Wednesday, September 14, 2016

Amen



Our last story of the day was "Mean Soup," about a little boy named Horace who had a TERRIBLE day and arrived home "feeling mean." To cheer him up, his mother had him make Mean Soup, a recipe that included screaming into a pot of water, growling at it, banging the side of the pot, and breathing their best "dragon breath" into the broth. Once Horace's mood was lifted (because really, whose mood *wouldn't be* after breathing dragon breath into a big ol' pot?), he and his mother had an enjoyable end to their day.

After I turned the last page, and then closed the book, a Star exhaled "Amen." 

Every other classmate nodded and added "uh huh."

#IPuffyHeartLoveThisClass #ThisIsWhyITeach #ReadingIsAffirming #OfCourseIGiggled #Amen

Dot Day Sculptures

Thanks to the alignment of our calendar and curriculum map this year, we're celebrating DOT DAY at the end of our "Colors All Around" unit.  We've learned about primary colors, secondary colors and shades, and have been identifying shapes and types of lines.  Searching for a dimensional art project that would be a great summary to the unit AND a link to Peter H. Reynold's beloved book, I stumbled across this video from Cassie Stephens, a wonderful art teacher:


... and EUREKA!  Give the pieces of paper FEET!  Wanting to see, hear and read more, I discovered Cassie's blog here, and wouldn't you know it, she has lots of beautiful projects for Dot Day that she's shared! 


Inspired by her paper line sculptures, I decided to adapt Cassie's project to include ONLY the primary, secondary and shade colors that we've learned about and used in our unit.  As it was the first time I was introducing sculpture and dimension into a class project, I decided to prep materials in advance, so that my students could spend most of their time experimenting with folding and gluing. I used 9 inch square white construction paper for the background, and about an 8 inch diameter black paper circle for our main "dot."



A school die cut circle block created the medium size circles in red, yellow and blue, but I also added some smaller yellow circles (after an unfortunate yet not terribly surprising spill accident) created with a paper punch.  The line pieces were our secondary colors, orange, green and purple, cut into 1 inch by 12 inch strips.

After rereading The Dot, reviewing our colors and color vocabulary, I modeled how to first add our primary colored dots to the black one, making sure to remind my Stars to glide their glue near-ish (see what I did there, Peter H. Reynold's fans?) to the edge so that none of the dots would curl up and away from the background.  Then the creation of "feet" began, and the Stars were ~entranced~ by the folding of their secondary colored lines.  When they saw the first strip of paper raised above the dot yet still attached to it, they were HOOKED.







The only other instruction I gave my students was to keep the primary and secondary colored pieces of their sculpture within/inside the black dot.  They loved this activity, and I suspect that I'm going to see a lot more dimension and height in their crafty creations for the remainder of the year!  



*****








Saturday, September 10, 2016

When Asked by Parents About September 11

It's the fifteenth anniversary of September 11, and as I have done since that original event, I respectfully requested that my Super Star families do what they can to prevent their youngest children needless worry this weekend.

Here's what I included in my weekly newsletter, advocating for my students, their families, and developmentally appropriate practice:

Several families have asked how kindergartners learn about the events of September 11, 2001.  In a nutshell, they don't.  Adults themselves have a very difficult time observing, processing, reacting to, and coping with the visceral and terrifying acts of violence, terrorism, and cruelty which our nation and society have had to endure.  It is in my opinion, inappropriate to expect four, five, and six year olds to see and consider the possibilities of such horrors happening to them, their family members, friends and neighbors.  When viewing or hearing what is now considered historical footage of planes crashing into buildings and people jumping to their deaths, children are unable to discern that the events aren't occurring in real time, in front of them.  Compounding the stress, confusion and anxiety for children are their parents' reactions when reliving the event.
As many of us have news sources available to us twenty-four hours a day, seven days a week, please consider limiting your television time over the events of September 11 to after-bedtime hours.  Just as children learn about health, human development, and receive driving instruction when they are age-appropriate topics and lessons, students can learn about our nation's distant and recent history when they are developmentally and emotionally ready to do so in later grades.

*****

Fifteen years ago, I was very fortunate that my Super Star families heeded my request to turn off their televisions and radios prior to school starting for the day.  NONE of my students had any idea what had happened, and it was our school's priority to protect them from the news as we prepared to handle the aftermath and form our responses to the questions we were going to be inevitably asked.  My Super Star families and I shared proposed responses to the kindergartners' anticipated questions with one another, and were able to maintain our students' perception that home and school were safe places.  They were an exceptional set of parents.

A friend once told me that he greatly respected all that teachers do, but that he didn't envy a very specific requirement of our job: we always have to have the right answer, the correct response, and be perfectly supportive of our students in every planned and spontaneous situation we encounter.  My school, my colleagues, and our families were up to the challenge on that life-changing day.

