Monday, June 6, 2016

Gymnastics: The Language Of Two Friends Shared With Others


Margot drew her friends in gymnastics class               Margot's map to gymnastics class showing
and the road around. "It takes a long time to                her street and Julianna's street along the way.
get there."


Margot and Julianna share an enthusiasm for gymnastics! They took a class together this year and brought their love of the experience to all of their friends at school. They began each day by building gymnastics with the large wooden blocks in our classroom. Soon all of the Forest Room children understood what an obstacle course was and how to make it a bit tricky. Overcoming challenges is part of the fun.

We wanted the other children to understand more of the girls' experience, so we invited them to join a small group. It is there that the experience shared between those children took on a new life.





Cell phones became provocative gadgets of communication.

Friends in their cars made plans on the way to gymnastics.


They stopped at the beach on the way. They had an idea!
They opened a sunglasses store and an ice cream shop.


After reading Abiyoyo, gymnastics became a way of expressing the story. 




Hiding from Abiyoyo.


After reading Abiyoyo, the children changed the distances in their jumps.


Did the story of Abiyoyo give the children a powerful feeling?


The obstacle course soon took up the entire space.


Julianna drew the course on paper.






                                      Julianna's plan to teach gymnastics moves to her friends.

         
                                          Julianna's map from gymnastics to Sabot School


                             Mapping became a way of sharing and understanding  relationships                                                        between favorite places.


                                 
                                           Luca drew a map from sabot to Kuba Kuba.

                   
                                            Friends drawing roads to each other's houses.

       
                               Julianna's  passion for gymnastic class was something she shared
                         with Margot. We wonder if the girls recreated gymnastics at school to                                                       continue the close relationship they experienced during class.
                                         
                                                   


                                      Margot shares her love for gymnastics and her feeling of success
                                      as she writes to Miss Carla.



Margot and Julianna continued to share their enthusiasm for gymnastics with the Forest Room. They included others in their plans to act out their gymnastics moves. Their relationship with each other continued to grow while they shared their language with friends.

Sunday, June 5, 2016

The Sound of Joy (Spring 2016)



Children love to create sounds. Recently a child worked with a teacher to create a drum set, complete with cymbals. He spent all morning in the book corner, making realistic noises that sounded very much like the beats from a variety of drums.



Other children tried out the drum set.



Some adjustments needed to be made periodically, and other children added guitars. For several days the children returned to the drum set. It was challenging work to tape the cymbals on so they didn't fall off.

The group created a stage from our bear block, decided they needed a chair for the drummer and shoulder straps for the guitars.



Several children tried out the instruments, some singing along (though not always the same song at the same time).

The joy these children exhibited as they worked was a pleasure to behold. I found it especially appealing that the instruments were made from open-ended, loose parts. They also became quite creative in finding drumsticks: markers and bamboo being the most popular objects used. Favorite songs so far are "The Hello Song," "Jingle Bells," "Abiyoyo," and a made up song with a repeating refrain (so satisfying for this age group): "If the stuff is broken, you can use the tape." (This referred to our struggle to find a satisfying and workable shoulder strap for the guitars).


One day some children decided to be the Beatles. It was obvious that some children had exposure to this group and gave themselves specific identities: "I'm Ringo!" "I'm George!"
When children are deeply invested in a project, they will work with patience and resilience, will find creative ways to overcome obstacles, and, sweetest of all, find joy in the work they do so diligently.






Tuesday, May 10, 2016

Green lantern, baby, and stinky garbage have signed in today!

How do you spell Ninja?

Signing-in is a part of our everyday morning transition into the preschool. It may seem like an ordinary task at first glance, but this process is a bounty of learning for each child. On a mechanical level, signing-in provides practice with letter formation*, hand-eye coordination, pencil grip, and focus. Signing-in also enriches a child's developing phonemic awareness, the attachment of sounds to the letters that create them. There's also a relational aspect to signing-in: it's a way to declare your presence to the group and announce your membership in the community.

