Friday, October 10, 2014

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.


Thursday, October 9, 2014

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


Tuesday, October 7, 2014

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.....