Spending seven hours a day, four days a week with the students, allows for a lot of quality time. Especially with three, four, and five years old the nuturing side of any teacher would begin to show and strengthen. I can't describe why it happens or when it happens or even how it happens, but it seems with every teacher there were always be a student or two, with whom the bond created is deeper, the trust is stronger, and the understanding is crystal clear.
Looking at all of my students, I feel like the mother to them all. I worry about them, I care for them, I love them, and I want each and every one to succeed. I know each child. I know how he/she thinks, what he/she likes, what he/she thinks is "cool", what he/she enjoys doing outside of school, I know the names of their pets, their dolls, their action figures, and I know what they need - emotionally, socially, and academically.
The three year old in my class has created a stronger bond with me than some of the other students. The level of trust I have gained with this child is nothing short of extraordinary ... considering that for the first couple of months of school, he would scream and cry and sleep his way throughout the day.
I know this child is independent. He doesn't want to hold your hand as he gets on the bus. I can understand this child. I know what he is trying to say when others cannot understand his speech. I know this child wants to participate but at times is intimidated by the other students. I know he will come to circle if he gets to sit on my lap, sit near me, or have a "helper" task. I know that when others try to force him to do something, get stern, or are intimidating, he will lash out. I know that when he has a "fit" for not getting his way, it will last no longer than three minutes. I know that in order for him to go to sleep he will need the bean bag down off the shelf.
... As I know this child and know how fragile he is, my motherly instincts take over. When I see another adult who does not understand him, become frustrated when they can't understand him, or when he isn't "listening" to them, I can not help but to step in - I want him to be successful. I want him to enjoy school, not to become afraid.
As I reflect back, I see so many large gains in him. From now sitting with the other kids in class, to lining up among them, to sitting in his own spot at circle, I know his trust in the school is building. But, as I think about the bond I have with this child, I can't help but worry. What will happen to him next year? Will someone else be as understanding and patient as myself and his other two teachers have been with him?
I worry about all my students, for they have become my children, and my motherly instincts are in full force.
Friday, November 9, 2012
Friday, November 2, 2012
Full Time Teaching
This week finished out my full time teaching. I cannot believe how quickly the time came and went. I truly enjoyed every single day, and along with the kids, I was learning something new with every day.
The ball study ended up lasting five weeks, with a little bit of Halloween and Fire Safety activites mixed in along the way. I believe the students enjoyed the ball unit, as every day at least a couple of students would always write, "I want to play at balls" on their play plans. Using the ball study allowed for an almost seamless integration of my action research of incorporating physical activity/gross motor skills of catching and throwing as well.
My initial beliefs were the ball study would be much like the science learning cycle I did last semester in third grade but much more in-depth. Wereas everything would be centered around balls and students would really be into the discovery and inquiry focused on the different essential questions: Who uses balls? What are the purpose of balls? What are balls made of? What makes them bounce? What makes them roll? etc.
However, reflecting back, I realize my initial "beliefs, hopes, ideas, etc." were not developmentally appropriate. Preschool Philosophy revolves around three central statements: Instruction is embedded in play. Major focus is to facilitate peer social interaction and concept development. Instructional activities are very brief and concrete.
The students utilized the balls at various times throughout the day. But, the dramatic play area was used for more than a ball store. The blocks were used for more than building ramps and science was used for other activites besides looking inside and outside of balls. But, through having the balls available for play in any areas at any time, I found the students did learn through their play,with or without the balls. Just because their day didn't revolve 100% around balls, like my initial thoughts on conducting a "study" would, did not mean they weren't learning.
In fact, I found as the weeks progressed, students were relating back ideas they had learned the previous weeks. I was amazed when one student used the term "circumference" to discuss the balls. I could not believe that word had stuck with him. The students enjoyed "playing with the balls" and through their play, they learned crucial math, science, and literary ideas. Such as size, weight, circumference, force, energy, simple tools and a wide variety of new vocabulary terms.
While planning, I found having one or two critical questions of the week really helped to focus on specific workstations and discussions and helped to "build" each week upon the other.
During teaching, I found pre-k is not much different than the older grades. They love to be active, their attention span is limited to 10 minutes, and when that time is up, it's time to move on - it's not at ime to "punish" them for not being able to sit still any longer, their little bodies can't take it!
In fact, I believe teaching pre-k has taught me critical ideas that will be beneficial and almost needed in the older grades. Every student, no matter the age, deserves the patience, love, and understanding that makes up a pre-school teacher.
The ball study ended up lasting five weeks, with a little bit of Halloween and Fire Safety activites mixed in along the way. I believe the students enjoyed the ball unit, as every day at least a couple of students would always write, "I want to play at balls" on their play plans. Using the ball study allowed for an almost seamless integration of my action research of incorporating physical activity/gross motor skills of catching and throwing as well.
My initial beliefs were the ball study would be much like the science learning cycle I did last semester in third grade but much more in-depth. Wereas everything would be centered around balls and students would really be into the discovery and inquiry focused on the different essential questions: Who uses balls? What are the purpose of balls? What are balls made of? What makes them bounce? What makes them roll? etc.
However, reflecting back, I realize my initial "beliefs, hopes, ideas, etc." were not developmentally appropriate. Preschool Philosophy revolves around three central statements: Instruction is embedded in play. Major focus is to facilitate peer social interaction and concept development. Instructional activities are very brief and concrete.
The students utilized the balls at various times throughout the day. But, the dramatic play area was used for more than a ball store. The blocks were used for more than building ramps and science was used for other activites besides looking inside and outside of balls. But, through having the balls available for play in any areas at any time, I found the students did learn through their play,with or without the balls. Just because their day didn't revolve 100% around balls, like my initial thoughts on conducting a "study" would, did not mean they weren't learning.
In fact, I found as the weeks progressed, students were relating back ideas they had learned the previous weeks. I was amazed when one student used the term "circumference" to discuss the balls. I could not believe that word had stuck with him. The students enjoyed "playing with the balls" and through their play, they learned crucial math, science, and literary ideas. Such as size, weight, circumference, force, energy, simple tools and a wide variety of new vocabulary terms.
While planning, I found having one or two critical questions of the week really helped to focus on specific workstations and discussions and helped to "build" each week upon the other.
During teaching, I found pre-k is not much different than the older grades. They love to be active, their attention span is limited to 10 minutes, and when that time is up, it's time to move on - it's not at ime to "punish" them for not being able to sit still any longer, their little bodies can't take it!
In fact, I believe teaching pre-k has taught me critical ideas that will be beneficial and almost needed in the older grades. Every student, no matter the age, deserves the patience, love, and understanding that makes up a pre-school teacher.
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