Tuesday, August 16, 2016

Tuesday SOL: A poem about in-service days

This is a Tuesday
Slice of Life.
All participants are writing about one moment, one part of their day. 
Check out the Two Writing Teachers website for many more reflections on teaching.


Cold water, yes, cold water
after so many gentle days
Cold water, yes, cold water
welcome and know
new staff,
new spaces,
new technology,
new frameworks,
new approaches
Cold water, yes, cold water
read and absorb
agenda of the day
student lists
curriculum packets
math and literacy data
accreditation process
Cold water, yes, cold water
imagine and create
new norms
restorative practices
beginning routines 
Cold water, yes, cold water
so many moving parts
interrupted thoughts
long lists of to do's,
racing time
Cold water, yes, cold water
remind yourself
you saw it coming
When you expect cold water
it is refreshing,
the dust, 
the aches,
the sleep
Soak up
these in-service days
Soak up 
the new year
Soak up 
the sense of possibility.

Tuesday, August 9, 2016

Tuesday SOL: Project Zero - not your ordinary summer professional development

This is a Tuesday
Slice of Life.
All participants are writing about one moment, one part of their day. 
Check out the Two Writing Teachers website for many more reflections on teaching.

I spent last week at WISSIT, Washington International School's Summer Institute: Connecting DC Educators with Project Zero Ideas. The following quote is taken directly from WISSIT's promotional literature about the institute and provides a good summation of this thought-provoking week:
The institute invites educators to reflect deeply on how they design and facilitate enriching, rigorous learning opportunities for their students. A “Day at the Museums” on Wednesday, August 3, will highlight the ways educators can use museums as powerful sites for learning. The week-long experience includes both large and small group sessions, each addressing the following strands:
  • Building a Culture of Thinking: How do we help learners develop dispositions that support thoughtful learning across school subjects? How do we effectively create a culture of thinking, in classrooms and school-wide?
  • Educating for Global Competence: How do learners demonstrate global competence? How do educators ensure that learners in their charge explore complex issues of global significance through multiple perspectives?

My head is full from all the rich learning I experienced and I am very excited about the school year ahead. In the spirit of wonder, I thought it would be fun to share my reflections through questions. 

How do we build a culture of thinking?
How do we grow the learning?
How do we slow down and allow children to dig deeper?
What will we notice if we slow things down?

What language do we use to encourage thinking?
What if we routinely asked, How do you think we might? What might be some possible solutions?
What makes you think so? What do you see?
What subtle shifts can I make in my language to have the mind be more open?
Am I rescuing children or encouraging initiative?
How long do I give children to respond before I jump in?
When do adults listen to children?

Who is doing the thinking? 
What if classroom discussions were more collaborative?
What is the possibility of giving children something new and meaningful?
What is a powerful learning opportunity?
What is the purpose of the work we ask of children?
When do children get the opportunity to listen to one another? to try other approaches? to make sense of something?
What is an effective listener?

How do children learn?
What is the difference between doing a whole lot of work and having a lot of learning?
What happens when you align beliefs with actions?
What if we started with student's passions and questions and built our curriculum from there?
How do we provide opportunities for children to struggle, to grapple, to figure something out?
How are children being pushed?
How are children expected to extend their learning?
What happens when children have the habit of communicating their thinking?

What does it mean to be a citizen?
How do we prepare children to be globally competent?
Why is it important to consider varied perspectives?
What does perspective-taking feel like?
What if we invited children to be in conversation with one another?
What if we teach children to reflect on their assumptions?
What is the untold story?
How do we share the other story?

How much risk do we take in teaching?
What are we modeling for students?
When do teachers take the learner's stance?
What do we focus on when we observe classrooms?
What learning is visible?
Where do we see learning taking place?
What if we slowed down and noticed the details?
What if we did reflection instead of assessment?

What is my image of the child?
How will my teaching grow and change this year?
Where will this thinking lead me?
What is my take-away?
What are my next steps?
What if I start small?

Tuesday, June 28, 2016

Tuesday SOL Are birds teachers?

This is a Tuesday
Slice of Life.
All participants are writing about one moment, one part of their day. 
Check out the Two Writing Teachers website for many more reflections on teaching.

Even though the school year has drawn to a close, I feel compelled to share about the children's bird exploration during May and June. It is a great example of a child-initiated project. My Teaching Resident (Ms. Keynes) noted, embraced, and encouraged the topic. I love seeing teachers build on children's interests and it is particularly delightful when it is a novice teacher who partakes in this challenge.

I love teaching in a school that allows me the flexibility to pursue topics that 'bubble up' from the children. It's true, we didn't know at the outset of the school year that we would focus on birds in the spring, but I knew that I could trust the children to be excited and eager to learn about something - there is always room for inquiry. This is the beauty of emergent curriculum, where children's own interests are the precursor and foundation of topics studied. Preschoolers are innate scientists - curious, observant, and persistent. Dare to pursue what is in their hearts! Why teach any other way?

