following emily

We all know Emily.

We all know her or have known someone just like her - boy or girl, young or old, quiet or not-so-quiet, long or short hair, large or small family. No formula.
Emily is my blog story today because she was a follower.
And I learned to be a better teacher by following her.

these 2 are actually playing TOGETHER, neither following the other.

The day would begin the same each day:
Four-year-old Emily would come to school, happily say hello to me and happily say goodbye to her mother.
And then the Search began...

sometimes a child becomes a shadow of another...what to do?

Emily began her hunt
to find her friend Lara -
"Is she here yet?"
"Where is Lara?"
"I want to play with Lara."

Emily followed,
followed, followed Lara.

Emily became
like a shadow of Lara. 

Our classroom of 4s/5s was an inquiry based classroom where the children would explore, make their own choices, invent, try new materials, work independently or with a partner or in a group.

Surely one of my goals as an educator in this environment was to uplift the image of each child.
I was challenged because my image of Emily was overshadowed by that of Lara. [Or so I thought].

what happens when a child Admires another? what happens when a child sees past their self & Seeks out another?

It was something that happened over a short period of time, very soon after the school year started.
Emily started making choices that were based ONLY on Lara's choices.
If Lara planned to paint in the art area, so would Emily.
As soon as Lara decided to make a new plan in the classroom, Emily would - literally - drop her paintbrush and follow Lara.
Playing in the sandbox - Lara leaves, Emily bolts out. 
Building in the block area - Lara goes to to use the bathroom, Emily waits for her at the doorway.

There was desperation to Emily's actions. A frantic nature by Emily to keep next to Lara at all times. 

I must say, I had never seen the behavior to that extent before - and really have never seen it again to that level. There are always children - people - who prefer to be cautious, to see what others do and then join in. There are always those of us who don't mind NOT being the leaders, NOT being the most inventive or creative, NOT being the center of attention.  Personality, social comfort and competence in an activity surely affects all of us daily, yet doesn't mean we are dependent upon ONE other person.

how can you tell if one child is following or if 2 children are playing together?

Hmm. What to do.
I looked closer at Lara:
Lara does have a way about her that also is quite unusual for a 4-year-old.
I can understand how Lara IS seen as quite fantastic. 
Lara DOES have charisma [to this day she does!] which is rather unheard of in the very young.
Lara and I had a couple chats about being a leader and how to help friends have a chance at an idea. She was part of the unusual situation that had presented itself this school year. Emily followed Lara because Lara could lead her, could always have new ideas, could always know what to do at school.

what if there was a child at school with actual Charisma? could you identify it? could you see it how other children see it?

Next
when I started looking closer at Emily, I realized I needed to actually follow her . Then, I realized something quite spectacular:

I realized that it is quite amazing for a 4-year-old to Admire Someone Else, to Value Someone Else, to Appreciate Qualities of Another Human Being.

Surely Emily would not have had been able to do this when she was 3 or 2 years old. Emily's development of understanding, compassion and friendship was on a different level than I had witnessed by one child toward another.

I realized that Emily  - while, yes, a follower - was coming from another perspective that I had not used as much as I should in my own life. Emily was able to move outside herself and seek out the skill, actions and choices of another as a source of inspiration for her own day.
I realized that this was a whole different kind of social constructivism (nod to Vygotsky). Emily was constructing her understanding of school life, social interactions, routine and choice making via another child that was more capable (scaffolding at its best, another nod to Vygotsky).

How could this NOT be applauded?
How could this not be applauded.

Being a teacher is such a journey.

Emily taught me about valuing children AT the place they are, BY the people they seek, FOR the reason that only they can know they need. 

My image of Emily changed when I changed the lens through which I was seeing her.

Emily learned about how to be at school by following Lara.
I learned to be a better teacher by following Emily.

How could that not be applauded.


[yes, for everyone who is wondering, Emily learned over time to make her own choices and to bring her own spirit into the classroom. She and Lara remained close friends for many years.]

this is me: self portraits

child's details: nose and lips shapes, teeth, eyebrows, skin and hair blended colors, one barrette.

Oh. Self portraits.
Many schools require students to do self portraits a few times during the school year to place into their portfolio as evidence of small motor, facial details, hand-eye coordination, perspective, spatial sense. While this is wonderful on a certain level, it is more so a requirement (and often assessed or graded) and not so much an extended exploration.

Many other schools offer the idea of portraits to children from another lens.
Teachers might offer portrait making for students as a way for them to see themselves from another angle, reflected in a mirror, to try to SEE one's self and then represent it on paper. It is an art process and also quite a personal process as there is absolutely no right way to represent one's self - one's face.

It is a treasure to offer the experience to children and for them to engage with the materials, the mirror and their own face for the length of time they choose to do so.

pencil and mirror ready: look up, then draw, then look up again, then draw...

this boy had such fun with his portrait: his hair that day was quite fantastic and he made sure to capture it!

the nose is one of the most challenges shapes to draw. this child used a triangle shape then used circles for eyes.

