Tuesday, November 19, 2013

Resiliance


I read an article from the DailyGood today, here is the link. Find the excerpt and video of Amy M. Azzam interviewing Maya Angelou.

When asked how schools can best support children and foster resilience this is part of what Maya Angelou said:
"Teach because it's your calling. And once you realize that, you have a responsibility to the young people. And it's not a responsibility to teach them by rote and by threat and even by promise. Your responsibility is to care about what you're saying to them, to care about what they're getting from what you're saying."
 Resilience is very interesting to me. Personally, for myself and my children, as a teacher as I taught the poorest and neediest children in Head Start, and as a conscious community member as I help to build a community of strong and resilient people. Resilience is how America was born, it prevents you from staying in a poor situation. It is the part of us that says, "I deserve better" and then we do better.

What all of our goal for our children, all children, is to help them become creative, productive members of society. We want them to succeed, to learn, to have the curiosity that creates a better future. Not just some of the children, but all of the children. Resilience is the key for children to succeed, keep going, keep learning the hard stuff.

To be a Teacher, and all of us have an opportunity to be teachers, means we have to care about how we act and what we say. Care about what you say today, build resilience in those around you, especially the children.

Many Blessings :)


Bibliography
Handle with Care: A Conversation with Maya Angelou
Amy M. Azzam
September 2013 | Volume 71 | Number 1
Resilience and Learning Pages 10-13

Wednesday, July 3, 2013

Chores



Through the years I have had many different ideas and ways of doing a chore chart. It changes a little each year depending on the children and time of year. I have had chore charts that we choose new children for daily and weekly. I have had jobs for every student and only a few. I have included bikes, and high interest toys as part of the chores. I have had children move their name to the chosen job and I have just rotated the position of the names. Really it depends on the class size and abilities of the children.
My most successful chore chart was in a class of 20 students and each student had a responsibility. We titled the jobs as you might find in the community, such as server for the snack helper, auditor for the person in charge of who was at school, and bike police for the children in charge of the bikes. It was fun and the children got to choose the job they wanted to do.
One idea I would like to try out is the idea of having a job for a week, then choosing new jobs and one day is a training day, then they are in charge of the chore. For example if you are the farmer (animal helper—could also be called zoo keeper) you would get training in how to do the chore; where and how the water bottle goes on, how much food to give, and maybe even how to hold the animal properly.
I think this would promote independence, mentoring, and collaboration. I also think it could encourage children to ask for help from peers. Mentoring is an important skill that we should be encouraging more. It builds confidence, citizenship, and how to teach or explain to one another. I also have noticed that many children will not ask for help from a peer, even when that peer is willing to help and does know the answer.
I haven’t done this yet but would love to try it or hear about any teachers who are doing this already.
Blessings!

Wednesday, June 26, 2013

Visionary schools


    
Henry Ford stated, ”My idea was then and still is that if a man did his work well, the price he would get for that work would be enough for him to care for himself, and that a business ought to start small and build itself up out of its earnings.” Edited excerpt from Henry Ford: My Life and Work; originally published in 1922 as found in The intelligent Optimist, March/April 2013 Vol. 11 issue 2. (Pg 76-77)

            I whole-heartedly agree!! In fact I have a vision of a private preschool that is made affordable to all because the overhead cost of running the preschool is divided among the students. I envision fair pay for each teacher and low student to teacher ratios; I envision good benefits and the highest quality of learning.

            I believe this is possible and one day I will be a part of creating one. It would work like this: Lets just say for mathematical economics that the overhead is $42,000 per month and we can have up to 70 students. That would be $600 per month at full capacity. Lets say we were just beginning and only had 30 students signed up, that would be $1400 per month per student. We could do fund raising too, but if we just stop looking at turning a profit we might actually get to have an excellent quality school and fair pay for our teachers who would want to stay and could afford to stay.

My only concern is having that many children in one care center. However that is based on 24 per classroom with 3 teachers each; that is one adult per eight children.

