Trusting in the Classroom

When we think of education, many people have the image of a class of students actively listening to their teacher, soaking up important knowledge that will be useful for their future.

The learning process of a child is actually much more complex than it seems. It is true that a teacher is a vital piece of the learning process, but children actually naturally have the desire to learn and explore their world!

From the time they are born, they take in their world and experiment with what they are given. Each cue is closely studied and practiced. A child goes from babbling to speaking through an extensive amount of practice, making mistakes, and fixing them with help from the environment.

So why do we neglect this natural desire and skill to learn? Many times, when a child enters elementary school, life becomes stressful and a strict way of learning is enforced that can make a child feel defeated.

[Credit: BAKERS AND ASTRONAUTS]

Writing is an important skill learned during the elementary grades. During schooling, children are drilled and forced to memorize spelling words with little critical thinking. Parents are worried about their children's progress and express dismay upon seeing inventive spelling and "wrong" ways of writing. Instead of using this deficient way of thinking, we should focus on what children CAN do. Studying a simple piece of writing that may seem "wrong", will show a plethora of information about how that child thinks and experiments with writing.

Each child learns in different ways. However, they all possess the skills to experiment with their learning and master reading and writing. Instead of focusing on what is wrong, see what is right and encourage their scientific way of thinking about writing! This will result in more confident writers.

Literacy Dig: Goodwill

This week, my team and I went to the local Goodwill to do field work for a literacy dig. Goodwill seemed like a great location to have a literacy dig; it could also be taken even further by incorporating themes such as sustainability and building jobs in the community.

Field work is essential to get the most out of your literacy dig. By going to the site to take notes and understand the surroundings, you can iron out any kinks that could hinder your literacy dig.

It is very important to talk to someone at the site to let them know what you are doing and to get permission for any filming or photography that will be shot. Goodwill has a strict policy that needed to be followed; to avoid trouble, the appropriate person should be notified. They can also be very helpful in letting you see areas that you wouldn't have noticed or providing resources that you wouldn't be able to get otherwise. For example, we were able to get old flyers that were out of print because of asking.

Goodwill had a very print rich environment, with signs advertising items and pricing throughout the store. There were also several posters along the wall as well as labels on larger items. Although Goodwill had a lot of unique print, there were "normal" print found in several places visible that could be pointed out to the children such as the fire alarm, the wet floor sign and the signs to the women's and men's bathroom. Because we see these things so often, it is easy to overlook them. It can be a great opportunity to let the children show you their experiences with these typical forms of print.

Of course, collaboration is the essence of teaching and this was no different. I got several wonderful ideas from the media department to do with young children such as:

• Having a guided tour around the store;
• Helping the children see that recycling helps save resources and provides jobs in the community;
• Understanding the difference between something that can be recycled and what is trash. 

Respecting Cultural Diversity in the Classroom

Often, a second language learner may feel isolated in the classroom because of the huge situation they face of being uprooted from what they know and having to conform to such a different reality than what they are used to. It is no wonder that these students can fall behind easily and isolate themselves from their peers in an attempt to solidify some control over their life.

Fortunately, there are so many ways to bridge that gap between home and school. The first thing that a teacher should look to build with a student who is experiencing culture shock and difficulty adjusting in school is to form a nonjudgemental relationship with the child and let them feel that they are safe with you. Of course, to gain this respect you will need to pay close attention to the child's behavior.

For example:

• Where does the child feel most comfortable? Set up the space for maximum comfort. 
• What is important to the child? Is it important for them to do things a certain way?

After you have set up this trusting relationship, the child should be more openly expressing their feelings and participating with more enthusiasm. After this point, there are several ways a teacher can foster a great learning experience for a child while helping them to be comfortable expressing their unique background. 

For example, you may:

• Challenge the child with new material that they can work on at their own pace;
• Use a variety of mediums to work on skills;
• Use things that are important to the child to help them connect with their peers and share their background;
• Encourage their unique ways of doing things as an acceptable and something to be proud of;
• Incorporate the child's language background if the child is comfortable with that

A great way to connect with a second language learner is to use wordless books. Wordless books are great because they allow the reader to use their imagination and basically create meaning out of the story. Everyone can see pictures, so there is no pressure to "read" the book. In actuality, they are reading the book! By looking at the pictures, they are taking in many small details and after analyzing, coming up with what they believe the illustrator is trying to convey in the picture. 

The Arrival by Shaun Tan is a great wordless book that I was exposed to recently, that documents an immigrant to a foreign land and the struggles he faces there. The story can have different meanings for different people, and there is no wrong or right answer. This book would be a great connection to make with students who may be experiencing a similar situation of going to a new land!

Read Alouds and Storytelling

Read alouds are great experiences for children. Not only do they gain literacy skills, but they participate in a very interactive experience with their peers and teacher. While reading, they share their ideas, wonder about things and convey their emotions.

In the classroom, a good foundation with books is necessary to allow children to understand the role of a writer and their ability to write. To do this, texts should be explored in the classroom, the process to make them, and what exactly it means to be a writer.

There are five key areas to focus on in the classroom:

• the people who make books: understanding that normal people write and illustrate books and do this as a job. through this knowledge, they will understand that they too can be writers and "play" being a writer in the classroom.
• what makes a picture book a picture book: students start to understand that a picture book has both writing and illustrations, they change from page to page while still on the same topic, it is about something and the writer decides what it will be, and the book has crafted language in it. The students and teacher can wonder aloud why an author decided to write the story or why the illustrator chose to illustrate a page a certain way.
• different kinds of books: Students understand the difference between books with stories and books with lists.
• different purposes for books: A beginning to understanding the difference between fiction and nonfiction. Some books are made for entertainment, while others are made for informing. Other elements of literature are discussed, such as maps in books. This helps to build intentionality when children write their own books. A great way to involve the children is to have them make a book about what they are doing.
• decisions that writers and illustrators make: This helps children notice how the author and illustrator are using elements of the story to bring it to life. Words that are written a certain way and pages illustrated convey a specific meaning that children can talk about and understand. This will come out in their own writing work.  