Take a look at the approach the Rainbow Room students took to the sign-in process starting in the Fall. This example is from December.
Who is Stinky Garbage? And who was working on their "cursive" this day?
Although Lisa and I make an effort to label children's sign-ins, on this day we didn't get to it. But that's OK. We know that learning occurs in relationship, so the child that wrote Soldier may have noticed the way Sam made his "S" and copied it. Or maybe Stinky Garbage asked a friend to help with the "T". Learning does not occur in a vacuum.
 
And check out what happened another day in December when Lisa and I did not put out sign-in sheets for the children:
One of our resourceful students problem-solved for us by finding some lovely paper (nicer than our usual white!) and providing helpful lines for his or her friends.
 
And the fun continued. After reviewing a school year's worth of sign-in sheets recently, it became quite clear how creative and unique the sign-in names were for this Rainbow Room group. Take a look at the list I have gathered of the different names children have requested help with spelling**:
 
Luke Skywalker
Ninja
Benjamin Ackerly
Scientist
Stinky Garbage
Cheerleader
Aquaman
SpongeBob
Superdog
Rudolph the Red-Nosed Reindeer (and later just Rudolph)
Ironman
Batman
Lion
Cheetah
Green Lantern
Leroy
Soldier
Fish Sign (really confused about this one!)
Princess of Hearts
Harry Potter
Elsa
Robin
Superman and Supergirl
Baby
Dad
Stop (yes, someone signed in as stop)
Sparklegirls
Annakin
Optimus Prime (example at bottom of blog post)
No Noggin
 
But that's not all. To further highlight the variability and creativity of these sign-in ideas, here is a sample list of Kirsten's different names written over the course of the year. As you read them, consider the learning that is occurring each time she puts the challenge in front of herself to learn a different word:
 


Kirsten probably needed help spelling her mother's name Meredith in January. But in May when she wanted to write "Meredith" she sounded it out herself.
 
Another phenomenon occurring on the sign-in sheets is the playfulness with letter construction, not just with the names/identities. Here is an image with Sammy M.'s different ways of making the letters in his name. He's personifying the letters, giving each sign-in it's own unique character trait.
 
 
 

Sammy described these different pieces in this order: Rocking out letters, attached letters, dead letters, mad letters!, Sammy  3, and naked letters.
 
I'm showing the work of only these two children because the learning of one (or two in this case) is the learning of many- this play with signing-in is a classroom-wide occurrence. Some children choose to spend more attention on the details of the actual letters, and others choose to think of silly names or an enticing character as their signing-in persona.  A few children make the choice to sign-in quickly with their own name, and only occasionally sign-in differently. No sign-in experience is exactly alike between two children, but that's how we expect things to be in our classroom.
 
I think this playfulness with literacy and handwriting really underscores the importance of how we operate at Sabot. By providing the time and scaffolding for children to explore different ways of signing-in, we are enriching their understanding and mastery of letters and sounds. We are supporting their play with identity and perspective-taking (it must be so exciting to become Princess of Hearts when you start school!). We can also provide individual scaffolding so each child is getting just the right amount of help, and just the right amount of challenge. And don't forget social referencing- children watch and listen closely to each other: once someone signs in as "Tucker", an "apocalypse" of Tuckers will follow (this actually happened, and the real Tucker announced the ensuing apocalypse). 
 
So much learning in the first 10 minutes of the school day!
 
Watching a friend finish his nametag

Today we ran out of sign-in sheets so a few children
elected to create name tags. This one says Buba,
the name of his beloved stuffed animal.
Noticing the "G" at the end of Pierce's name, we playfully
sounded his name out to PIERG.
Sam P signed in the "SPAEL" and eagerly wanted
help sounding out his new word creation.

And Charlie was Optimus Prime today. He made a nametag to prove it.


