Teacher Tom, The Don

YES! Today was sooooooooo much better than yesterday. All it took was an attitude adjustment- my attitude. That and some strategy. It is common knowledge transitions are the time of greatest discipline problems for many reasons. Well, I had to admit I had neglected to prepare for my transitions... Instead I kinda (foolishly) expected my 3- and 4-year olds to sit on the carpet and chill for a few minutes while I prepped... Or, I would allow them to horseplay and then get mad when they didn't want to stop... Hey, to give myself some credit Ive been doing a lot of other things really well... like completing my assessments on time, organizing the physical classroom, and creating some highly engaging lessons.... I just forsook the transitions. Which ended up costing my sanity- momentarily.
So, I made a 'playlist' of songs to sing during circle- "TootyTa" worked like a charm! Plus I brought in my Beenie Baby puppy dogs which we used for carpet games. I also extended Outside Time ten minutes and added a group jogg around the playground... I patted my extra rowdy babies during Naptime until they fell asleep (that nap makes all the difference). And, I rewarded the behaviors I wanted, not highlighted the ones I didn't. I wanted my students to know they were capable of self-regulation and I recognized when they worked hard at following the rules.
Im thankful my assistant is a self-starter and not someone I have to constantly ask to help support me in the classroom. Her contribution helps tremendously. I'm all smiles.

WWTTD?

What Would Teacher Tom Do?

Having some discipline challenges in the classroom. I find myself asking, WWTTD? I think that guy is awesome and I appreciate his approach to the profession.  All afternoon Ive been meditating on how to get the results I want from my students without humiliating them, without intimidating them and without ruining our fragile trusting relationship. Today, admittedly, I didn't do so well. I feel awful cause I engaged in numerous power struggles. It is my intention to not repeat today's setbacks. I'm kinda at a loss for ideas.... So, again... What Would Teacher Tom Do?
...pulling up his blog now,

teachertomsblog.blogspot.com

Yep, average Joe White Guy.... Hey, this superhero gets kids though.... He seems to teach from a sincere place and he insights worthy of sharing..... Please believe Im on the hunt for the Black, Feminine version of Teacher Tom.... feel free to refer her blogs or books... in the meantime, I'll be reading his archives.....


Follow-Up: BINGO!!!  http://teachertomsblog.blogspot.com/2014/01/circle-time.html

                                      http://teachertomsblog.blogspot.com/2014/04/for-that-purpose-alone.html

Map Pencils

Are they still called Map Pencils? Colored pencils sounds so blah.... Map pencils sounds like something awesome is going to occur when I put them to use.... And something awesome has occurred when I introduced them to my students.

I have several students who before coming to my class had never correctly held a pencil. This became obvious when I gave them paper and pencil and asked them to draw. They either looked at me and did nothing... "Debijur," I said pointing at the blank paper. Or, they grabbed the pencil like a stick and scratched lines across the page then pressed the tip of the pencil as hard as they could into the page until it broke.

Okay I thought. Interesting. Now what? So the next day I gave them paper and pencil and said, "Escribir," again motioning to the paper and pencil. This time I wrote letters on my own paper to show them what I wanted them to do. Again, blank stares. Papers slide across the table and unto the floor and lines scratched then pencil-tips broken...... 

My assistant began writing their names in highlighter.... I understood her logic. They were to trace. The thing is, they don't know how to hold a pencil... And the younger ones haven't the fine motor pincer skill to hold the pencil to trace a highlighted letter.

They also don't want to write. Which to me is the real concern. My job is to find ways to plant the seed of desire to write and draw and color and create inside of them. If they want to learn how to write and draw, then they will make the effort to do so. Their attitude comes from having not been introduced and encouraged before attending preschool. (Which lends creditability to the necessity of preschool/preschool-like experiences.)

As I sat in The Writing Center rethinking my writing lessons and assessing my strategy I remembered how something as simple as a marker, a ball-point pen, crayons or map pencils could change their minds about writing. We started the year with crayons and they weren't that enthusiastic about coloring (kids these days, humph!) I wondered if map pencils could do the trick? So, I asked one of my parents to buy 2- 12 packs of Colored Pencils. She didn't know what they were or where to buy them. I explained and sent her to the dollar store.... A week later she came with 2-12 packs and 2- 50 packs. Jackpot!!!! 

