Holding True

A recent post by Renee Dinnerstein has made me reflect on the behavior management system I've had in place for the past 3 years.  When my teaching partner and I first instigated this system, (found on the many teacher blogs) it sounded like a wonderful way to praise kids for positive behavior, instead of always focusing on the negative. 

Imagine clothespins on either side of the Ready to Learn section.  This chart hangs publicly on a cupboard door in my classroom.

Each child has a clothespin with his/her class number written on it, and they all start off on "Ready to Learn" each day.  They can move up and down the chart depending on their positive (or negative) behaviors.  If they reach the top of the chart in one day, they receive the infamous "jewel" to add to their clip.  However, in reality, I wasn't consistent with "moving kids up" and it turned into more of a burden for me.  I have my days of forgetfulness, too much on my plate, mommy-brain, which I'm not especially proud of!  Aside from not being consistent, the bigger question is What message am I sending to my students?  Are kids' positive behavior choices a result of them trying to move up for the "jewel" or were they truly making positive choices because it's the right thing to do?  Some kids are oblivious to it, and they are who they are.  They are going to help a friend in need, regardless if there is a behavior chart in place.  Others were motivated by the chart, being sure to tell me about their heroic actions at recess, or how they shared a marker with a friend.  The question is:  Would these kids do the same thing without the chart? 

The answer is YES.  A chart is not needed to create a caring classroom community.  I plan to ditch this system and go back to what I know best.  It starts with class conversations about what it means to be friendly, caring, empathetic, cooperative, responsible, curious, etc.  It also means ME being a good listener and actively listening to the millions of stories and experiences of my students, albeit sometimes they can be never ending!  I'm not saying there will not be consequences for not-so-good choices, such as taking a breather during an activity, etc. but having a publicly displayed chart that points out who is behaving in a certain way, this is a practice that will disappear in my room this fall.

My teammates and I have started a "Virtue of the Month" character project that is also a wonderful way to highlight the beauty of human nature in meaningful ways.  We read books that have the virtue tucked into the meaning/lesson of the book, and fantastic conversations are sparked as a result.

I've learned that I need to trust my instincts, and not get caught up in the latest trends.  I knew deep down that something was off with the system but I didn't put the breaks on.  It sometimes takes someone to gently spell it out, (Thanks, Renee!) to remind you of what you already hold to be true.  I'm anticipating some nauseating feelings are ahead of me with the Common Core State Standards and trends that go along with the CCSS,  but I'm ready with my sword, shield and a bottle of Tums. :)
 

Why Choice Time?

My colleague, Renee Dinnerstein, recently wrote about the ways that the Common Core are being interpreted in Kindergarten classrooms.  Bottom line:  Don't mess with Choice Time.  When teachers start putting stipulations on how to make choices, what to imagine, what to think....it takes away the spirit of wonder and inquiry in children.

http://investigatingchoicetime.com/?p=614

Believe it or not, choice time in first grade is pretty unheard of.  My first grade classroom (along with a couple of my teammates) is not the norm.  I'm working on spreading the "choice time word."

I'm wondering...

Long time, no posts!  I've been immersed in life with my own budding bambini, and my 19 other precious souls in my care.  Spring is in the air, and I'm ready for some sunshine filled days!  We're expecting a stretch of beautiful weather here in Seattle for the next few days....woo hoo!
I'm facilitating a book study/Reggio Emilia workshop, starting this Thursday at a local elementary, and I'm pumped for it!  We'll be studying Matt Glover's book Projecting Possibilities for Writers: The How, What and Why of Designing Units of Study, K-5.  We'll also look closely at the Reggio Emilia philosophy of education, hopefully allowing teachers to see the connections between the workshop approach to teaching reading and writing, and Reggio.  I'm hoping to light an "inquiry fire" in the participants!

On another note, our local literacy council (IRA) hosted Stephanie Harvey for a Saturday workshop last weekend, and what an inspiration she was!  The entire first half of her talk was a call for bringing back WONDER and CURIOSITY to education.  She even showed photos of kids at "Reggio Inspired" schools....so affirming! 
More later on wonder and curiosity... ;)

Voices

Goosebumps.  I have them because of this speech.  Please read it, you will be inspired.  I agree with Diane Ravitch, where is the media attention for this superintendent, when people like Michelle Rhee get tons of air time?   We need more people like John Kuhn advocating for educators and kids.  His voice represents what so many of us believe and don't have the courage or the eloquence to say.  Thank you, Superintendent John Kuhn!

