Expectations

     Recently, there has been a huge push, nationwide, to teach more and more academics to our youngest students, even if the expectations given to the teachers are not developmentally appropriate for the students entrusted to our care.  The push for academic excellence is starting younger and younger every year.  This is my 33rd year of teaching and the changes, quite frankly, are scary and unbelievable!  Kindergarten expectations are what first grade expectations were when I began my teaching career.  Now that I am teaching preschool, the expectations for my students used to be the expectations in kindergarten.  And so it continues.
     There is research out there that shows students that are frustrated will act out.  In an article written by Van Thompson in "Classroom" magazine, he states that students who don't understand the classroom concepts are more likely to act out, struggle controlling their impulses, tun out, and even exhibit mental health disorders.  Could it be that children are being expected to learn concepts that they are not developmentally ready to learn, that their young brains are still unable to comprehend?  I believe the emphatic answer to that is "YES!"  In some cases, not all, children act out because they simply don't get it.
     Case in point:  Many public school affiliated preschools are looking at implementing full-day preschool programs.  Why?  Because there is so much that these young children are expected to learn, that it can't be done in a half-day program.  I'm getting on my soap box here:  For crying out loud! Let them be little!!
     Even preschool is becoming data-driven and outcomes-based.  This is simply not fair, nor right, and not age-appropriate!  Preschoolers should not be expected to take computerized tests.  Quite frankly, they shouldn't be tested at all, but rather given exposure to lots of different things and the ability to explore.  They're only four!  This is what a preschooler needs:  They need to be able to run, play, talk, sing, explore, get along with others, and share.  As my amazing mentor, Sheri Kay Sitzman once told me, "Play is how children learn." Not though testing.  Not through academic expectations.  Through play!
     As well-known educator, Dr. Jean Feldman says, "When I hear stories about pushing academics in pre-k I have nightmares. Seriously! The crazy thing is decision makers have lost common sense when it comes to four year olds. And, somehow, we just can’t figure out BALANCE when it comes to early childhood. When they started pre-k in Georgia over 20 years ago they wouldn’t even let the teachers display alphabet letters in their classrooms. Anything academic was discouraged and PLAY was encouraged. What has happened? Where is all this leading???"  I have to agree!

Children Matter

     Recently, there has been much discussion on Adverse Childhood Experiences (or ACEs) and the effect of those early experiences on school-aged children.  Because of the child's adverse experiences outside of the school setting, children come to school not ready or able to learn.  They are too worried about what may be happening at home to even begin to concentrate on learning.
     This is why it is so vitally important to meet each child where they are.  Here are some basic ideas about how best to do this daunting, but necessary task:

• offer a comprehensive, systematic approach that groups identified protective factors for mental health.
• provide ideas for strengthening the protective factors that early childhood education and care services can influence to reduce the impact of risk factors.
• consider how relationships, the environment, policies, practices, events and children's development and learning influence the well-being of our children
• involve all members of the education and care community including children, educators, directors, families and external community services 

     Additionally, children need to be a part of a caring community.  They need the opportunity and guidance to develop appropriate social and emotional skills.  Parents and caregivers need to work together for what is best for the child.  If a child is experiencing mental health issues, that child needs to receive the help of a trained professional in the mental health field.
     In order to teach the whole child, we, as educators, need to meet each and every  child where they are, not where we wish they were.

It's All About Relationships

     .....especially in PreK.
     In many ways, teaching preschoolers is like having two classes, the precious children AND their parents.  For many parents, this is their first experience with the public school system.  As their child's teacher, it is my job to help them navigate that new world.  This is a task that I DO NOT take lightly! Building relationships with those families is of the utmost importance to me!  If the relationship is intact, the teaching is the easy part.
     Building relationships with my students has always been critical to me.  Children learn better when they feel safe and valued.  I spend the first couple of weeks setting the routines and procedures, as I'm sure all professional educators do.  What I also teach, and build on for the rest of the year, is the safety and valued piece.  We talk about being a good friend, conflict resolution, and a wide variety of social skills. 
     There is a great educator, who was gone too soon, that sums it up best for me.  She said, "Kids don't learn from people they don't like."  I love her!!  Please enjoy this clip.https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion/transcript?language=en

Communicating With Parents

     As a new school year rapidly approaches, I thought I would share with readers my thoughts on communicating with the parents of the students who will be entrusted to my care in the upcoming school year.  Hold on to your hats!  Some of you will not agree with me.  I'm telling you, this works for me.  It may be outside your comfort zone and that's okay.
     Each year, after I get my long awaited for class list, I call the parents of my new students.  I use this call to introduce myself as their child's teacher for the upcoming school year, ask if they have any questions or concerns before school starts, invite them to Back-to-School Night, and ask if there is anything they would like to tell me about their child.  I feel like this helps to get the school year off on a positive note.
     In addition, I give parents my cell phone number.  I know many of you are cringing at this, so hear me out!  I tell parents that I will only respond after 6 a.m. and until 9 p.m., and not while I'm teaching.  To assure this is followed, I turn off the volume on my phone.  Outside of the time constraints, parents are welcome to leave a message.  I have unlimited calling and texting.  In one instance, I had a mom call and leave a message at 1 a.m.  The student's grandmother was being life-flighted and mom wanted me to know that her child had had a short night and would need some extra TLC.  It's about building connections, people!  Honestly, in the eight years I've been doing this, not once has a parent abused calling my phone.  The fact that it's a cell phone makes tracing it to my home address nearly impossible.
     Another way of keeping the lines of communication open is through Facebook.  Nearly all of the parents have this already.  I make the setting for our class Facebook group "secret" so that no one outside of the group can see what is posted by me or by other group members.  This comes in very handy for posting reminders, giving new information, and sharing pictures or articles.
     While I also speak to parents in face-to-face conversations and newsletters and notes home, I feel these other forms of communication adds to and helps to build those crucial family relationships.