Cost is figured by estimating costs of 3 lead teachers @ $4000 per month ($12,000), 6 teacher assistants @ $2500 per month (15000), supplies, other costs, and employee costs $15,000 per month.

Wednesday, June 19, 2013

Math Stories



In my classroom, everywhere I have taught, we always have a time where we are waiting. Waiting to use the sink to wash hands, waiting for everyone to line up to go here or there, waiting to be called to an activity, waiting, waiting, and more waiting. It is all part of group learning, it is part of life. I decided I wanted to make waiting a little more fun so I started excusing children from one activity to the next by telling a math story with a math computation in it.
I was working with 4 and 5 year olds at the time that I created my math stories so I always used numbers under 5 and usually the numbers 1, 2 and 3. By the age of 4 most humans can count up to 5 so this is a good way to build confidence. I would pick the child in the front of the line and make an addition story. For example:
“Once upon a time Sally wanted to go and drive a fast racecar, so she invited Michael and Samantha to be fast racecar drivers with her. How many children were racing their cars?”
I would also use my fingers or have the children named stand to the side, and give time for the children to call out the answers. They usually called out very fast. Children love to have stories with themselves as the main characters so I would have their attention, their excitement, and because I used stories that they were interested in, It was a lot of fun.
            I highly suggest using Math Stories once in a while or all the time. It’s on the spot learning and the children really love it. They learn so much. 

Wednesday, June 12, 2013

Restaurant play



Sometimes when I am doing something a brilliant idea comes to me about what to do in my classroom. Today I was substituting in middle school, sitting there supporting a student in math, when this idea of having a restaurant for dramatic play came to mind. I also thought of all the things children could potentially learn too.

This is how I create restaurant play in my classroom:
I would begin by setting up a restaurant area next to or near the dramatic house area. I usually try to set it up with the children, and the children add to it throughout. I allow free play in the restaurant for at least one day, observing what the children do and how much they know about restaurants.

I begin bringing the restaurant theme back to the children at circle time. I make a graph of who had gone to some local restaurants. I ask what they noticed about going, attempting at this point to talk about the menu and who worked there. Together we make a simple restaurant menu on a dry erase board with prices, usually 1 to 3 dollars so they can practice adding to 5.
When it is free play time I role model how to order, how to take an order, and how to pay, we always have play money that I have laminated.

Throughout the week we have daily questions about restaurants. Questions like: What’s you favorite restaurant? What do you like to order for breakfast (lunch; dinner)? I have columns of local familiar restaurants using their actual signage, simple 2 to 3 choices, up to 4 depending on age and development and I try to have pictures or I draw pictures so every child can participate at independently at their own level.

Vocabulary words we get to know and use are: Restaurant, menu, prices, dollars, “Order Here”, “Pick Up”, wait staff, bus person, cook, customer.
Skills children will work on are: pre-reading and actual reading, pre-math and actual math (specifically adding to 5 or identifying numbers to 5), writing, language skills, turn taking, sequencing, and cooperation.

Extension ideas for Restaurant play: Make it Chinese, Mexican or Pizza restaurant, make it a coffee shop or café. Add local take out menus, invite a chef or wait staff to visit and talk about what they do and how they use reading, writing and math skills in their job. Make lunch time a restaurant, invite other classes for a lemonade stand, or snack restaurant. Really the sky’s the limit and the children will come up with many of their own ideas.


Wednesday, June 5, 2013

Negative numbers in preschool



Negative numbers are very confusing to a lot of people. I hear a lot of teachers saying, “you can’t do that,” if a student writes 5-7 (instead of the actual question of 7-5). What I would like to hear is something like “Right now we are only subtracting the smaller number from the larger number.” I say this because it’s my pet peeve about math and when we get into negative numbers we can do that. I used to do it regularly with my bank account when I was a starving student. Why set a child’s mind up for future confusion.
            I also think that the idea of negative numbers should be introduced in preschool. Especially if you live in a climate where it does get below 0. That would be a perfect real life example to bring to the children. As for me I live in a very temperate climate so I just put up a number line that goes from the floor to the ceiling that includes negative numbers. I also talk about if you borrowed apples from a friend and negative numbers are as if you owed someone apples back.
            Just introducing the idea that there are such things as negative numbers is helpful. It is like having a preview of what is coming. 

