Paula your outstanding writing abilities put us in the in the “essence of the moment.” Thank you for sharing how you ‘drew the circle’ big enough to include this child at time when he was distraught and “alone”, observing his sensory needs of the heat coming off his body and inviting him to take off his jacket, and inviting him to the “story” of the kitchen - a place where memories of comfort are made as well. All of this not only spoke to his social emotional development but also to all the children who witnessed how to “calmly draw the circle large enough” when such space is needed. This is a most beautiful practical life lesson for all of us no matter our age.
Absolutely, Dawn! This is meant mainly for younger children, and you're right that while younger children are in their senses and need movement, the older ones need collaboration and more "thinking" challenges. But I do find that work is the answer there, too- solving problems of all kinds, for instance, and it refreshes them. I'll be curious to hear what you find working! My biggest go-to in the EL classroom was bringing the students something I was really excited about- a new discovery on Mars in the news, something about bird behavior or science- "geek out" basically- that was infectious and they'd take off. We'd all forget about all the other "stuff" that crowds our brains. Its much more fun than worrying🙏🤗❤️
The other "stuff" also being curriculum requirements... but you know what! I just found a file in my email "fun stuff to show (mostly links with really neat ideas like the idea that our solar system is inside a black hole, and I asked myself "When am I going to show this?" so I put aside 20 minutes at the end of Monday (something to look forward to) for "Teacher show and Tell". Then I decided that it wasn't fair that only I got to show n'tell so I added "anyone". And all of the sudden the burden is gone and I can learn with them again.
I think I heard you write this post before I read it. <3
I tend to do gardening and recycling (and voting) projects with them as part of that social problem solving but with my very very young group this year, it's not as easy.
Thinking challenges though - STEAM really. It's like curriculum and practical life rolled into one, isn't it!
I find myself giving myself physical breaks to handle my anxiousness about the world right now: but these physical tasks are meaningful to me. When I try to do the same with some elementary aged children, it doesn't always work if it's not 1) social 2) meaningful in some larger way: I'm finding it more and more difficult to bring meaning to them when they seem so disconnected. But I will keep trying: thank you for explaining this process in more words than "take them back to the work".
Paula your outstanding writing abilities put us in the in the “essence of the moment.” Thank you for sharing how you ‘drew the circle’ big enough to include this child at time when he was distraught and “alone”, observing his sensory needs of the heat coming off his body and inviting him to take off his jacket, and inviting him to the “story” of the kitchen - a place where memories of comfort are made as well. All of this not only spoke to his social emotional development but also to all the children who witnessed how to “calmly draw the circle large enough” when such space is needed. This is a most beautiful practical life lesson for all of us no matter our age.
Absolutely, Dawn! This is meant mainly for younger children, and you're right that while younger children are in their senses and need movement, the older ones need collaboration and more "thinking" challenges. But I do find that work is the answer there, too- solving problems of all kinds, for instance, and it refreshes them. I'll be curious to hear what you find working! My biggest go-to in the EL classroom was bringing the students something I was really excited about- a new discovery on Mars in the news, something about bird behavior or science- "geek out" basically- that was infectious and they'd take off. We'd all forget about all the other "stuff" that crowds our brains. Its much more fun than worrying🙏🤗❤️
The other "stuff" also being curriculum requirements... but you know what! I just found a file in my email "fun stuff to show (mostly links with really neat ideas like the idea that our solar system is inside a black hole, and I asked myself "When am I going to show this?" so I put aside 20 minutes at the end of Monday (something to look forward to) for "Teacher show and Tell". Then I decided that it wasn't fair that only I got to show n'tell so I added "anyone". And all of the sudden the burden is gone and I can learn with them again.
I think I heard you write this post before I read it. <3
I tend to do gardening and recycling (and voting) projects with them as part of that social problem solving but with my very very young group this year, it's not as easy.
Thinking challenges though - STEAM really. It's like curriculum and practical life rolled into one, isn't it!
Thank you for your post and your energy.
I find myself giving myself physical breaks to handle my anxiousness about the world right now: but these physical tasks are meaningful to me. When I try to do the same with some elementary aged children, it doesn't always work if it's not 1) social 2) meaningful in some larger way: I'm finding it more and more difficult to bring meaning to them when they seem so disconnected. But I will keep trying: thank you for explaining this process in more words than "take them back to the work".