Archives for posts with tag: teaching

Today I taught in every room from toddlers to school age. Staff was extremely short handed. I was asked to stay and work extra hours to assist in filling in the staff gap. I actually enjoy the variety and break in my routine. My personality veers towards seeking constant challenge and change. In my opinion this is a great trait to possess. As an educator, the ability to respond to constant change is non negotiable. The day is controlled by the children’s moods, and attention span. Without a flexible personality on the educator’s part, nothing would ever be accomplished. Adults have off days, and need to comprehend that children are human beings who succumb to the same mood shifts as us.

When working in different rooms, my eyes always scan, and my mind silently trouble shoots. I emphasize the word silently because a teacher’s classroom is their kingdom.  Suggestions by another educator are heeded with the same welcoming tone as criticism about their own children. That would be with defensiveness. I sometimes have to remind myself of the latter fact as I work in various rooms. Keeping my thoughts to me will protect future cohesiveness and camaraderie between the teachers. Negativity amongst staff is sensed quickly by children and breeds nothing but a negative classroom climate for the children.

My first stop was the infant room. It was a nice day and the door to the infant room was open to let in fresh air. The mobile infants were crawling towards the door. The door abuts a gated outdoor infant sized playground with a foam floor. Thus children can’t be injured by crawling into the road. However they do need to be supervised on the small equipment so their wobbly motor skills do not cause a calamity on the low little tike’s equipment. Staff stated that they were tired of chasing infants who constantly crawled towards the door. My observations found an obvious way to save the staff stress. When the weather is nice, put a safety gate across the opening to the outdoors. The staff will not tire from constantly retrieving the infants. The infants will be free to roam safely and freely. I made a mental note to make an anonymous suggestion to the director.

My next stop was the pre kindergarten room. The class was in the midst of a rousing rendition of “One Two Buckle My Shoe”.  Many children were engaged in playing with cars and toy farm animals. I silently felt that choice based creative curriculum does not mean playing with toy cars during circle time. Could choices made for children not interested in finger play and songs be restricted to more educational choices? Perhaps if the child does not wish to participate in the activity, other activities could be limited to using stencil letters, manipulatives, and other educational items.  This is just an observation. I respect the classroom teacher who developed her pre Kindergarten curriculum. I would never correct her. Who knows if my observation is wrong and her way possibly correct. I would not want a teacher coming into my school age room and doing such a thing to me.

My next stop was the preschool room. The children were transitioning into nap time. One child cried incessantly. I sat by her to comfort her. The staff referred to her as a whiner. This was a typical case of labeling. The child is two and one half years old. She transitioned to the preschool room in early September. Apparently the child is going through an adjustment period transitioning from the toddler two room where pacifiers are common. Instead of calling this toddler a whiner, perhaps observing the whole picture is warranted. How can one expect a child to transition to such a different environment so quickly? The crying jags are obviously based in the little girl’s fear of the “big girl” demands that are being expected of her.

As children arose at the end of naptime, a teacher actually told the little girl that she kept the other children up with her crying. The little girl was told to stay on her rest mat for five minutes while other children got up. I thought this statement was deplorable. How can one even expect a two year old girl two comprehend the concept of five minutes. In using time frames with small children a visual should be used. I have been known to put five strips of paper up on the wall. Each minute of time would include the removal of one strip of paper. The child would know that the time to get up was coming as less paper strips were visible. My week has been long and tiring. I will end with this entry.

Have a great week:-0)

Mari N. M.Ed., CECE

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Hello – I have been observing opinions of the public at large regarding the state of our educational system. I have decided to express my opinions regarding this topic. Some may like my opinions some may not. That is the perogative of human individuality. One thing I believe we can all universally agree on is that we need to discard our THEM AND US IDEOLOGY  AND CHANGE IT TO A WE. All societies are dependent on one another for successful existence. May we all become a united front and remember our ultimate goal – our childrens future! Merely a thought to Ponder.