Wednesday, May 29, 2013

Mathematical language



            I have found that so many teachers are afraid of math and then they pass that on to the students. Even the semantics of math is troublesome; there are only math problems, no math questions. We don’t have Social Studies problems to figure out, we say instead Social Studies questions. I try to say math questions; I think it sets the brain up to figure out the answer in a positive frame of mind.
Math and mathematical language is something that is very important in a preschool, early childhood setting. Whether you are a preschool teacher, teacher’s aid, or a homeschooler parent, everyone in the world of a young child should be using mathematical language.
Mathematical language is saying descriptive words such as tall, short, long, wide, thin, as well as shapes; it is the positional words like, far, near, behind, above, below, left, and right; talking about money; talking about numbers; asking how high, how low, how long; comparing objects such as this tower is taller than that house. All these things are so easy to say and it increases a child’s mathematical literacy by so much. This is something so easy to do and so important to do too. 

Wednesday, May 22, 2013

The Path



When I was a student teacher at Mills College I had the exceptional good luck to student teach under the guidance of the Infant Toddler Lead Teacher Bethica. She was amazing, her knowledge and understanding about what the children could learn. I have since lost touch with her but I gained so much from her mentoring.
One of the things that I gained from her was the idea about how the young brain works, an image really. Everyone knows that we have neurons and synapses, and stuff like that going on in our brain. We also know that when a certain pattern of behaviors or actions happen it begins to create a neuro-path way. For example when a baby cries, she gets picked up and comforted. Repeatedly doing this helps her learn that when she needs something she can cry and comfort will soon follow.
One day at the Mills Children’s School, we were discussing brain development. Bethica explained that it was as if a child’s brain were a large grassy field. As we develop, learn, and experience life, it creates paths across the grassy field. The more the a path is used the deeper it becomes (the more ingrained). When we want to change a behavior we need to make a new path and attempt to avoid the old path.
I always thought this was an excellent visualization of how Neural pathways develop. So thank you Bethica for being such a brilliant teacher of young children!!

Wednesday, May 15, 2013

Solution Kit



A solution kit is a little box containing ideas for stopping conflict, a box, container, or small suitcase that is filled with peaceful conflict resolution ideas. Typical solutions I have put into my solution kit are “take a break,” “take a deep breath,” “tell my story,” and “find a way to have turns.” I have found some already made ones but I think it is useful to have a discussion with the kids and create your own.
I introduce the solution kit from the previous year a week or so after I have introduced the class rules. We go through the solutions, usually after some conflicts have arisen in the classroom, but not while in conflict. Children grasp the idea of the solutions better when they are all calm and relaxed. We talk about a few and how they work, and we role-play or practice doing them together. I might introduce a few each day until we have all of them explained. I also talk about creating new ones if we want to, because these children are so bright they can come up with great solutions too.
As an intentional teacher I plan for when I see a conflict situation arise so we can practice using the Solution kit. The more you help the children use it at the beginning of the year, the sooner the children will be independent in using the solution kit, or creating their own solutions that work. After the first several weeks of school most of my students are independently using the solutions kit, or the skills learned from it. This allows me to focus on helping the children who need a little extra support.