It took 2 days and 4 poorly, Teacher-drawn pictures of Spiderman and 3 pink and purple, floral-gardens for my kiddos to appreciate the map pencils.... At this point, Im not stressing them about writing their names, or writing anything at all. I want them to grow comfortable with holding the pencils and manipulating them on paper... I want them to become curious about new ways to use their  new tools... Then, ever so clever I will introduce their next level... Everything in its proper order.

    

ASD, Level 1 Children reported as having higher IQ

Check this out:

That picture was drawn by a four-year old. Remember the undiagnosed child from two posts ago? This is his creation. Im holding the mat I assigned him to sit on during Circle time to help with letter awareness and also to help with his understanding of my expectations. All the students have a letter to sit on and that letter will be 'theirs' for at least the next month.
This afternoon during Journal Time he came up to me and asked for his journal... really he looked at me and motioned his hands like "Where's mine? Give me mine." I recall this morning him throwing a 'fall-down on the floor, crying and hollering' fit with the substitute assistant because she took his Sign-In Journal before he had a chance to finish. So this afternoon I made sure he had his journal and color pencils and plenty of time to work.
He drew the majority of this picture from memory. I sat at the table with him as he worked so I saw the process. I saw him with his head down drawing the outline, then coloring it in, then mixing colors. Then I noticed him getting up and walking to where the mats are stored. He sifted through until he found his... I assume he was checking the colors because when he returned to the table he colored over the black roof with a dark purple color. When I realized he had reproduced the picture from the mat, I remembered something I heard at a training I attended about Autism... Children with ASD typically test higher on IQ tests than undiagnosed children.
This little boy is an example of that statement. He is the only child in the classroom that can write his full name and he is the only child that will sit at the table and concentrate long enough to produce such a picture... not to mention the hand-eye coordination he's mastered.
...Does he still run to blocks when he's bored? Yep. And he gets bored easily... But I can give him 12-16 piece puzzles to fix and he will sit and do them with no interruption. I must admit it makes me question the relevancy of sitting on the carpet for 15-20m if a child of higher IQ finds it a waste of his time?
..... Oh yeah... Discipline.... The whole "Children have to learn how to sit still and listen to the teacher  in grade and secondary school, so we are preparing them now." ......Hmmmmm... As I type this my brain is multi-tasking on how to reduce my Carpet Time and allow children more independent learning time.....

Supplemental Reading for Fall Semester

from, The Developmental Psychology of The Black Child 

Dr.Amos Wilson

Small Victories- Understanding and Accepting My Special Aspergers Student

One of the intrinsic rewards of teaching are personal victories with students. We are only three weeks into the school year and Ive already experienced three victories. Actually four. The fourth came by way of reaching an understanding with my assistant about my teaching style and how I wanted discipline to occur in my classroom. I modeled my style, I discussed why I handled the children in the manner I chose and I gave her instructions on how to use constructive guidance rather than punitive discipline. I noticed her adjusting quickly and handling the children differently within a week. <<Insert Smiley Face>>

My biggest victory was with my student with undiagnosed Asperger's Syndrome. I've heard about this child all summer. He is a returning student who gave his teacher the previous year holy hell. He has a diagnosed language disorder but his behavioral-learning disability hasn't been identified. I was told this was largely due to the child's mother refusing to 'admit' her son has a concern... Based on our   policies and procedures, this is also because the teacher neglected to document incidents of concern.

So, I was warned that this child was a 'wanderer' and that he needed strong discipline. When I met the child I was expected an unruly, disrespectful four-year-old who would cause chaos and confusion. Instead I met a child that was quiet and preoccupied with playing with the table blocks. While his Spanish-speaking mother got reacquainted with my assistant, I stood close to the child and watched. He walked around the room until he noticed the restroom. The he opened the door, pulled down his pants and pee'd. He was the only child who did this while visiting the classroom prior to school starting... Very independent and non-apprehensive. Then he washed his hands and saw the blocks on the table. He sat down and began building. He build a tall tower that stood until the next day when I put the blocks away. His visit was only 10 minutes so I didn't get to see his true colors, per say. But what I did see was a quiet child who had self-help skills that was also able to play by himself.