Education reform has always been dictated by societal needs. The No Child Left Behind Act of 2001 was born from a need for high tech, academically savvy Americans who can compete in our interglobal society. The next generation of capitalists must be trained. American corporations are interdependent on foreign trade to survive. Foreign countries experience financial growth through interactions with America. Land Rovers and Lexus have Toyota Engine parts. Chevrolet Geo has Suzuki engine parts. Gas hails from Arabian oil wells. Patients from other countries frequent our hospitals for high risk, state of the art surgery. American educators travel the world teaching English to foreigners. American icons such as McDonalds, Pepsi, and Spiked hair cuts are noted in foreign countries. These examples are a miniscule representation of the relations and dependency that countries have on each other. Prosperity is the ulterior motive of these relations.

The ideology of No Child Left Behind is not new. Expectations in education have been cyclical throughout history. The influx of immigrants in Horace Mann’s era necessitated a curriculum that focused on Americanization of immigrant children. The intent of Mann was not altruistic. It was the assimilation of immigrants into American society as positive contributors to our economy. During the cold war era, emphasis was based on academics. A similarity to modern day schools is noted. Gone was the emphasis on the whole child. Education was reformed to produce American engineers, scientists, and mathematicians that could compete with the Russians. We had to build a bigger, better, space craft than our Russian neighbor’s.

In modern day America, as with our predecessors, molding and training students guarantees the survival of our country. In the fifties the economy depended on competing with other countries for prosperity. In modern day America, the goal is to be sought out by other countries. What deleterious effects does America’s preoccupation with growth and prosperity inflict on our society? “It became necessary to destroy the village in order to save it.” This phrase speaks a thousand words. The American ideal of survival of the fittest warrants focusing on the strongest members. The weak and assumed useless people are weeded out. Rather than find compensatory strategies that give all kids the same chance to succeed, each child is left to sink or swim. The ones who succeed will be our future leaders. The students who flounder will be left to languish in a hand to mouth existence with no skills. Children have become statistical data on an achievement graph.

Intelligence can’t be measured merely in academic form. A child may be musically inclined, athletically inclined, or artistic. A child’s learning may be impeded by learning disabilities, emotional disabilities, or a dysfunctional household. If compensatory strategies are taught the child will succeed. The standards used to assess a gifted child should differ from those for a learning disabled child. High expectations are non negotiable. However, what those expectations are differ from child to child. Challenges should be safe and individualized for each student. A challenge should create social and academic growth. If the challenge is too high, the child will shirk their academic responsibilities, and suffer irreparable damage to their self esteem.

Accommodations for individual children need to be in place in order for the academically challenged child to score within the median range on assessments. Unfortunately, accommodations cost money. In terms of education the basic mindset is less is best. A society, who will spend $150.00 on a ticket to a Football Game, yet will wage war at the threat of having real estate taxes raised for education. It is much easier to play the blame game. Blame the parents, society, teachers, and administrators. Taking personal responsibility for America’s educational dilemma would mean admitting that we all have a stake in children’s education. Not a comfortable idea for the majority of the population to ponder.

Teachers carry a huge weight upon their shoulders. The goal of the No Child Left Behind Act is to achieve success. A teacher who has the threat of her job dangled in front of her like a carrot on a stick is not going to feel success. They will experience burn out and become less productive educators. A child who does not pass the M.C.A.S. repeatedly will experience a sense of failure that will haunt them through out life. Watching peers graduate will breed a sense of futility. In the scenarios above, the outcome is predictable. For educators and children alike, frustration leads to apathy, apathy leads to indifference. The end result is that everyone loses.

Intelligence is genetic. However, it is manipulated by the environment. A bright child who receives no stimulation will underachieve. A learning disabled child who is safely challenged will rise beyond expectations. The chance of success can be increased in the right educational setting. Introduce safe challenges that a child is sure to succeed at. A domino effect will occur. Once the taste of success is felt the child will not be adverse to more challenges. Experiencing failure can cause even the brightest child to recoil from academics. Nurture can beat nature. It merely takes the right environment, realistic expectations, and an appreciation of each child’s individuality and learning styles. We all have a function to fill in society as an adult. In our democratic society, the government and stake holders should not decide what that function will be. Accept each child for who they are, and they will be accepting of themselves. No child should be left behind!