Ways to introduce the exploration of self portrait:

• MEETING: before getting to the art tables, handle the mirrors to explore what we SEE.
• INTRO NEW LANGUAGE: long/short hair, dark/light hair, dark/light skin, eye shape and color and eyelashes, nose shape (this is a big challenge and usually an interesting discussion !), mouth and lip shape (also an interesting discussion), ears (do you see yours?), etc.
• INTRO how to DRAW WHAT YOU SEE by GOING SLOW so YOUR HAND and YOUR EYE can work together.
• IF you do not have mirrors, you can offer a color photograph of the child's face.
• Younger children (2-3), the representation might be a large shape or lines for the head, and some lines or markings inside the shape or around for possibly eyes or a nose. Hair is sometimes fascinating for younger children to try to draw as it is often lines that can curl or curve or go on & on.
• Working with 4s and 5s and older, the representation will likely have a few more concrete shapes and images that are in close proximity to where they truly are on their face. 
• THERE IS NO RIGHT WAY to tackle self portraits. It can depend on your children, their prior experience using art mediums and their interest or ability to stay engaged.
• YOU MIGHT CHOOSE crayons, pastels, chalk, charcoal, pen, watercolor...depends on the children and your available art mediums.
• YOU MIGHT CHOOSE to have a table available for portraits for days and days, not just as a small group experience on a specific day.

These 5-year-olds were part of an art class where we voted on different things to try each week.







 







Their portraits took a few visits for their sketch details and then the watercolor layer.

The completed portraits were so stunning.
The children's personalities were evident in each one.

This is me.





This is me.




THIS IS 
ME.

be that teacher

What IF... children could DO what they wanted with whatever materials they chose?
What IF...children could THINK of an idea then try it out with whatever materials they chose?
What IF... children could INVENT anything they wanted with whatever materials they chose?

Mix mix mix all the colors on the palette...creating just the color she wants, needs, wants, needs.

What IF...teachers loved teaching BECAUSE the children invented and thought and created in their own ways? 
What IF?

Make it happen.

Be that teacher.

The joy is endless. The joy is endless. The joy is endless.

Bugs, bears, GEO boards upside-down, dominoes, 1-10 blocks, pattern rods designed exactly just so by 2 children.

KAPLA wood blocks in star shapes 1,2,3,4,5,6,7,8 and working on #9...

Bears, red and yellow counters, rods, and geometric shaped pieces to work together to cover this flannel board!

Using a ruler and black pen to make lines over a large water colored art piece.

Magna tiles, cardboard tunnels, cube blocks, cones and one traffic orange-white striped cone on top!

THINK ABOUT the amazing creations that would not have been created if children needed (needed?) to do things like adults expect traditionally?
   
   What kind of learning environment is that?
   What kind of day is that for the child AND the teacher?

I have always wanted to have a joyful, surprising, wonderful day at school...just like children want.

Be that teacher. 

Make it happen for the children and for yourself.

This block structure is NO ACCIDENT - different sized rectangles and slanted ramp blocks to exactly create this.

Magnet balls inside of shells lined up in a lovely curvy line with one closed at the end.

Hat created with tape and specially cut papers, then curved and attached just so, with bits flaring out the side.

Using their marble ramp design skills to use variety of recycled wood balls to roll simultaneously.

"There is a big difference between
having many choices

and making a choice." 
(bender)

Skills in CHOICE MAKING:

• sense of self as meaning maker
• creativity
• small motor
• hand-eye coordination
• opinions and knowledge about colors, sizes, quantities (qualities & attributes)
• design ideas
• self help skills
• problem solving
• determining what I do need or want vs. what I don't need or want
• surprise and joy in the exploration

frog & toad on stage!

"TOAD" worries that the Ice Cream is melting!

Books that come to life.

There is nothing like YOUNG CHILDREN bringing a book to life with costumes and performing on stage.  
It is joyful and unpredictable and oh-so-memorable.

F & T has excellent stories for stage!

Guiding students to bring books to life is  - ideally -  a process by which children take hold of each step of the creation and performance.



 My teacher role...to uplift the group effort of drama performing with 4s and 5s:


1. I offer students a short list of books (from the very very long list of books that we have read all year) to vote for 1 or 2 to perform a play. (In order to do 2 plays at once, it would have to be shorter stories like Frog & Toad, or one year we did a "double play" of both Click-Clack-Moo: Cows that Type AND Giggle, Giggle, Quack by Doreen Cronin).

2. I support all students to be THE character THEY want to be - it doesn't matter if there are 7 main characters or if there are invented characters. Students MUST be allowed to follow their choice - THAT is how the performance overall will be the most spirited and the most cohesive.

3. Costume design: I help students brainstorm key features of the character they chose - wings? ears? snout? big eye balls? They explore materials we have in class and/or bring other items from home to create their costume.