Another great tool to use in the classroom is storytelling. Similar to read alouds, it builds a strong connection to story writing with the added play factor. It helps children to feel in control and really helps them to convey their meaning thoroughly.

Some great ideas for lessons are:

• Stories have settings: Find different settings that stories can take place. After choosing, they may create life size representations of their ideas. 
• Stories have characters: Stories all have characters with unique characteristics and purposes. Children can brainstorm characters and decide what makes them special to identify them and create their own image. From here, they can illustrate their own character.
• Stories have a sense of time: All stories use time. Time uniquely places what is happening. Several books can be investigated to see how they use time to do different things. Children can then make their own set of "time-based" stage props to illustrate their ideas.
• ...and so much more!

Storytelling can really be investigated through many topics. They all are engaging and meaningful ways to get children involved with their work around them. 

Reference:

Already Ready by Katie Ray
Castle in the Classroom by Ranu Bhattacharyya

Reflecting on Tweets from the NAEYC Convention

Children's imaginations will wake our own. - Vivian Paley 

I totally agree with this statement. Several times in the class, I am amazed by something the children do that never came to my mind. It is humbling to step back and realize that as the teacher you do not know everything and there are so many opportunities to get inspiration from young children!


Tell me & I'll forget; Show me & I may remember; involve me & I'll Understand by mentormadness

Another great quote that I agree with. Unfortunately, when you enter the elementary grades so much emphasis is put on memorizing with no context or relation to their life. Most of this is forgotten and children struggle with work they consider boring. It is important to involve them in their work and make connections to their lives so that those meaningful experiences will stay with them and really prepare them for school. 



Ability to creatively use what u already know is much more a success predictor than rote memorization by teachermeg

This is so crucial for the future. What we lack in schools now is creativity, which is more closely related to real world experience. There won't always be set answers and we need students prepared to take on that challenge!

Technology: Where Does it Belong?

We can't deny it; technology is everywhere! As technology becomes more and more advanced, students are preparing for things that do not even exist yet. Children are arriving at school for the first time knowing more about technology than their parents did at the same age. Yet, technology at school is usually not embraced in the early childhood classroom.

Children's lives are full of technology, whether it be through TV, the computer, or video games. The question is how to integrate their experiences in the classroom so that their work is relevant. Many people think of integrating technology in the classroom as making tasks too easy, or that it will be detrimental to grades and state standards but this is not necessarily true. Technology can be used in a way that promotes strong literacy skills and social/emotional skills. Technology can be integrated in the classroom in a way that still builds key skills. The only difference is that instead of using traditional materials, more modern technologies are used.

For example:

• Claymation with Photostory allows children to use digital photographs with toys or clay figures*;
• Storyboarding and live action media allow children to plan, direct and record their own plays*;
• Use of digital texts such as wikis, classroom blogs, and podcasts*;
• Activities using mobile, multifunctional, handheld devices in the classroom*;
• Bring in technology resources that children are already using at home*

Resources:
*A is for Avatar: Young Children in Literacy 2.0 Worlds and Literacy 1.0 Schools by Karen Wohlwend

Play it to Learn it!

It is well known among early childhood educators that play is the key to learning.

So why is play so beneficial? The answer is quite simple once you think about it. A play environment is stress free and without the worries of judgement and failures. Because of this, children feel more confident to explore new topics and make meaning of what they see around them.


For example, Abi may imitate an eye doctor in the classroom after a recent visit. The child has tapped into their background knowledge and confidently practices what she knows. She repeats what she has heard and speaks in a professional tone. She may look into her peers' eyes and ask them to read a letter board that she has created while covering one eye. All of this is important interaction with a new experience in her life!

Sociodramatic play easily ties into literacy due to the print rich environment that we live in. Students notice print and writing all around them such as lists, signs and menus. Naturally, they mimic those same things and interact with form, letters, punctuation etc.

A great way to further learning connected to curriculum in the classroom is to set up sociodramatic play areas in your classroom. These can even be done in the home. They can be as simple or as elaborate as you'd like.

Some examples:

• Art Gallery: To supplement experiences with an art gallery such as demonstrations of art and visiting museums, rope off a corner of the classroom with plenty of wall space for hanging children's art. In the middle, place a shelf with children's sculptures. Include a stand for patrons to pay for tickets and pick up brochures (either real or made by the children). Nearby, have easels and small tables for artists to do work with plenty of materials. (ex. cash register, money, note cards for naming the artist, gallery maps, etc.)
• Some questions to explore: Who contributes to the workings of an art gallery? What do exhibit designers/tour guides/patrons/artists/custodians/museum shop workers/cashiers/ticket takers do? What materials and tools do they use to do their jobs? What print materials do they use? How are you using the art gallery to explore the artistic techniques you are learning at other times of the day?

• Bakery: Supplement a tour of a bakery and cooking activities done in the class with families and teachers with a table for baking. Include a shelf to display baked goods and a cash register stand with money. Include many baking materials such as cookie sheets, pie pans, pots, spoons, rolling pins etc. Some literacy items to include could be recipe books, note cards for recipes, and materials for labeling and pricing objects.
• Some questions to explore: What kind of jobs are in a bakery? What ingredients, equipment, and tools do bakers/cake decorators/cashiers need to do their work? What literacy materials do they use? What do people bake? How do people learn to bake?

If you would like to see a few videos of sociodramatic play in action, check out these videos here and here.