This is merely my opinion.

Stay well

Mari Nosal M.Ed., CECE

I sit here and ponder a situation that occured two years ago. I believe it would be prudent to share with other individuals as this is a scenerio that all parents and educators have grappled with to some degree. The dilemma of balancing emergencies at home with our professional responsibilities.

Today started off as an uneventful day. The morning program was running extremely smoothly. The children were all compliant. This is a scenario that does not occur too often. As the morning program came to a close I exited towards my car. I retrieved my cell phone. One voice mail was extremely startling. My husband was en route to the hospital. My son had been in a collision and was en route via ambulance. My fight or flight instinct kicked in. I calmly called the hospital and told them I was on the way. The mother I am, conflicted with the educator I function as. I calmly went back into work and told my supervisor my son had been in a car accident.

The supervisor stated that family always comes first. Nevertheless, I informed her that I would try my best to make it back for the afternoon program. My son suffered a mild concussion. My husband was to be home for the afternoon so I knew my son was in good hands. I emailed my supervisor and told her I would be able to resume work in the afternoon. My company was short handed. I knew the only person Site coordinator qualified was my boss. The responsible side echoed in my head. I could not expect my supervisor to cover my position and her own as well. My conscience grappled with my educational responsibility and my personal ones. Although, I opted to shut out my parental guilt, for returning to the classroom it did not mean my son was not in my heart.

Upon returning in the afternoon, my supervisor said “why are you here?” I explained that I felt a personal responsibility to my students and place of employment. My husband would call if the necessitated. As mentioned in class, one must always present a degree of professionalism. The ability of my role as an educator was tested today. My ability to separate personal issues from professional was exemplary. This happened to be a day when the children chose to challenge me. When requested to enter circle time, the children were sitting everywhere but in a circle!!! I calmly joked that perhaps I needed to place tape on the floor like the preschool uses. As school age children, the thought of being equated with a preschooler was a fate worse than death. They quickly formed a perfect circle and circle time was uneventful. Homework support was a challenge.

I managed to assist several children of multiple ages through their homework. My mind secretly wandered to thoughts of my son. I secretly wished for an assistant so I could get homework support done at a quicker pace. I caught my self wandering and refocused on the children time and time again. The jovial demeanor I presented to the children belied my real emotions under the surface. The children were never aware of what I grappled with. I have dealt with the toughest part of being an educator today. This is separating my human side from the educator.

The cohesiveness of my colleagues was also realized. As is probably evident, accepting help from others is not my strong point. I gravitate towards being the helper, not the helped. My supervisor has picked up on this fact. She was helping without being intrusive. She knew I would decline the help. Snack for the children was delivered to my class. I normally pick it up myself. A thank you note for all I do was in my mail box at the end of the day. She organized my class even though that fact was not made public. Having support on the school front makes traumatic times slightly more palatable.My demeanor is calmer. My son is at home. My friends are checking in on him. I know he is safe from mishaps as bed rest has been warranted for a mild concussion.

My program started off with an eventful scenario. A child vomited all over the rug. All first aid was done. Her temperature was taken and I attempted to clean up the room. The child was in tears. I attempted to comfort her with six other children at my ankle. The other children were demanding my attention. Attention that I couldn’t feasibly give at the moment. I attempted to keep judgment out of the scenario. I realized the other children needed guidance as well as the sick child. As much as I wanted to deem them all incorrigible brats, incapable of empathizing for their ill peer, I couldn’t. I stepped back, recalled what it was like to be a child and reminded myself that I responded with the same behavior at their age.

I processed the whole situation while continuing to comfort the little girl. I needed to divert the attention of the other children and keep them occupied. I decided that necessity warrants flexibility. These children were old enough to understand what a special privilege was. They were allowed to play the coveted play station and computer which was generally open for one hour in the afternoon. Children are only given ten minute time slots to play. The children were ecstatic.