Once school started and he got comfortable, I saw the 'wanderer' I was told about. It took 3 days. And it was less of a wander and more of a running bolt to the blocks, every chance he got. At first it was simply exhausting, repeating myself "Back to the carpet. It's not time to play with the blocks." He would return to the carpet, but soon as I thought he would stay and listen to the story or sing-along... Nope... running bolt to the blocks. Then it got frustrating, then my ego stepped in. "I said, back to the carpet!" And he would go back, but he wouldnt stay for long. And when he was on the carpet he was spinning around with his arms extended, smacking children on the head. Or he was jumping and falling on other children. Or he was taking off his shoes and tossing them in the air. Then one of the teacher assistants would come in the room, or worse my manager, and see the confusion and they would comment, "You have to be firm with him.... You need help with him because he is disturbing your class." My ego would say, "Its okay, I got this."

Then the breakthrough. On day 4, I got upset. I was frustrated (and growing angry) because I thought he was intentionally punking me. Yes, he has a disability- language. Yes, he most likely has another disability- based on his delayed language, his preoccupation with blocks and puzzles, his reluctance to interact with other children, and his tendency to place his hands over his ears when he is over-stimulated. Yes, I was well aware of all his qwerks, but I was also tired of what I felt was a power-struggle. So I sat him down and refused to allow him to go to the table until he agreed "No corre in the classroom." (<----- Never said I was bilingual... Which is a whole nutha post.) I would say, "No corre. Comprende?" And he would say, "NO!" Again, "No corre in the salon. Comprende?" Him, "NO!" Me, "It's time for comida pero you no come until you comprende! No corre in la clase! Si?" Him, "No!" Then I thought, okay maybe he doesnt understand me. So i asked, "Quedes comer? Do you want to eat?" Him, "Yes!" Riiight, so you do understand.... So we sat there, in the classroom library. The children began eating and he began crying. "Eat! Eat!" Me, "NO! No corre in la clase. I can't allow you to hurt yourself or the other children. Comprende?" Him, "Yes." Me, "No corre?" Him, "No corre." Bien. So, I felt like I won. We had reached an understanding.... That was until lunch was over. As soon as he got up, he walked to the carpet. Stayed there long enough to extend his arms, spin around in 3 circles then bolt to the blocks center across the room. All I could do was sigh.

I spent my lunch break on the internet. Search: Discipline Problems Children with Asperger's. I found  much valid information about the syndrome and ways to manage it. Most helpful, and the catalyst to my victory, was my understanding that his wandering, his repetitive (predictable) bolt to the blocks, and his wide-armed spinning was not intentional misbehavior. Not in the sense of 'cutting up'. He is wired differently. Whereas some children can go to the carpet and wait for me to get there- sit and wait or begin wresting with other children- but wait for me; he cannot. When we sing a song he likes, he will engage. When we have finger plays that interest him, he will engage. But the second he is no longer interested, his mind says "BLOCKS!" And he has to return to the blocks and explore what they offer. My forcing him to sit and agree to not run in the classroom was futile. He does not connect his behavior with the discipline I gave. Specifically because he cannot control, not yet, his urge to run to the block center. And as for his arm spinning. When I stopped him and held his arms saying, "No spinning, you hit your classmate." He looked at me then held his own arms together, then placed his arms behind his back and held them... I almost cried. He understood what was expected of him, obviously someone has corrected him before and made him hold his own arms to stop the spinning. But, again. He is wired differently. If he could control his behavior, I think he would... As much as any other four-year-old would. But, he cannot. And because he cannot it is cruel of me to punish him for something beyond his control.

So, now I hold him. When he begins to run around the room I hold him. Not to restrain him, but to help his brain catch up with his body. I sing, "You are a good boy. You are a sweet boy. You are a smart boy. And you can do anything you make your mind up to do. Shhhhhh... Shhhhhh..." I hold him like I would want someone to hold my child when she needs it." I hold him and let him know it's okay, I understand. And now he smiles at me. He talks me too. He is my lunchtime helper. Yes he still bolts to the blocks, but now I let him stay there for awhile to play by himself.... And now, when another child wanders from Circle Time to play in blocks with him, I can hear him tell them "No! Go Carpet, No!" Lol... It's truly the little things.