Wednesday, August 31, 2016

My First Rant of the 2016-2017 School Year: I'm GOING There

With August giving way to September, I am happy to report that this year's class of Super Stars and I have had a great start to kindergarten!  We've introduced ourselves, shared, learned and practiced rules and routines, have helped, asked questions, apologized, forgiven, laughed, and even outright guffawed with one another.  After twenty-plus years as a teacher (I took two years off to stay home with my youngest, otherwise this would have been year twenty-three), I too, can honestly say that it has been a fresh start with fresh faces and families.  It might be silly sounding, but adopting the current vernacular, I "puffy-heart" love them all.  
(clip art found here)


Learning styles, needs, strengths and interests haven't changed much over my near quarter-of-a-century career.  Young children still learn best when offered a myriad of tools, songs, stories, and experiences, finger paint and iPads, Blueberries for Sal and Pete the Cat, play dough and teddy bear counters... the more the merrier, with all sorts of growth and mastery occurring in good measure.  Large group, small group, and one-on-one with the teacher, students experience a lot of interaction with their friends, new classmates, teachers, staff and volunteers.  I too, have learned and grown with each and every class.  My advocacy of my Super Stars remains both professional and personal.  I teach them, guide them, support them, and protect them.  Teaching kindergarten for two decades has rocked- it still rocks.

Though students haven't changed much over time, parents certainly have.  Twenty years ago, it was a rare occurrence indeed when I'd have to make a report to Child Protective Services, or teach a parent how best to help their child develop the social, fine motor, behavioral and academic skills necessary to soar at school and life.  Parents were my natural allies, answering the phone when I'd call, attending every conference, replying to my notes, and offering helping hands without (many) hidden agendas.  Only one brought a gun with her to a parent conference, and most parents, colleagues and neighbors agreed that she was crazy.  Over the course of the evolution of education's latest "reform" however, notably beginning with No Child Left Behind and including the mass adoption of technology use in every day life, I've witnessed an uncomfortable shift in parenting, resulting in mothers and fathers eyeing teachers and schools with suspicion first, voicing accusations loudly second, and rarely, if ever offering an appropriate apology when common sense solutions have been reached after much patience on the teacher's part. 

Oh yes, though I truly puffy-heart-love my students and families, I'm going to go there. Other teacher bloggers have expressed similar sentiments, like this well shared post from 2014, but I haven't yet stumbled across an editorial article or blog asking parents if they truly believe that their children are only ever victims during their years within a school's walls, as knee-jerk and frankly, sometimes assaultive parental behavior suggests.  Parents' emails or phone calls to teachers demanding immediate action, threatening a visit to an administrator, or the surprise arrival of a parent simply marching him or herself into the principal's office without any prior notice or attempt at communication with a teacher, occur much more frequently now than they did when I was new to the profession.  Because my career and students have mattered to me, past parental complaints have immediately caused me to ask myself the tough questions:  did I make a mistake?  Did I miss something?  Could I have solved this problem differently?  When faced with parents who employ the sneak attack as their preferred modus operandi, my first response (after shock) for years has been to immediately offer an apology and time to meet to discuss the it's-news-to-me issue.  That's right: I've given parents the benefit of the doubt, and assumed I've made a mistake, miscommunicated, or somehow missed something occurring in my classroom. 

That reaction, now that I'm forty-six years old, have raised three children, taught in three states, in four schools, over twenty one years, and can count my Super Star students and their families in the hundreds, is going to stop.  Instead of half-stories, half-truths, misinterpretations, outright lies or Drama Debbies and Dons pushing me to self-defense, self doubt, or whatever-you-do-just-make-the-parents-happy apology and appeal mode, I'm going to take a deep, cleansing breath, count to three, and then jump right into professionally standing my ground. The child who appeared to enjoy the day, mentioning a small tummy ache right before lunch, and after having eaten bounced through our activities with a smile on her face throughout the rest of the afternoon?  No Ma'am, I didn't ignore her, deprive her of food, force her to eat food, or cough germs onto her food, even though she's now complaining to you at home that her tummy hurts.  The parent who interrogates and escalates his child with questions like "Did you tell Mrs. Sommerville?  And what did Mrs. Sommerville do?  Why didn't Mrs. Sommerville call me? OH MY GOODNESS, YOU MEAN YOU TOLD MRS. SOMMERVILLE AND SHE JUST IGNORED YOU?!?!?!?!?" I'm going to let him know that there's a slight chance that 1) he's not getting the whole picture and 2) I'd be happy to talk with him calmly and respectfully to solve the problem. When a learning disabled classmate is overly-attentive to another child out of admiration and a hope for friendship, and is perhaps awkwardly stumbling through the process of friend-making, I'm going to tell an accusatory parent that her child is not being targeted, bullied, harassed, or stalked.  When a child's responses to unexpected interactions with peers include scowling, screeching, yelling, hitting, flouncing off, sitting and crying, NOT using his or her words, or simply waiting to tell a parent at home, I'm going to tell Mom and Dad that their child too likely needs to learn, see modeled, and practice some social skills strategies in order to self-advocate.  I'm not going to agree that little Bobby or little Sarah be moved to a different class because little Charlene doesn't like him or her.  No pandering or schmoozing choreography, even though those parents want it.  When they approach me with verbal guns a blazin', they're going to be met with Mrs. Sommerville in all of my teacher glory.  It's the Golden Rule folks, and it's time you followed it. 