Opening their coveted activities in the morning was a novelty. Their focus on the activity was strong. I was now free to give undivided attention to the other child. The child’s mother was called. A voice mail was left as she was not available. Two emergency contacts were working in Boston thus it would present difficulty for them to zoom down and pick up the child. I made a make shift rest area for the child complete with a pillow in a private area of the room. The human side of me was frustrated that the mother had not responded to our phone calls. My mind ran rampant with judgmental thought. As the readings have suggested, educators need to make a conscious effort not to judge a family. The realities of the readings were soon validated.

The girl’s mom responded several hours later. She works at a minimum wage job and did not have the option to check her cell phone messages. The mother rushed in the door and had already called the child’s pediatrician en route to the school. Her face was fraught with concern for her little girl. I silently experienced the feeling of personal embarrassment. I was ashamed for assuming that this woman was being neglectful because she did not immediately respond to my phone call. I broke a cardinal rule of educators. The rule that states we should always look below the surface of a situation. An educator’s role is to assist children towards positive self efficacy. If we let our own bias decide how we handle a situation, it can be deleterious for the child. This child’s mother is attempting to make ends meet for this little girl and her younger sister.

This day played as much of a role in educating me as my course work does. I felt that I was immune to preconceived bias and judgment. Today emphasized the fact that I am as fallible as any of my peers. I have learned to consciously observe situations from the inside out. Not from the outside in. What lies below the surface of any given situation or behavior is more informative to an educator. A well known phrase would be appropriate to emphasize right now. “You can’t tell a book by its cover”.Today my son returned to school driving my truck. I left the house at 5:30 in the morning with a stern warning to him. He was to call me and leave a voice mail on my cell phone stating that he arrived safely. The day was gray and rainy as it was on Monday when the accident occurred.

I kept my wits about me and oversaw a morning arts and crafts session of paintings made from shaving cream, glue, and food coloring. I marveled at the different personalities and how they approached this project with various levels of interest. One child wanted to paint, but does not like to get his hands dirty. He was perfectly content to be involved in the project as long as he could spread the puffy colored shaving cream concoction with his fingers. Another child not only stuck her hands in the contents, but mixed the colors to create other colors.

She not only painted the paper, but proceeded to paint her arms up to her forearm. She than put some of the greenish mixture she developed on her chin and created a beard. I believe children learn through exploration. Every child is an individual who needs to be respected as such. I still make attempts to get children to step out of there box and accept safe challenge. Challenge is a learning experience. If children are not exposed to new experiences their view of the environment remains quite limited. A balance is necessary to assist a child to step out of the box. Too much challenge can reverse the affect of assisting a child in accepting safe risk taking. Too much challenge causes a child to retreat into a shell. I step back and observe. I consciously halt my ability to judge instead of assess. Those are two very different forms of observation.

Assessing can aid in creating a plan that assists a child in positive developmental growth. Judging causes preconceived notions that can breed deleterious surroundings were personalities that retreat verse accepting risk are more common than not. My first inclination would be to assess the child who doesn’t want to get dirty as living in a family of obsessive compulsive siblings and parents. I am truly drawn to the child who spreads greenish shaving cream concoctions gleefully over her arms. As a good educator, I remind myself that the apprehensive little boy is merely shy and cautious. I developed a strategy to help him try new things. He is allowed to spread shaving cream paint with a plastic spoon. I than deposited a small dab of shaving cream on his finger.

I allay some fears by explaining that the dye will not permanently stain his hands. He is than guided towards the bathroom to wash it off with soap and water. The little boy realizes that the color is not permanent. I have gained his trust. The boy actually allows me to make a handprint painting of his hand with the concoction. I am feeling pretty good about my success with the little boy. I have been in a professional world where I shut off my personal life. As I step out the door at work it is like traveling through a time portal. I enter another dimension.