Check out the links for more general information on Asperger's Syndrome:

* http://www.aspergersyndrome.org/Articles/Asperger-Syndrome.aspx
* http://www.autism-society.org/files/2014/04/LWA_Supporting-AppropriateBehavior.pdf
* http://www.myaspergerschild.com/2009/12/aspergers-children-and-discipline.html
* http://www.parentingaspergerscommunity.com/members/How-to-discipline-a-child-with-Aspergers-that-wont-listen.cfm
* http://www.livestrong.com/article/87074-discipline-child-aspergers/
* http://www.psychologytoday.com/blog/aspergers-alive/201211/why-claim-aspergers-is-overdiagnosed

Time Management Dilemma (Solved?)

I was asked to create 2-3 goals for the school year based on last year's performance evaluation. I immediately knew what one of them would be, Improved Time Management. OMG! Where does the time go? There aren't enough hours in the day to do all the things I need to do, specifically the work related items. I need to prepare for lessons, complete evaluations, observations and assessments, clean my classroom- disinfect and general tidying, lesson plans and individualizations... plus Teach! Due to licensing and organization policies when the children are in the classroom I can't really do much but facilitate learning and supervise the children during center times. I get 90m to 'plan and prepare' but that time disappears quickly. There is so much I want to do with my students and for my students, but due to time constraints I find myself disappointed because it all isn't being accomplished.

As I type this, my daughter is laying beside me taking an afternoon nap. I feel horrible because she is experiencing separation anxiety- she recently started biting her nails and crying when I have to leave her in her classroom. My time management has neglected her needs in the equation. I give her time, but she needs more. (Some children need more based on temperament.) For 8-9 hours during the day, I give myself to other people's children. Then for an additional 2 hours- 4 times a week, I give to my part-time job, also away from home. When I come home I'm exhausted. All I want to do is eat, relax in peace and quiet and not entertain a talkative, energetic 3-year old... Ugh. Bad Mommy........

...I was invited to dance with a company Ive wanted to dance with for years. They rehearse on Sundays. I really want to participate. Ive attended a few rehearsals. But whenever its time to go, my daughter doesn't want to get dressed, doesn't want her hair combed, doesn't want to eat- is downright cross about the whole thing- and typically we are late... Before I had my daughter it wouldn't have been an issue. Yes, Im tired and want to chill on Sundays, but I can make up for lost rest when Im older... Well, I guess Im older.. And a responsible Mommy... She needs one-on-one time. And Sunday's are my only full day to give it to her. Im pretty sure the solution looks like- Sacrifice.

As far as managing my time at school... I dunno. I have to figure something out... 'smarter not harder'... Ive added vitamins to my diet... I cook large meals and we eat leftovers... I've decided I will leave work at work (as much as possible)... Ive got a genius at home who is the most important person in my life and demands my undivided attention... I strive towards a balance that allows me to give her what she needs so she isn't neglected and craving my attention, while also providing my students with the individualization they need to accomplish their learning goals......

....SHAZZAM! I think I have a solution: Volunteers. My children's parents, grandparents, big sisters and big brothers need to spend time in the classroom with their children and helping me prepare materials for lessons... The more people I have assisting in the classroom, the more we can accomplish during the day............. I like it.... and Im not the first to have the time management issue... Teacher's always complain about not having the time available to do what need be done.... Starting tomorrow Im asking parents to sign-up to help... consider my classroom officially part of the village.

"It takes a village to raise a child."

 

Attached Label: Disabled - Black Boys and Special Education (Part I)

There are too many boys, African-American boys, in Special Education. The genius inside their DNA is astronomical. From the time of man's origins, Africans were builders, scientists, artists, politicians, doctors and everything they concentrated their power into creating and being. And yet, in the age of free education and abundant access to information, when we look at the population of children in Special Education classes we notice Black boys dominate in 'Learning Disabilities'.