The Imagination Tree

Oh my goodness, I'm in love with this blog: The Imagination Tree  If you are looking for ways to invite your children to discover and play in oh-so-many ways, this woman (her name is Anna, ironic, huh?) has a knack for putting together the most incredible play settings.  My favorite idea (so far!) is her "Small World Play Scenes."  Check out this pirate scene!   Or another one of my favorites, the Willy Wonka & the Chocolate Factory Play Dough.  Are you kidding me?  I'm giddy right now!  Let the play dough making begin!  One is NEVER too old for play dough. :)

Reggio Inspired in 1st

As a first grade teacher, my mind has been spinning, wondering "How can I bring some Reggio elements into my classroom?"  Especially with the mandates and fast-paced atmosphere that many of us are experiencing.  I need to bring some natural wonder back into the classroom!  They're 6 years old, for heaven's sake!  Of course,  I can bring materials in, (and prune some current ones) but bringing in Reggio is much more than "stuff."  It's how you put that stuff to use.  It's about taking a step back and trusting my first graders.  We've been so hung up on learning targets, teaching points and demonstrating EVERYTHING, that we've lost sight of letting kids do what they do best, discover!  I've been making a conscience effort to be even MORE intentional with my questioning and how I present new concepts and ideas.

I've been reading a lot of Katie Ray lately, and her book Study Driven screams Reggio to me! (Matt Glover, an author/consultant and colleague of Katie's, organized my trip to Italy)  Katie makes the case for a true "Study" in the writing workshop, where children are immersed in the kind of writing we're inviting them to do, digging deep into the craft, and structure of a particular form of writing.  The teacher learns alongside the children, doesn't have all of the answers, and allows the children to make the discoveries.  Of course, the teacher has an idea of where she wants to take them, and there is structure to it, but this inquiry focus is a different pathway from what many of us are comfortable with.  This is opposed to the pre-planned Units of Study where every single mini-lesson is already outlined and sometimes scripted.  I must admit, I'm a planner and I like to know what it is I'm teaching and when.  This inquiry stance has turned my thinking upside down!  Seeing it in Italy in a early childhood environment, has made me step back and reflect on how I have been handing curriculum to my children on a shiny platter.  My first graders are still learning and loving school, however, could it be more meaningful for them if I stop being so explicit?  There is definitely a time and place for being explicit, however are we being TOO explicit and not letting our children discover some things for themselves?  Instead, I must be ultra-uber intentional, in how I invite the children to learn.  It's all about setting up "Invitations" to learn.

I'll go deeper into "Invitations" in another post.  Meanwhile, here are some pictures of my latest attempts to improve my choice time areas in the classroom.... a light table and new blocks!  Space is still an issue....ugh. 

Reinvent

After returning from Reggio, I was barraged by colleagues, friends and family, dying to know all about my experience and what my impressions were.  Honestly, I had a hard time coming up with just the right words to describe what I experienced.  I not only saw environments that changed my vision for what is possible, I felt transformed, myself, as a teacher and a parent.   I was filled with energy to march home and exude Reggio from my fingertips.  Where would I begin?  I walked into my first grade classroom Monday morning and wilted.  I stared at my plan book and curriculum map and felt deflated. I then proceeded to open an email from a parent asking for more homework for his six year old daughter.  He writes:  "Is reading all you want her to do?  Don't you have packets of homework to send home?"    How can I infuse pieces of this beautiful philosophy that values and trusts children, into a system that is hurrying children along at lightning speed?  And then one rainy Seattle morning, as I'm reaching into my cupboard for a coffee mug, the mug I was about to grab spoke to me.

Reinvent.  Reinvent Reggio in my own soil.  That's it.  It's impossible to replicate all aspects of what is present in Reggio Schools, but we can surely bring pieces into our settings that make sense.  I responded to the father that asked for more homework, and here is what I wrote.
"No, reading is not the only homework.  Open your backyard door and let her run!  Tell stories, explore, build, sing, and invite her to be a kid.  This is more valuable than any homework packet I could ever provide."