Wednesday, May 8, 2013

Philosophy of Teaching



I am creating a business plan for my business (obviously!!) and wanted to include my teaching philosophy... So because I love when I can maximize my work I decided that I would share it here.
My philosophy of teaching is an ongoing, ever changing development. As I learn more and educate myself I change my views, my teaching methods, and my curriculum to always be teaching with the best practices for teaching young children.
I know children learn best in an organized, active, and interesting environment. I teach through the environment, by labeling where things go, and keeping things in their place. I create a place where children are allowed to touch, and handle what they are learning about. I create a classroom with child-sized furniture, organized in a thoughtful manner to allow the children to move their bodies and be safe. I provide high quality building blocks, art materials, books, and science materials, so that children can learn by doing. I teach both inside and outside; playing outside is an important part of the whole curriculum. Everything we can learn inside can also be learned outside.
I know that a positive learning environment includes the emotional and social feeling too. I work to create an environment where each child is listened to, where they know they can tell their story, and participate in creating our cooperative learning. I mentor children to create classroom rules that keep us safe and promote personal responsibility. I promote cooperation, collaboration, and peaceful conflict resolutions. I make sure that I, and any adults or older children in the classroom, model this behavior as well.
I know that children learn best through play and co-create with the children the curriculum, always including developmentally appropriate reading, writing, and mathematical activities. I know that children can learn through large group, small group, and individual learning activities; so I provide the time and space for each of these modes of learning. I create spaces for children to practice skills that they are learning, as well as support each child to reach for their highest ability.
I spend time explaining to parents the value of allowing free play, as well as the physical and emotional development of their child, so that they can relax and enjoy their children’s childhood. I support parents in knowing that their children will learn to do all the skills necessary when they are truly ready. I know that parents are the most important part of the child’s education and need to learn to be their child’s best and strongest advocate. Parents are the first and most significant teacher.
I believe that being a teacher is one of the most important careers in our society. To teach young children is a challenging and fulfilling career for me. I am a teacher in all that I do; when I am shopping, looking at magazines, or even in the doctors office I find inspiring and interesting things to bring back to the classroom. My teachers mind is always looking for ways to teach. I am a teacher through and through. 

Wednesday, May 1, 2013

Kinderoo Preschool



I have decided to open an in-home preschool. I have thought long and hard about this, the pros and cons, the cost, the problems and solutions, and have finally decided that what is best for me and my family at this time is to open my own in-home preschool.

There are not many jobs opening in the elementary school realm, and I wont get paid enough to work for a preschool. The other benefits are that I will be able to do things the way I want to do them. Use best practices, open ended art, and do all the amazing things I have learned.

I do worry about the isolation and not having collaborators, however I have solved this by joining REAEYC (Redwood Empire Association for the Education of Young Children) and I am looking for a childcare consortium in my area.

I am supper excited about finding the perfect home, and arranging in a way that is both homey and educational. I daydream about the arrangements, and what centers I will have. I want to have an art area, block area, sensory area, quiet reading/library, science and math areas, word wall and math word wall, and of course all of this outside too.

It will also give me a way to gather information and pictures for my book 101 small group ideas. Can give me inspiration for stuff to make to sell or give away on Teachers pay Teachers, as well as lots of stories for this blog.  

I just read my TYC magazine and at the end there is a small article about a teacher who has her preschool in her home too. She states, (vol 6 No 4; pg 32) "I hear a lot of buzz about  large preschool centers, but I think that a small home preschool can be just as high quality." I totally agree with her and also want to prove this to the world. 

So if your in Ukiah Ca. and you want an Exeptional Education for your 3 to 5 year old, look for Kinderoo coming this fall. 

Monday, April 29, 2013

Name Writing



Writing names has to begin with identifying your name and knowing the letters in your name. Many first year students come into class without this knowledge. In the mornings when the children come in I have them sign in, just like their parents, to practice writing their names. First I have the name printed next to their picture, laminated, and a magnet stuck onto the back to use at the feelings chart or the question of the day.  Children move their name to the place that answers the question. I also keep laminated names at the play dough table to students can use play dough to “write” their name. We also write our names in sand trays, shaving cream, sandpaper, oblick, and other sensory activities for a multi-sensory experience.

