhelming? Research shows that children respond well to a natural environment with neutral colors throughout the room, especially the walls. 
• How much light is in the room? Studies and personal experience has proven that children can become very overwhelmed by stimulating overhead lighting. 
• Room temperature- according to science, boys often perform better in cooler environments. 
• Flow- does the layout of the classroom provide enough play and work space? Does the room make sense for the children to function in it without consistent assistance from the teacher(s)? 
• Organization- is it clear to the children where materials go? Can the children clean up the classroom on their own? How much material is out? Is there enough in the school and classroom? Is there too much material out to where the children don't know what to do- too many options? Are the children allowed to have access to material? Can they request material that is not accessible?  
• Are there any small or alone spaces for children?
• Classroom community
• How does the teacher build the community? Are families and parents involved in the classroom community- within the classroom and/or outside? 
• How does the teacher unite the children as a unit in the classroom? Do the children work together to accomplish goals? Are the children encouraged to support one another? 
• Problem solving- how does the teacher manage arguments? Are the children encouraged to care for one another regardless of "blame"?
• Conflict- How does the teacher handle physical or verbal conflict between students and when it comes home?
• When does the teacher intervene? What does the teacher say? How are the children in the conflict addressed? When does the principle or director become involved? Are their specific policies set in place by the teach and/or school?
• Verbal conflict
• Is verbal conflict allowed? Does the teacher encourage the children to speak with one another? Does the teacher facilitate and teach children how to communicate during a verbal conflict. 
• Does the school and/or teacher require apologies regardless of intention? Does the teacher prefer the children to care for one another? 
• Physical conflict
• Does the teacher support verbal intervention or separate the children? Are the parents notified? In what way and how quickly? 
• How are the children treated during and after a physical conflict? Are both children allowed fair treatment? If there is one instigator, are they shamed or blamed? Is this child removed from the environment? Are consequences developmentally appropriate for your child specifically? 
• Who is the teacher? 
• When trusting a person with your dearest possession, you want to make a connection with them, you want to know who you are leaving your child with. 
• Try to find a time where you can ask these questions and get to know your child's potential teacher. 
• Does this teacher take the time to know their students individually?
• Will they make adaptations to their classroom to fit the needs of the children in that specific group?

We wish everyone the best of luck in finding the right school for their child!