Black and Hispanic males constitute almost 80 percent of youth in special education programs.
Black boys are 2.5 times less likely to be enrolled in gifted and talented programs, even if their prior achievement reflects the ability to succeed.
Black male students make up 20 percent of all students in the United States classified as mentally retarded, although they are only nine percent of the student population. http://www.nea.org/assets/docs/educatingblackboys11rev.pdf

 Many are failing to guide their genius. And the more I dialogue with teachers, attend conferences, and critically research the 'dark' side of education, I'm beginning to see why and how this is so. Firstly, let's blame the parents of these boys. Im not pointing fingers at the scared, uneducated, disempowered mothers and fathers who blindly listen to the school administrators and do what is suggested. I want to blame them, but thats futile. My time is better served empowering them. They have been taught not to advocate for their child by experts who persuade them into believing their child can't learn or won't learn. The parents believe these falsehoods because of their own insecurities with low achievements in school and former difficulties with learning. The same disdain for education is being taught to their child. They are continuing the cycle of poverty. <------- a highly charged word, I know. Ask me about the cycle of poverty, I'ld be glad to share.
The parents I will wag my finger at are the ones who refuse to teach the child discipline and responsibility. Those two traits are a necessity for school success. I will add a third: resilience. These parents could do better by their children but are too lazy and trifling to do so. They may have been mediocre and average students, so they know enough to get the child help. Yet, they neglect to do so. Rather than demand the child succeed and reinforce their demands with one-on-one time reviewing lessons and continuous follow-up with the teacher, they instead shirk responsibility. Setting their son up for failure. They too are (voluntarily) placing their child in the cycle of poverty.

My main blame, however, goes to the system. The major players in assessing, referring and diagnosing Black boys into Special Education are teachers, education teams and administrators. Check this scenario shared with me recently:

She often talks about her son and how he is such a wonderful athlete. It took three weeks to learn he is only 12 years old. She says all his teachers and coaches encourage him to play sports because he is fast on his feet. He never has to be told to practice his sports, but he will not focus on his academics. She says she constantly tells him how important his school work is because if he doesn't pass then he can't play. She says he has problems concentrating on his work. She then shares, as her mood changes, that he is in Special Education. I ask, what is his disability? She says he has problems focusing and works slower than the other children. Puzzled as to his disability, I ask how he came to be in Special Education. She says since he was in preschool he couldn't keep still. His teacher would send home letters saying he didn't want to sit during carpet time and he wouldn't focus on his work. Then, when he was in elementary he never learned how to build words like the other children. The principal called her into a meeting and had him read out loud and rather than reading fluidly and lively, he chopped up his words and was expressionless. The principal recommended to her that she allow them to put him in Special Education so he could get one-on-one attention. He told her not to worry about the labels or how long he was in the program because it was what he needed. If he wanted to play sports, the label of Special Education allowed him modified coursework which would better help him pass. He's been in Special Education over 5 years.

Sigh. So much I could say. Instead I will revisit this post in the near future. There is much I'm still learning. Plus I need some time to emotionally disconnect because I feel both saddened and angered.

http://www.examiner.com/article/a-rise-of-black-boys-entering-special-education

http://www.abpsi.org/pdf/specialedpositionpaper021312.pdf

http://www.coseboc.org/news-article/black-boys-disabilities

http://files.eric.ed.gov/fulltext/EJ901152.pdf

http://www.theroot.com/articles/culture/2012/10/special_ed_is_not_the_answer_for_black_males.html

Intentional Instruction: Continuous Assessments

Intentional Teaching. I dont recall how I first came to identify with this concept, and I practice it so frequently my ego wants to claim it as my own original thought. It is probably the title of one of the textbooks I read during college.

Any educator committed to serving their students with individualized lessons that cater to the child's unique learning styles and abilities is practicing intentional teaching. They may not use the terminology, but they are teaching with specific goals and intentions in mind for their students. The child's learning is not happen-stance. While there is a place for spontaneous learning, there is also structured activities planned throughout the day.

Prior to weekly lesson planning is an important pre-planning treatment: Assessment. This allows for the child's level of development to be identified. Depending on the type of assessment and it's format, the child's learning style and barriers to learning can also be identified. There are generally two categories of assessment in early education: formal and informal. An example of a formal assessment is the standardized achievement tests many states require in public schools. These tools are objective and all students are viewed by the same lens. An example of informal assessments are portfolios. Portfolios give a subjective look at students through their collected work, interviews, photographs and tell a more detailed story of the students strengths and weaknesses. The need of the test-giver will determine which assessment is used.

Assessment must be done continuously so the student's progress can be seen and the teacher can adjust the lessons in a timely manner. A formal assessment can be done upon entry into the classroom so the teacher is aware of what the child knows, then it is done again 3-5 months later to determine if the teacher needs to revisit concepts and/or reevaluate if the teaching style is serving the child's learning style, then again in 3-5 months to assess what the child has learned and retained. Checklists are a quick, inexpensive formal assessment and can be found easily via google.