But I simply must ask... shock and awe videos, social media memes, and urban legends aside, do you believe that teachers spend our days sitting in classrooms, twiddling our thumbs, taunting, ignoring, harassing, belittling, neglecting, and abusing your children?  As I read Brown Bear, Brown Bear, What Do You See at the carpet, do you honestly believe that I wouldn't see shenanigans if they were occurring, and upon seeing them, wouldn't intervene to stop them to get students back on track?  When little Jon accidentally trips little Maisie, don't you think I pause to notice whether or not he apologizes?  Did you know that if he does apologize, and Maisie accepts it, I consider the problem solved, and won't report it to you?  If either Maisie or Jon mentions it to their parents, I certainly hope both families will respond with something along the lines of "Oh good.  Accidents happen, but I'm glad you apologized and were more careful," instead of calling the school and demanding the immediate expulsion of little Jon and an administrative reprimand of me by my principal.  Common sense is always preferable to overkill.

And because I'm truly curious, here are some more questions I have for parents: who on earth told families that my colleagues and I don't care about our students, that we didn't choose this profession as our lifelong career, that our paychecks aren't a necessity, and that we only seek to undermine families, parental authority and involvement, intending to harm our students in any way possible for the sheer entertainment of it?  Who told you that the parent/teacher/school relationship is a one way street, and that your only responsibilities are to police the employees and loudly beat your chest from time to time to show us who's boss?  If you're so concerned about the allocation of resources for your child and his classmates, or think lower student to teacher ratios would benefit all children, why don't you regularly attend school board meetings, familiarize yourself with Department of Education policies, or advocate for increased funding for education?  Why do you refuse to trust teachers until after the school year is over, and you've put them through the wringer?  Why don't you apologize for the mistakes you make as readily as you demand we do?  Would you ever allow anyone, to include your spouse or significant other, to micro-manage, accuse, and disrespect you in the ways that you feel entitled and justified to do to us?  Who told you that good parenting was going from attentive to alarmed in 5.2 seconds, and from involved to subversive and accusatory in less time than that? 

As a teacher, I make mistakes, but not often.  Twenty-one years, three children, and lots of experience works in my favor that way.  My students' favor.  Their families' favor. 

Yes, authentic bullying can happen at school, even in kindergarten.  As a person who experienced my fair share of bullies as a child and an adult, and as an educated professional who doesn't see a benefit to bullying, I stop it when I see it, I investigate it when I hear of it, and I advocate against it.  A child upset because the classmate who played with her yesterday doesn't want to play with her today is not being bullied or neglected, even if those crocodile tears pull insistently at her parent's apron strings.  A parent who tells herself "I'll go above the teacher's head and straight to the principal to demand that this be handled NOW" is not a partner in her child's education.  She's a bully, a blowhard, and likely a chicken.  That's right: if a parent won't speak with me, I don't assume s/he is the authority, I assume s/he's afraid.  I'm polite, and I'm certainly professional.  I do what I can to build relationships with families for the benefit of my students,  but I'm not bowled over, frightened, or put in my place when a parent tries their alpha-commando schtick on me.  I'm experienced, qualified, and well-intentioned, and I refuse to let currently acceptable parenting behaviors suggest as truth the lie that I am victimizing their children, and that my pedagogy is mere punting and parlor tricks.  Hypocritical bullying doesn't impress me.  Doesn't impress many of my colleagues, either.

So there you have it for my first rant of the 2016-2017 school year.  I guess this is what happens now that I'm no longer twenty-six, or thirty-two, or even forty, a first year, seventh year, or fifteenth year teacher.  Luckily, my students have understood me all along, just as parents from "the good old days" did, not too terribly long ago.  School's in session, and as usual, I aim to teach.  We'll see how many parents end up needing a lesson from the teacher who puffy-heart-loves them and their children.

*****
Seriously.  PUFFY.  HEART.  LOVE.  It's going to be my hashtag for this year.

#PuffyHeartLoveThisClass 


Sunday, August 07, 2016

My 2016 Classroom Sneak Peek for Students

 Before my new Super Star students and their families visit the school to drop off school supplies, meet me, and tour their classroom, I email them a "sneak peek," just to help calm any fears they might have about navigating their new learning space.