Reflection on Year #32

     This school year, I took a step out of my comfort zone of the past five years and asked for an inner-district transfer from Kindergarten to Preschool.  This included a change of school buildings, as well.  Looking back, this move was completely a God-thing!
     This past school year has been nothing but blessings! 
     The first blessing is a non-material blessing in the form of our classroom aide.  She has the logic where I have the determination to stay the course.  Sometimes I had to let the plans go and just let the students go outside and be kids.  She saw that when I was being bull-headed and wanting to teach.  In addition, our aide could have taught the class, and sometimes did!  She was a God-send and I am looking forward to her being in our class again next year!
     The second blessing was a kind, caring, and compassionate team of teachers. I  knew there were many out there, but to have a group such as the one I worked with this past year, all in one place, was life-changing.  The things these teachers do, day in and day out, for their students is inspiring!
     The third blessing was being given free-range, with the exception of the district phonics program, to do whatever I thought was best for my students.  Our students learned without even knowing they were learning!  Not only that, they learned to be kind to one another.  This was evidenced in the end-of-the-year assessments.  Such growth in the students!
     Last, but certainly not least, the relationships!  The relationships with the students.  Such an amazing group of "littles." Their parents.  Open communication with parents of students through phone calls, texting, a private Facebook group, monthly newsletter, other notes home, and face-to-face communication built relationships that will last way past their child's classroom experience.  Relationships with the faculty.  I've been awarded the opportunity to work,on  a daily basis, with truly amazing, edgy, caring people.  All of these people have made me excited to come to work each day.  I thank them all!
     After thirty-two years of teaching, I can honestly say I am renewed and inspired.  The best is yet to come!

I Wish...

I Wish…

(When I say “students” or “parents,” I am speaking from 30+ years in education, not necessarily just the present)

I wish that the politicians making decisions about education understood the magnitude of the damage they are doing to the youngest and most vulnerable of our population.

I wish that those who make decisions about curriculum would understand developmentally appropriate practices.

I wish that my students could remain young and innocent.

I wish people would understand the importance of outdoor play and that my students didn’t spend so much time on a screen and more time playing cards and board games with their families.

I wish some of my students hadn’t had the experiences that make them act out and become so angry.

I wish my students could experience family mealtime with no background noise and all family members sitting at the table, talking about their day.

I wish my students were read to every day.

I wish parents didn’t think, or say, “It’s only preschool.” Or “It’s only kindergarten.”

I wish people didn’t think “all you do is play all day.”  There is very important learning of social skills that can only be experienced through play, as well as brain growth through using their imaginations.

I wish none of my students ever had to experience Adverse Childhood Experiences (ACEs).

I wish none of my students had to live in poverty.

I wish my “littles” would never see inappropriate-for-their-age movies or video games.

I wish my students had chores.

I wish my students weren’t “bubble-wrapped.”  Failure is always a learning experience.  Children who are not allowed to fail will never know what it’s like to experience success after working hard to accomplish a task.

I wish my students didn’t have TVs in their bedrooms and were able to calm themselves to sleep.  Reading to a child and talking about their day is very calming.  So is soothing, instrumental music.

I wish my four and five year-olds didn’t know what “the middle finger” was.

I wish parents understood that sometimes the things they see and hear at home sometimes scare their children.

I wish people believed that I know what I’m talking about, and listen to what I have to say.  I do have a double major in Elementary and Early Childhood Education and a masters in Education, plus 31+ years of experience.

I wish that others understood that while I have, and have had, two classes, that I have the largest number of students to impact on a daily basis. At one point in my career, two classes of 21.  That’s 42 students…every day.

I wish the families understood that I welcome the opportunity to see each of them, even after they are no longer in my class.  It is not in my DNA to turn my love for them off at the end of the school year.

I wish my students could know how very much I love them, each for their own unique qualities.

 

Why I Am NOT Counting Down

     Don't ask me how many days of school are left.  I don't know and I don't want to know.  This school year, I made a change.  I left a kindergarten position I had been in for five years.  I also left a building and staff that I was very familiar with and many people that I love.  Why?  I needed a change.  I needed the chance to spread my tired old wings and do something different.  I am so very thankful I was given that opportunity!
     Last Spring, I asked for a transfer to another building in the district and the chance to teach Preschool again.  Not only did I meet AMAZING teachers and support staff in my new building, but I rediscovered my passion for teaching!  I've had the opportunity to partner with many amazing families in helping their children become Kindergarten-ready.  Challenging?  Yes!  Sometimes heart-breaking?  Yes!  Rewarding?  A thousand times YES!
     I feel like the act of counting down to the end of the school year may cause some anxiety in some of my students.  When school is out, their routine and schedule will dramatically change.  They won't have the consistency of our daily classroom routine.  For some little ones, this is scary and they don't know how to voice their concerns yet.
     Selfishly, I'm not ready to know how many more days I have with them.  I have watched them change so much this year.  No longer are they the shy, scared children I got last August.  Now, they are confident, well-spoken people and ready, so ready, for kindergarten, but I don't want them to go.  I'm not ready...even if they are!