When I see that the children have learned to identify their name, I bring out a laminated “sign in” sheet with 2 to 4 names for the children to find their name (still with their picture next to it) and sign in with a dry erase marker, tracing over the name. This then progresses to a written sign in sheet without their pictures or the tracing, as well as having them write their own names on their papers. *For children who still needed help with their names I kept a key ring of all the names at the writing table, the art easel, and other places they might write their name, this helps build independence.

Very quickly these students are writing their names, knowing the alphabet and numbers, even adding. This usually happens by January, and I know about it because the kids that really know how to write their names very well will begin writing their name very dramatically and using much of the space. At this time I begin having them “sign in” in ways that are much more about learning other things while still getting the practice to write their names: for example the question of the day, signing up for the computer or bikes, and other activities.

By respecting the children’s ability and interest children will learn to write their name much better. Giving meaning to using your name is also important. 

Friday, April 26, 2013

The Daily Question??


 As a Head Start teacher I saw the amazing transformation that children could make. My students would come in to class in August with very little writing experience, not knowing how to recognize their name—let alone write it, and typically with about 95% not speaking much English. The children would be shy and quiet; it would be another year of teaching the routines, teaching letters and numbers, learning how to write names, and most importantly learning how to work together. 


In the mornings when the children come in I have them sign in, just like their parents, to practice writing their names. First I have children find their name and put it on the feelings chart to check in every day. Within a couple of weeks I begin to do the question of the day. Something simple to start, for example: “I like dogs or cats” or “What is your favorite… then give 2 to 3 choices of food, colors, animals, books…” the ideas are really endless. I also begin asking questions about our curriculum, for example: “Are dolphins mammals?” or “What eats plankton?” 


The question of the day is a way for the children to sign in and still practice writing their name without having to “sign in” all year round. It gives the students lots of practice in other things as well. I can use it to assess what they know about a subject that we are studying, what they understand about questions, what they like to start conversations, what book they would like to read, and many other assessments and knowledge can be taught and gained from this simple technique of asking. 

Monday, March 11, 2013

Restaurant play



Sometimes when I am doing something a brilliant idea comes to me about what to do in my classroom. Today I was substituting in middle school, sitting there supporting a student in math, when this idea of having a restaurant for dramatic play came to mind. I also thought of all the things children could potentially learn too.

This is how I create restaurant play in my classroom:
I would begin by setting up a restaurant area next to or near the dramatic house area. I usually try to set it up with the children, and the children add to it throughout. I allow free play in the restaurant for at least one day, observing what the children do and how much they know about restaurants.

I begin bringing the restaurant theme back to the children at circle time. I make a graph of who had gone to some local restaurants. I ask what they noticed about going, attempting at this point to talk about the menu and who worked there. Together we make a simple restaurant menu on a dry erase board with prices, usually 1 to 3 dollars so they can practice adding to 5.
When it is free play time I role model how to order, how to take an order, and how to pay, we always have play money that I have laminated.

Throughout the week we have daily questions about restaurants. Questions like: What’s you favorite restaurant? What do you like to order for breakfast (lunch; dinner)? I have columns of local familiar restaurants using their actual signage, simple 2 to 3 choices, up to 4 depending on age and development and I try to have pictures or I draw pictures so every child can participate at independently at their own level.

Vocabulary words we get to know and use are: Restaurant, menu, prices, dollars, “Order Here”, “Pick Up”, wait staff, bus person, cook, customer.
Skills children will work on are: pre-reading and actual reading, pre-math and actual math (specifically adding to 5 or identifying numbers to 5), writing, language skills, turn taking, sequencing, and cooperation.

Extension ideas for Restaurant play: Make it Chinese, Mexican or Pizza restaurant, make it a coffee shop or café. Add local take out menus, invite a chef or wait staff to visit and talk about what they do and how they use reading, writing and math skills in their job. Make lunch time a restaurant, invite other classes for a lemonade stand, or snack restaurant. Really the sky’s the limit and the children will come up with many of their own ideas.