This dimension is called the real world. I flick off my professional persona like a light switch. I now resume my life as a parent. I run to my car and check my phone. No voice mail from my son. I spend the next couple of hours feeling numb. He finally arrives home. I was informed that my son forgot to call me. Words passed between us about consideration. I than realized, my college age son is not much different than the children in the program. He is still learning from experience as the children do. Only at a more advanced level. The children need experiences to grow and develop. Young adults can’t comprehend the fear of a parent who fears for their son when they do not call. Young adults have not yet had the experience to empathize with a scared parent. Without experience we do not learn or understand. I find it funny how educators’ jobs become intermingled with our personal lives. In a standard professional job an office door can be shut and one can forget about the world. When working with children, we are constantly surrounded by questions, demands, and no personal space. When going home to our family, we are surrounded with questions, demands, and no personal space as well. It is quite a parallel existence. An educator’s life never ends.

Mar N. M.Ed., CECE

1)  Ballon Bounce:  Have two children stand at the starting line. Provide one balloon. The goal of this game is to get to the end point without dropping the balloon. If the balloon lands on the ground, the kids must go to the starting line and try again. I attempt to avoid telling children they are “out” for dropping the baloon if I am working with an inclusive group. By letting children go back to the starting line and repeatedly try the activity again, self esteem is boosted. Children who struggle with competitive sports due to emotional, social, young age, or neurodevelopmental issues are given a chance to hone their skills through a safe challenge. Use your judgment. If your group is capable of handling a competitive edge this game can be adapted according to the childrens skill and capability level.

This game appears easy – appearences can be deceiving. :-0) The balloon is extremely light, thus difficult to keep airborne. This game provides honing team work skills through working together to keep the balloon moving. It provides eye hand coordination development through watching a teammates movements in order to swat the balloon back to them. Last but not least, it provides some good old fashioned excercise with classmates or friends.

2) Starburst race: Position children in two lines with a bowl of starburst candy beside each line.Place two buckets at the other end of the room or playground. Provide eac child in both starting lines with a glove. The child wears the glove, grabs a starburst candy and runs to the finish line, standing by the empty bucket. The goal is to unwrap their starburst candy with the gloves on. Upon succeeding, drop the unwrapped candy in the team bucket, run back to the starting line and give gloves to the next participant. The goal is to unwrap as many pieces of candy per team as possible.

This game provides excercise, teamwork, and a good activity for honing fine motor skills

This game can be adapted for younger children, or children with motor skill challenges by having the child walk to the finish line carrying a marshmallow on a spoon without dropping it and leaving out the competitive factor.

3) Wipe that smile off your face: This is a great rainy day activity. Encourage children to sit in a circle. Choose one child to sit in the middle. The child in the middle can walk up to chosen children and make funny faces at them. The other children attempt to maintain a poker face. The goal is for the chosen child to make other children laugh with their silly faces.Upon doing so, the chosen child will WIPE THAT SMILE OFF THEIR FACE :-0) and hand it to the next child who will take their place in the center of the circle and continue the game.This game inevitably ends with children doubled over in contageous laughter.

4) Music and movement: Children can make musical maracas by placing rice in two disposable cups and securely taping them together with duct tape. Have children personalize their maracas with markers and scraps. Guitars can be created by placing rubber bands over empty tissue boxes. Next, pump up the music and here comes the band!!!!!!!

Perhaps children who do not wish to play instruments could accompany the little musicians in a silly dance contest. The sillier the dance moves, the better:-0)

5) Elephant feet: Provide children with brown paper bags. The children can color elephant toes on the bags, wear them, play music, and stomp till they drop:-0) I did this activity after a field trip to the zoo, as the children had just seen elephants. Hence, they could equate the animal to the activity.

6) Feed the zoo animals: Children can toss roll wads of  food (PAPER) into a pail. Adjust throwing distance according to the child’s capabilities. This game can be played with no scorkeeping. If children are capable of handling the competitive edge, you may attempt to score the most wins.