 
 
 
 *While we don't provide actual handwriting lessons in the Rainbow Room, we encourage children to start their letters and numbers at the top to prepare for a future of appropriate letter construction. If you happen to notice bottom-up construction, gently remind your little one that letters/number start at the top- but don't feel the need to enforce practice or drilling of this skill!
 
**If a child requests the spelling of a word, we most often will go through the phonemes of the word together with the child versus just writing out the word for them (although sometimes that happens, too).
 
 
 
 



Monday, May 9, 2016

A Letter to Our Mothers

Dear Mothers,

By now you have opened your Mother's Day Portraits. We hope you enjoy them as much as we enjoyed watching the children create them.



It was a different kind of week: rainy every single day, and we were missing Sarah Anne, whose mother was in the hospital. 

Sarah Anne and I have been teaching together so long that we have a routine for how to do these sweet portraits. 

This year would be different. 

I took a deep breath and sat down with the children at the beginning of the week and explained that we were going to create a special gift for our mothers. Their eyes lit up when they saw your photographs, and they struggled to wait for their turn to draw you, their beloved mamas. Almost without exception, they kissed your pictures before beginning to draw, and touched the various facial features with gentle fingers.



This is no small project. Not only did the children draw their mothers, they also created beads to go on top of the black-framed portraits and then wrapped the pictures in beautiful brown paper. Finally, flowers and raffia or ribbon are added for decoration. It really takes the entire week to assemble these gifts.

Here is an example of how the children worked together to support us while we had a substitute teacher in the classroom every day during this rainy week (because as luck would have it, I was out on Friday). At one point I was trying to hear a soft-spoken child tell me about her mother, while other children were in the block corner, loudly building with tools. I finally went over and explained how hard it was to hear, and asked if they would stop building for a few minutes. Then I went back over to the table and was soon deeply involved with writing the child's words. After several minutes, the block-builders called me over. "Is it okay for us to start building again now?" I assured them that it was, and was touched that they had waited so patiently, and checked in with me before commencing their work.





We also sang a little song about you mothers all week long. 

"May there always be sunshine.
May there always be blue skies.
May there always be Mommy.
May there always be me."






Sunday, February 14, 2016

VALENTINE'S DAY, WITH A METACOGNITIVE TWIST




Valentine’s Day is a very low-key affair at our school. Some years the children are oblivious to Valentine’s Day, but then after the event there is a flurry of activity making love notes.  Other years we are so engrossed in projects and investigations that this holiday is irrelevant in the classroom.  Every year is different depending on the children’s interests. 

This year an interest in hearts started in January when one of the two year olds came to our classroom with the gift of a paper heart for a friend.  
   



This friend was so pleased she immediately wanted to reciprocate the gift.  She didn’t have much experience making hearts, so a teacher helped her figure out how to draw hearts. 




Before long she was making lots of hearts and teaching other children how to draw hearts.







 We started to notice more children making hearts.


A heart made with bicycle chain



And then when a child was missing his mother he decided he wanted to make a heart for her.  He fashioned a heart out of a blue pipe cleaner (because “blue is her favorite color”).  He also showed other children his technique by making pipe cleaner hearts for them. 



 














He had such a clear idea of how to go about making these hearts that I asked him if someone had shown him how to make hearts – how did he come up with this idea?  He replied that, “I figured it out in my brain”. 
 

I then asked him if he could tell me more about how he came up with the idea – I drew a circle and said, “if this is your brain, can you show me how you figured it out?”




He started by drawing his idea for the pipe cleaner heart inside his brain.  Next he drew his mother because he was thinking about her when he had the idea.  Then he drew the process of his brain working on the idea.   






Finally he drew a picture of his mother receiving his gift – she has a big smile.



This drawing of how an idea takes shape is a compelling example of metacognition – thinking about thinking.  


It is always thrilling to observe moments of metacognition because we know that children who are aware of how their brains work are actively engaged in learning, which is a critical part of being an independent thinker.







Happy Valentine's Day!