Friday, March 8, 2013

Masaru Emoto and his beautiful water crystal photos

Japanese researcher Masaru Emoto and his beautiful water crystal photos found at http://www.unitedearth.com.au/watercrystals.html 

I learned about Masaru Emoto's photos years ago when The Secret came out but it is such a beautiful thought and truly amazing.

Emoto photographed ice crystals after the water had been exposed to different human emotions. He also photographed polluted water as it was and after a Buddhist monk said a blessing over it.  While this seems so incredible, it brings such a hopeful thought to how we can heal ourselves and our world.

Ice Crystal of "Appreciation"
found at http://www.unitedearth.com.au/watercrystals.html  

Ice Crystal of "Thank You"
found at http://www.unitedearth.com.au/watercrystals.html  

Much love, gratitude and appreciation to you.
Blessings

Wednesday, March 6, 2013

Thoughts about the system



My Sweetest Little One--what will her education look like?
My very favorite magazine, right after Teaching Young Children, is the Intelligent Optimist (formerly Ode). This magazine brings us news and stories of positive changes that are working in the world. Changes that make a difference for people living in poverty, or who are sick; it brings us innovative ideas. The most current one has an article about the innovations coming from shantytowns, and slums in Africa. An article in the November/December 2012 magazine, titled Warrior of the human spirit by Jurriaan Kamp (who is also the editor), is about Margaret Wheatley and her ideas about changing the systems for the better. She sees this world we live in as a place no one wants to live in. We don’t want poverty, hunger, violence, and global destruction. Wheatley believes that we cannot change the system, we have to start all over on a new one. This article reminded me of how I sometimes feel about teaching in public schools.
Since becoming a credentialed teacher I have found that all of my education seems to be meaningless because we have pre-made curriculums to read to the students, tests that are being used to prove that teachers can teach (something they are not intended for), and military like practices for walking around campus. The great theorists that I have spent hours upon hours reading have no place in today’s schools. Vygotsky’s theory that children learn by being pushed to a place just slightly higher than they are now capable, by teacher or other students, is non-existent in school. What I see instead is students who are all taught the same thing, at the same time, in the same way; they are bored or distracted because they are either not ready for this information, they are already beyond this information, or they don’t learn this way. As a well-educated teacher, who has had many great professors and role models I often feel frustrated and overwhelmed by the system.
This article about Margaret Wheatley gives me hope in a strange but alluring way. Wheatley states that we cannot change the system; it has become a “emerging phenomenon”. She tells us “You can never change emerging phenomena by working within them. You change by starting over.”
I have felt this way for a while, that we must start over.
Our schools are not beneficial to EVERY STUDENT, only a percentage and that is not good enough. I even have complaints about the buildings, no running because doors open out, and hall ways that are long and impersonal, the playgrounds are manufactured and paved, and there is not enough time for play. This is an old outdated system based on a factory model that needs to be replaced.
The article discusses not giving up but seeing our work as important for other reasons than making a huge change to that system. I have felt this, I teach, neither because I make a lot of money, nor because I can make a change to how we all teach. I teach because I love to see the spark of creativity and curiosity turn to knowing. I teach because this is our future and if I can create a learning space of collaboration and cooperative creativity I have done my part to make a change in the future. If children leave my classroom with the skills of compassion, empathy, and perseverance I have helped create a better future for these children.
It doesn’t matter that the mainstream teachers and educational system don’t value these yet. They give praise for my students knowing how to identify letters and numbers. For how they line up and behave so well in circle.  We live in a literate world, children will learn to read, children will learn to do math. Many parents are now un-schooling, and these children are learning these skills just fine. However, empathy, compassion, and perseverance are in short order in our society. That is what I want to focus on, that is my “right work”, and I will continue to do it for as long as I can.