Always remember – what sems like a simple activity can assist children in honing many skills. A book does not always look like the cover.

Have a great day

Mari N. M.Ed., CECE

  

I write this as I consciously fend off a feeling of intense exhaustion. My first child was waiting at my place of employment at six thirty A. M. I was tired and did not wish to work. As I walked towards the building with a solemn expression upon my face, I saw my young charge smile and wave from the back seat of his mother’s mini van. That smile melted my solemn demeanor. Several minutes after entering the building I heard a small voice from behind me yelling “Hey You’. It was the little boy from the van. He expressed such exuberance at such an early hour of the morning. How could my spirit not be lifted? This child looked forward to coming to my program. I had to ensure that he and all the other children had an enjoyable experience.

If getting up in the wee hours of the morning bothered me, one could only imagine how difficult it was for a little boy to do so. As other children drifted in we started a game. The children set their imaginations to flight. One girl called herself Lava Girl. I was informed that anyone she touched could be burned. She slept on a special imaginary bed. I was informed that a standard bed would melt from her magic body heat. Her brother was shark boy. He was half shark half boy.  He could swim like a shark. Because of his genetic mutation long term survival on land was feasible. Apparently the fact that the little boy is half human makes this achievement reality. The other little boy is called dream boy. His super power is being capable of making his dreams reality. If a child can move one ton boulders in his dreams, than it can be achieved in the real world.

I played along with this imaginary drama. The goal of this game is obvious. These children are aware of their lack of control in daily life. They are told what to do by teachers, parents, older siblings and more. They are aware of differences between them and adults. Adults drive cars, go to bed when the urge strikes, are taller, stronger, and make all the decisions for children. When entering a fantasy world, children can have power and control like the adults they observe everyday. True their powers exaggerate real life, but it makes a child feel like they are in control for a fleeting moment.

I observed the children’s imaginary drama for a while. Some assumptions were made. Dream boy could do anything while dreaming. The translation of his story was that in his dreams there were no limitations. Any goal became reality. Deficiencies did not exist. Lava girls’ super power gave her the power to conquer anything and anyone she wished. By touching them with her hot hand, people would cringe and be her loyal subject. Shark boy swam unlimited distances. In his imagination, nothing was impossible. He emphasized the fact that he was a little boy as well and could live on land. He is obviously combining the wish to venture forward, but still have the security of comfortable surroundings.

The children informed me that they needed naps. (Imaginary) I produced three red carpet squares for lava girl. I informed her that the red color could be the lava. Shark boy was given three blue carpet squares. These would be the ocean. Dream boy was issued multi color carpet squares to simulate a rainbow. He was informed that rainbows are for chasing dreams. My offer was accepted. The children lined up their rows of carpets and settled in for an imaginary nap. Their powers supposedly increased during power naps. I sat and observed the children feign snoring noises. A question I ponder is that it would be grand if adults could retain the imagination of childhood.

Observing someone compensating their weakness by feigning super powers, is definitely more enjoyable than observing a drug addict who is compensating for pain as well. In reality, adulthood brings the disposal of super man, and bat woman garb. An adult would soon get fired for acting in such a manner. But it sure is fun to think about it!!!!!!!!!!!!!!!!!

1)      Independent food creation: Create a yummy snack with saltines. Supply children with saltines, a popsicle stick for spreading cream cheese, (much a small amount of cream cheese (edible glue), raisins for eyes, mouth, hair, and ears, and watch the fun begin.-0)

2)   Read a book such as “The Berenstain Bears out West (I Can Read Book 1) [Paperback] “Than make edible tumbleweed to combine a literacy activity with a fun edible craft.

Provide children with a few scoops of Soy Butter. I use soy butter so children with peanut allergies can join in the fun:-0) Put shredded wheat cereal in Ziploc bags. The children can apply pressure to the sealed bag with the palm of their hand to crush the cereal. Pour crushed shredded wheat into a bowl for each child. Soy butter can be rolled into small balls. Roll soy butter balls in the shredded wheat and whoolah!!!!!!- The children have just created edible tumbleweed.