Informal assessments are also done continuously throughout the school year so the students and teacher are aware of the child's progress. Portfolios can include art work, science and math self-created worksheets, photos of the child displaying motor skills, voice recordings, writing samples, self-made books, teacher anecdotal notes, ect. Essentially items that show what the child knows and what they can do. Portfolio's may also show what the child is not 'good at' per se, and rather the developmental stage of a skill. Informal assessments are more holistic than formal assessments because they give a more detailed picture. They can be problematic because of the subjectivity involved, with no standard which to hold the child's work. It is comprised of samples collected at a specific time to show where the child is developmentally and academically.

Portfolios are great for building your student's self-concepts because they can see their academic growth over time. They can also contribute their own chosen documents. This may motivate them to improve the quality of their work for chance of selection. Informal assessments can be an end-of-the-year keepsake for parents also.

Both formal and informal assessments are used by intentional teachers. This relevant, timely information about the child's strengths and weaknesses are considered during group time interactions, as well as factored into lesson plans. Specific activities, books, games, songs, and discussions are selected to support learning needs, while reinforcing mastered concepts.    

I Pledge Allegiance to Guiding Genius.

So, my rising sign is Libra. At the time of my birth the zodiac rising in the heavens was Libra. This is relevant to this post because I am mentally weighing how I want to present *Guiding Genius* to the world. Whereas I am an artist, I live with the passion and desire to push the (proverbial) envelope further than a more conservative writer would. Whereas I am a businesswoman and a teacher in a public school, I hesitate at making political, religious and racial statements at the risk of isolating anyone or facing backlash.... Decisions, decisions.

 
Balance is necessary in all things. The beauty attributed to Libra is that of symmetry and fair judgement. Guiding Genius is committed to assisting families, communities and educators in recognizing and developing the genius in all children. My personal commitment to uplifting my own community requires I dedicate time and energy towards researching and problem-solving for traditionally disadvantaged children. No apologies. No apprehension... Maybe a little apprehension. Somewhere along the way I was taught against taking care of those that look like me... *Note to self- Meditate on this phenomena, perhaps it is linked to why Black schools are underfunded and under supported?
Guiding Genius understands the disparities in public education cannot will not change because the problems are on a foundational level. The meme above gives some insight into the problem. While this blog will not be a huge rant, I will spend some time describing the dimensions of our young genius's 'miseducation'. Just as doctors run tests to determine the problem and extent of damage, so must we clearly understand why traditional education- as it is- is unable, and I will go as far as to say unwilling, to guide genius. Many more posts, however will be solution oriented.

A New School Year and a Renewed Commitment to Guiding Genius

It has been many moons since last I wrote a post. Why? Simply, Life Happens. Although I have not written to share my experiences, anecdotes, insights, research findings and opinions on the subject of Guiding Genius, I have diligently contributed to the awareness of intentional teaching methods in early childhood education.

Last year I had the opportunity to teach at many different schools alongside many different teachers. I discovered many in my profession hold low expectations for our children and therefore have low standards when developing their abilities. I met a redeeming number of hard working, committed administrators that share wonderful advice and are willing to put in extra effort to support their teachers, if only the teachers would take advantage of their offerings. I also had the pleasure of meeting hundreds of preschool children eager to discover what the world has to offer.

Educators have lives outside of their classrooms and schools, so do the children we teach. Life last year for me, within my school system, was an uphill battle. A commitment to my own goals and visions, a commitment to the students in my care, and trust in the greater purpose- my piece in the greater whole- aided my resilience. Now I have a clearer understanding of the obstacles not only our children face within an education system that cannot consider individual cases due to its quantitative enormity, but also of the obstacles for teachers who swim against the current of traditional, homogenous practices.

This year will be different. I am different. My school is different. The children are different. My coworkers are different. Did I say I was different? I am a tad bit less optimistic. Which is good. Too much stardust makes clear vision impossible. I am also evermore resolved to teach parents and peer educators the necessity of strategically guiding genius.... If not me, then who?

Classroom Prep. New School, New Classroom. *Newness!*