Blessings

Monday, March 4, 2013

The Seven Learning Styles



Learning styles are so important for teachers to know. Most of us know about the some of them and many more of us often teach in our own style. Being a great teacher means we must present the same information across multiple learning styles and modes of learning. For example preschool teachers often present a subject through story, dance or movement, and items placed in centers.
This multiple teaching helps all the children attain the information they need in the way they best learn. It also gives the brain better access to remembering the information. Our brain stores and accesses information better when information is retained using lots of different stimulus, for example the brain will store information more quickly and permanently when it is novel, and maybe physical, visual, and auditory.  As a teacher I might combine a vocabulary word with a silly movement, a picture, and say it with a funny voice. The children will think this is most fun and they will also retain this information better.

Here is some more information on learning styles **found at http://www.learning-styles-online.com/overview/# on Sunday January 6, 2013 9:05am**:

The Seven Learning Styles
Visual (spatial): You prefer using pictures, images, and spatial understanding.
Aural (auditory-musical): You prefer using sound and music.
Verbal (linguistic): You prefer using words, both in speech and writing.
Physical (kinesthetic): You prefer using your body, hands, and sense of touch.
Logical (mathematical): You prefer using logic, reasoning, and systems.
Social (interpersonal): You prefer to learn in groups or with other people.
Solitary (intrapersonal): You prefer to work alone and use self-study.


Blessings

Thursday, February 28, 2013

Substitute teaching is what I’ve been doing!!



Substitute teaching is a lot of emotional hard work. One cannot take things personally at all, one must always be mindful of what the teacher wants, and one must always refrain from judging.
When I go into a room to substitute teach I can feel the personality and teaching style of the teacher. The behavior of the children tell me what their routines are like and the level of chaos the teacher allows to dwell in the room. All learning takes place with some amount of chaos. In fact many times the more chaotic learning looks, the more real learning is going on for the younger children (although it must be within controllable amounts). The notes left by the teacher often tell my how much time out of hours the teacher spends working on her classroom. A workaholic teacher (the usual case) has a nice binder or much updated information for the substitute, however depending on life circumstances the notes can be non-existent.
            I have learned so much about myself, teaching, and working in spur of the moment situations, I almost think that every teacher should spend time as a sub. I also see so many great ideas and activities that I would have missed out on learning about if I just had my own room. I wish I had time to learn more about these ideas with the teacher who created them, but alas when I am in, the teacher is always out.
            I learned that I like to be the boss, and as a sub, that is not always (if ever) going to happen. I learned that I definitely prefer younger children. I have learned that I want to be organized as a teacher. One thing that I love about being a sub is that I get to go home and relax without worrying about planning. I also learned that I do actually love to plan, and collaborate with other teachers, and this is missing from substituting.
            All in all, I highly suggest being a substitute teacher for at least a while; there is so much to learn about how to be a teacher.

Blessings

Monday, January 14, 2013

Can kids teach themselves?

strive to make my classroom a place where children learn best. I spend a lot of time focusing on the environment and making it one of learning. Much of my curriculum planning is all about creating interest centers that push the thinking of the children. 

On any given day you may come into my room and find a table lifted on one side, paper taped to it and a tub under the lower end so children can drip drop paint. With glee they watch the liquid watercolors stream down the table. My science table is over grown with vegetables and weeds we have “rescued” such as sweet potatoes, carrot ends, and dandelions. The classroom computer has a sign up sheet and a ten minute hourglass timer, there is usually a crowed of children around the computer as well.

My main goal as a teacher is to become unnecessary, at least as far as imparting knowledge. I arrange the environment for optimal learning; this includes the emotional environment as well. In the first months of school I spend most of my time teaching the children collaborative skills, how to ask for what they want or need, and I do a lot of modeling these skills. We do activities that increase collaboration in group and all the children must learn how to play together, I am often saying, “can you find a way for everyone to play in this game?” or “it looks like Joey has an idea of how to use this material, lets listen to him.”