3)   Clown snacks: Place half of a pear in the middle of a plate to simulate a face. Provide the children with grated cheese for hair, raisins for eyes and mouth, and a cherry for the nose. Insert these items on the pear. Create a ruffle collar out of a leaf of lettuce.

4)   Pimple tomatoes: O.K. THIS ONE IS GROSS:-0) But the children love farfetched creations. Insert a toothpick in a cherry tomato to make a hole. Fill the hole with cream cheese to simulate a pimple. This is popular, especially with the middle age grade schoolers who love the thought of anything that reeks of grossness. :-0)

I would like to emphasize the fact that children should create their snacks as independently as possible. Do not attempt to correct them if they want raisin eyes to be placed where hair should be. It is their creation not the teachers. If they take pride in their work, the children will develop self confidence that will catapult them to the next challenge. If corrected, they will most definitely withdraw.

As odd as some of these ideas may appear, i.e. pimple tomatoes – I have found that a child who is attracted to creating snacks “all by themselves” is more apt to eat healthy foods they normally would not eat.

Have a great day and happy eating:-0)

Mari N. M.Ed., CECE

 

I have attempted to tell a story of my recovery from an ear infection. Every educator has most likely experienced the feeling of teaching when they wanted nothing more than to stay in bed. In this story I was reminded of how the children can teach me a thing or two:-0)

I am finally recovering from a terrible double ear infection that has left me temporarily hearing impaired. I must persevere. My classroom and personal issues must consciously be separated. I silently remind myself of this fact as I balance on one knee so I can hear the children’s requests. In reality, I would like nothing better than to be home in bed. Smiles must be placed upon my face and I feign interest in all the children’s requests. If I can’t do this the children will merely infer that I do not wish to be with them. Despite every day challenges they light up my day. I keep reminding my self that for some of these children, I am the only stability in their life.

I silently decided to remind myself of what my role in this class is. My eyes scanned the room and reminders of the positive influence I have on these children are every where. I eyed the cubbies. My coat had been silently moved to a five year olds coat hook. I had forgotten that she likes our jackets to be hung together on the coat hook so that they touch each other. On the table laid several notes written for me in childish scrawl from the children. One portrayed a brightly colored rendition of me wearing my children’s workshop shirt. Under the picture was a note that said “I like that Miss Mari Cares about us.”Another note said “I am glad Miss Mari is here”. These notes reminded me of how much my effort are noticed by the children. How could one not feel better after seeing these reminders?

The children would soon remind me of the difference betweens an adult’s perception of what is important versus a child’s. Saturday is the day we are celebrating Dr. Seuss birthday party. We are to have an open house at the school of which I am expected to attend. Mountains of Dr. Seuss pencils and erasers sat upon the table in my classroom. They awaited the active participation of my young charges to create 100 goody bags for the party. I gazed at those bags and thought about what an effort it would be to get these children to make goodie bags. The thought of that and doling out green eggs and ham the following morning was not my idea of a rousing experience.

The children surprised me. They reminded me of the dangers of assuming the future with my adult lenses. The children gazed at the goody bag articles and shouted with glee. They sat patiently as I explained how to assemble the bags. We than got down to work.  The children ranged in age from five to eight years old. The younger ones were intent on tying the ribbons on the bags independently. My assumption of a job that would be incomplete at days end proved to be wrong. The bags were finished in one hour! The children had such a feeling of pride on their face.

I was reminded that not all learning experiences lie within my curriculum. There is more to learn than just reading and writing. I learned as much from the children as they learned from this experience. Children that began the project feeling incompetent and incapable of doing the project independently had learned new skills like how to tie ribbons on bags. They practiced sorting skills by placing two pencils, and eraser, and a pencil grip in each bag. What I initially perceived as a drudge project turned out to be an enjoyable experience that taught all involved lessons, including me.

I hope my experience reminds all educators of what an awesome job AND responsibility we have.

Mari N. M.Ed., CECE