Frog and "Froggy" in "Dragons & Giants"!

Two Butterflies in "Ice Cream"!

Hawks practicing their form for "Dragons & Giants"!

Toad in the "Ice Cream" story.

Frog in the "Ice Cream" story.

4. I walk students thru the book pages to discover existing scenery or places (beach, forest, ice cream shop, Toad's house) that we might create to make our book come to life. Use cardboard, donations, large easel paper...paper, paint and creativity. Less is more.

Program designed and written by the children.

5. I ensure our time line from start to finish is about 2.5 weeks.

Week One: for choosing our book and making our scenery.

Week Two: for making our costumes and starting to practice bringing the book to life.

The Final Half Week: is creating our program and performing for visitors.

Scenery, costumes, roles and dialogue - all choices made by the children.

6. I am usually the narrator, off to the side of the show, the voice that helps the students stay within the story. Yet, I leave great room for the unexpected and rely on the improvisations of the students to guide me. One year, we had an advanced reader in our class who voted himself to be the narrator!

The beginning of Dragons & Giants from Arnold Lobel's Frog & Toad - with 2 Frogs and 1 Toad!!

We welcomed our audience by telling them WHY and HOW these particular books came to life. We shared how we voted, made our own costumes, and made our scenery. We shared about having FUN with our friends to climb into the book and really become our characters in voice and action!

Take a Bow! All the characters from "Dragons & Giants".

We answered questions from the audience and bowed after all the applause.
Afterward, we had a Cast Party with all our family and school friends. And, yes, of course there was ice cream!

Other amazing, fabulous, favorite books to make come to life on stage:

1. Click, Clack, Moo: Cows That Type.
Doreen Cronin.
(the demands of cows on Farmer Brown!)

2. Caramba
Marie-Louise Gay
(poor Caramba...the only cat that cannot fly! ? !)

3. Wow! It's Great Being a Duck
Joan Rankin
(duck named Lily, an eggshell hat and a hungry wolf!)

appreciation for the half-alive flower

the appreciation that comes when you SEE a child loving school.

Today is "national teacher appreciation" day.

School communities come together in a chosen way to say 'thank you' to their teachers.
Certainly, a lovely gesture overall.

Over the years, I have absolutely appreciated being appreciated by the families in my class.

It has often been a dear, sweet gift of TIME out of the classroom for a hosted lunch. Or, perhaps a collective gift made by the children during some "top secret" project time that the teachers didn't know about (we did, but we said we didn't :)

"Oh, wow, look at that...!"

painted vases, colorful murals, scrapbooks of amazing photos, magical wands, artwork and letters and songs and dances...

My favorite part is saying Thank You back to the children and families to see their delighted faces that THEIR efforts to appreciate me were truly appreciated.

 

Here's the thing, though:
I have never needed this exact, planned appreciation from the children and families.

I have always received appreciation daily from them
in the moments that are just flickers: 
1.  the hand on my arm to check in about something
2. the half-alive flower brought by the student from their garden that morning
3. the "good morning" hug, and even more wonderful -
4. the child who says HELLO and just strides right past me to get to their friends who are already playing in the classroom.

I am very appreciative of my job because it is actually my life.  

I am appreciative of the families that have given me the stories that have made up my school memories and, in turn, the content of this blog.

Cheers to 

being grateful, appreciative and thankful for the FLICKERS of wonder that make up a teacher's day.

Hope YOU have a day with flickers and moments...

from, zella.

the discovery of science

looking for science.

1. am THINKING about science today.

2. was WONDERING if I could find some exemplary photos.

3. was CURIOUS if there would be evidence to share that science exists everyday, inside and outside the classroom.

4. started with the PRESUMPTION that I would be surprised.

the science of PINK.

the science of COOPERATION.

the science of LIGHT.

the science of DOMINOES.

5. decided to COLLECT THE DATA to determine if science was, actually, right there in front of me.

the science of BALANCE.

the science of IMPRINT.

the science of WATER and SAND.

the science of PAINT.

the science of MAGNETS.

the science of ONE POTATO.

6. then EXAMINED the photos.
7. worked to CLASSIFY and REFLECT ON the photos.

the science of a NATURE WALK.

the science of COOKING.

the science of MOVEMENT and SPEED.

the science of YOUR FACE.

the science of ONE MARBLE.

the science of the GARDEN and TEAMWORK.

8. finally DETERMINED that I needed less photos - instead of more or all - for QUALITY instead of QUANTITY.

the science of the PARACHUTE.

the science of GOOPY STUFF.

the science of MUD MIXING.

the science of SIMPLE MACHINES.

the science of MOTION and HOOPS.

9. committed to SHARE MY FINDINGS.

the science of GLITTER.

the science of TESTING and DISCOVERY.

the science of INVESTIGATING.

the science of INFORMATION.

Got science?
look for it. discover it. invent it.