This video shows how Sugata Mitra found a way for children in rural India to learn without any teachers. Are teachers necessary? I tend to agree with Sugata when he shares what Author C. Clarke says, “If a teacher can be replaced by a machine, they should be.” This Hole in the Wall Experiment showed that when good teachers are not available it might be better to allow children to learn on their own. In this 21 minute video Sugata shows how his experiment worked and worked wonders in areas where teachers were not available or were not effective. Please take the time to watch this, as it is informative and entertaining to watch. I have also included a link to a more refined video of Sugata Mitra at the TED Talks.


Sugata Mitra: Can kids teach themselves?




The Link to another video: Sugata Mitra: The child-driven education



Blessings


Friday, January 11, 2013

Neil Postman quote

This Quote is so true for us, especially today when we continue to teach our children in the old way. 

We are entering a new Era, a new time. While many parts and ways we are teaching are still effective for most, we need to step up our game and teach for the Future!


From Wikipedia: "Neil Postman (March 8, 1931 – October 5, 2003) was an American authormedia theorist and cultural critic, who is best known by the general public for his 1985 book about television, Amusing Ourselves to Death. For more than forty years, he was associated with New York University. Postman was a humanist, who believed that "new technology can never substitute for human values.""

Blessings

Wednesday, January 9, 2013

Blissful Teacher offers classes


I am offering my first education classes. Coming this February I will be teaching locally two classes through Freecycle. These classes are being hosted by Mendocino Baby, and this is where they will be offered.

Here is my Public Service Announcement sent to several local radio stations, this should be read aloud:
“Learn the recipe for play! Come To Mendocino Baby for two unique Mendo Free skool classes. Come on February 12th to learn some fun recipes and potions for play with young children. Then on February 19th for ideas to turn activities like sorting socks into learning math and shopping for food into pre-reading experiences. Hosted by Mendocino Baby in their classroom and starting at 4pm,. Contact Kristi from Blissful Teacher at 707-360-7334. Come have some fun!”

Here is the class information for the Mendo Free Skool Calendar:
Recipes for fun with young children Tues. Feb. 12th 
Parents will learn how to use everyday ingredients to create easy and fun recipes, potions, goos and goops! Make like a Preschool Teacher and make your own, will also have some recipes for gluten free options. See you at Mendocino Baby!

Making Learning Fun at home Tues Feb. 19th 
Everyday we are doing chores and typical life goes by while our children are watching. Use these activities to encourage math and literacy skills in your children. When you sort socks into size and color talk about it with your children and they will learn color names, counting, mathematical thinking, and critical thinking skills. Come to this class and learn other ways to make every moment a teachable moment.

I am very excited for this opportunity to practice sharing my skills with our community. I hope that lots of parents, homeschooling teachers and preschool teachers come and see what I am offering in these classes. It will be fun and educational.


Blessings

Monday, January 7, 2013

Rock Stars




Preschool teachers are Rock Stars! We are, we know cool recipes to make play dough and paint, can plant things, create interest centers in a few minutes; we decorate our walls with cute and professional documentation that is both attractive and educational all while juggling theoretic knowledge and Developmentally appropriate practice.

Talk to any Preschool teacher and most have gone to more college, workshops and classes than most people; We have a better understanding of how children actually learn and can control 12 to 24 children under the age of 5. Now that is a Skill not to be taken lightly. So why do we, with all the love of our job, and all the understanding of how important it is, still allow it to be minimized. The funding for early education is one of the smallest of budgets, pay is anywhere from $9 to $18 and hour. This means that the cashier at Costco is making more money than a preschool teacher.

Preschool teachers come to their job with extensive training and passion for the work involved. They love to learn new activities, new therories, new educational methods. This is not an entry level position, and why when so many parents are literally fighting to get their children into great preschools are we not working harder to make all preschools great.

Remember to thank your preschool teacher! Your preschool teacher is a Rock Star and puts a lot of thought into what “PLAY” your children will learn from today.

Blessings