I use a stuffed animal friend (our school mascot) who narrates the photos and introduces me.  Have a look!













My friend sits on my desk in plain sight and enjoys excited squeals of recognition and quick cuddles when the kindergartners arrive, and he's always happy to see them again in a few days for the first day of school.

When are YOU back to school?


Thursday, July 14, 2016

ELA Alphabet MEGA PACK in My TPT Store

I'm so excited!

My first ELA Alphabet MEGA PACK of journal activities is now available on Teachers Pay Teachers!

 

In it, you'll find:

• 26 circle, trace, and write ½ pages
• 26 draw a line to the letter ½ pages
• 26 uppercase/lowercase cut and glue patterning ½ pages
• 26 ABC order cut and glue ½ pages
• 26 Missing letters ½ pages


    

  

Each slide will print two ½ pages, that can be glued into composition notebooks. One page, two students! 

These pages and activities are appropriate for early learners, differentiated instruction, re-teaching, English language learners, fine motor development, and intervention practice. You can enlarge pages for very young students or children with fine motor needs.  For the uppercase/lowercase patterning and ABC order pages, students are cued to what letter comes next as they follow along the bubbled letter line below each set of boxes.

Don't forget to check out my other ELA and Math products at Teachers Pay Teachers, and have fun prepping your back-to-school materials!

Welcome to Kindergarten Bulletin Board

With a little less than a month before I'm surrounded by my newest class of Super Star kindergartners, I have to admit: I'm not yet ready for the go-go-GO pace of the first week of school.  Avoiding curricular chores, this week my brain has instead focused on the slow and steady set of tasks that we all work through prior to the arrival of our students.

Arranging furniture.

Checking ease of flow/traffic through learning spaces.

Prepping manipulatives.

.... and dreaming up a bulletin board display to greet, welcome, and hopefully entice our new learners!  

I've told you in previous posts how I like to keep the boards that frame either side of my classroom door ~simple~.  Thanks to rules from the fire marshall, and my own reluctance to blow my school's paper budget through the roof by using seven different layers of butcher paper from floor to ceiling, I prefer oversized components with a bit of POP.

This week I dug through my baskets of trimmer and bulletin board cut outs, and discovered some "kid drawn" stick figure children who, while cute, were a bit too small for what I was wanting.

Hello, document camera!  After selecting four sweet faces (the cut outs included legs and shoes) and enlarging them on my SMARTBoard, I traced each outline, and then colored them with markers and crayons.
    


Because the white paper was a bit transparent and flimsy, I made sure to use a double layer of white paper (the drawn/colored image on one piece, plain paper behind it) before I cut out each friend.   Then I glued them to black butcher paper, to stiffen them up a bit.  These cuties will be laminated at some point this year!

I kept a white layer of trimmer from last year framing the boards, but switched out the solid black for a chalkboard polka dot pattern.  Then I started to position my friends:


Seeing their outstretched hands, I thought perhaps I might find some kindergarten tools that each child could hold.  Scissors!


Glue!



I also wanted to add bunting, spelling out "Welcome to Kindergarten, Super Stars" to hang above the characters (lettering will be added later).  I used my desktop laminator to seal a set of chalkboard design bunting/banner cut outs, then cut through the lamination and pre-printed pennants so string or ribbon could slide through.




Simple, kid-friendly, sweet, and I didn't break the bank OR the fire code!  There's room to add colorful stars with my students' names as we get closer to the start of school, or I can simply use a black piece of butcher paper decorated like a chalkboard that can have my class list written on it.








What do you think? When are YOU back to school?
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Monday, June 13, 2016

Summer Check-In and Free Clip Art Image

Like many teachers, part of my summer "off" includes resting, reading, and creating!

My under-eye circles are fading, thanks to the start of sleeping in until 7:00 a.m.  For someone who wakes at 5:15 each morning during the school year, this is BIG.

My eldest has been supplying me with non-work related books since February, and I'm caught up with The Expanse sci-fi series, anxiously awaiting the next installment:




I've been crocheting, working ahead on a baby afghan stockpile.  Most of my new colleagues are young, newly-marrieds, and are beginning to start their own families.  As I'm old enough to be some of their mothers, and handmade baby items are becoming more and more of a rarity in this world of gift cards and internet shopping, I hope the thought, time, and effort put into each blanket are appreciated as much as the gift itself.



I'm taking two online classes in anticipation of renewing my teaching license this winter, and am planning ahead to the upcoming school year.  In the midst of creating a TPT ELA Journal pack for pre-k, kindergarten, intervention, and home school activities, I realized I wanted an iPad clip art image.  Unable to find one that I liked available for free, I quickly made my own.





It'll come in handy when I reprint my "iPad Rules" anchor chart and other activity pages too!

You can grab it by clicking here.

How have you been spending your time away from school?