Where did the interest begin and where did it lead?

I think the first hint of curiosity began with children excitedly sharing at a morning gathering about having seen our local eagle cam with their families. This camera provided live action of two baby eagles in the National Arboretum. Ms. Keynes decided to set up the eagle cam at the writing center, with markers and paper for children to draw their observations. We wondered - what would the children do? Would this interest them? Yes! The children worked feverishly in this area, watching the screen and making detailed drawings. The eagle cam became a daily part of our centers time. Here are just a few of the children's drawings:

Observational Drawing by RW

Observational Drawing by DE

Observational Drawing by GR
Observational Drawing by AH

Observational Drawing by NB

Observational Drawing by CB

Observational Drawing by CD

There was great conversation as children worked on these observational drawings. For example, 
NB - "Eagles fly - they fly everywhere around the sky. They land to get some food. They eat leaves."

EM - "Look at the eagle. He's eating the nest. He's eating. He's sleeping. He's eating in the nest. He's silly. They are in the bird's nest."

HF - "What does the eagle eat? I think he eats worms. No, I think he eats mice. Yes, I think he eats rats! They are very yummy."

CD - "I think they eat poop."

KA - "He's looking down at the birdie. He sees the birdie. I think they are brothers. And now he's looking behind himself. The birdie is kinda like the teacher - he's looking right at us."

That may be my favorite line:
The birdie is kinda like the teacher - he's looking right at us.
Doesn't that show the value of children being encouraged to draw what they see, to note the details?

With this obvious engagement, we delved into the study of birds, with a particular focus on eagles. Ms. Keynes asked, what do you know about birds and what do you wonder?

I was impressed with their beginning knowledge:

  • They have wings,
  • They fly,
  • They sleep in a nest,
  • They like to sit in the nest,
  • They are in the nest not on the ground,
  • They lay eggs in the nest,
  • The nests are made of mud, hay, straw, and even bird spit 
  • They will scare away anyone who tries to get the eggs
  • They have tails,
  • They have beaks,
  • They eat fish, 
  • They peck their way out of the egg,
  • There are lots of different birds, like eagles, robins, owls, seagulls, penguins
  • Eagles nests are the biggest
  • Eagles have big wings
  • Eagles' babies don't wear diapers

The children about a variety of things:
  • How do they make nests? 
  • How do they make the nests soft?
  • How do they sleep in the nest?
  • How many eggs do they lay?
  • How many days until they learn to fly?
  • How big is an eagle's poop?

We began to learn everything we could. Families pitched in, too. One family shared beautiful color photos of baby robins emerging from their eggs. Another brought in a beautiful nest that they had found. 

Children often arrived at school with stories to share -

AS - "Ms. Ingram, do you know when I was on my way to school, we were walking out of my car, I saw a robin's egg! It was small and it was blue and it was broken. I wanted to pick it up and show it to you."

LM - "I saw a bird that was so dead. Only had one leg. Even the skin was gone. It only had a beak! I saw it."

Scientists observe the details, yes they do.

Ms. Keynes taped off a circle on our gathering carpet that was the same size as an eagle's nest (these average 4-5 feet in diameter, with one in Florida being 9.5 feet!). We gathered here each day for several weeks during our bird exploration - reading books, having class meetings, and doing lots of dramatic play.

These little birdies are hanging outside their nest!

We attempted to 'engineer' a nest out of the base of a box, using lots of yarn and tape. (I loved how the children insisted on wearing goggles while creating this.)

Mo Willems' Pigeon loves our nest.

When the nest was done, children nudged further - "Birds like soft places. When are we going to put eggs in?" They delighted in creating individual "eagle eggs" out of papier mache.

Painting a round surface is challenging work!

One morning, our question of the day was "Who has the bigger wingspan - you or an eagle?" Many children insisted that they had the bigger wingspan, which made each of us teachers smile. We had each of the children lay down on the carpet and get measured against an eagle's wingspan (6 feet average), to provide a clear visual of the difference. The children also made a pair of paper wings that matched their personal measurement.

How big is my wingspan, compared to an eagle's?

One day on the playground, AM came running up to me with the excited words, "Look! A beautiful feather!" and when I looked at what she held, I saw that it was much more than this - she had a bird's wing in her hand, still attached to some of its bony torso. Oh my! Clearly this bird had been on the losing end of a predator's attack, perhaps a cat or a hawk. I tried my very best to remain level-headed and cool, although I was immediately squeamish. I wanted to encourage this budding scientist. I had her show me where she was when she discovered this "feather" and, finding no other bird parts in the area, we went inside the classroom to find a clear jar for displaying this find in our science center. Her classmate LM was delighted with this new addition, declaring "Whoa! Good Find!"

Later, AM said she wanted to share a story about what she found and so I wrote down her words:

"I want to write about the feather that I found, about the bird that I found. I found it on the playground. I put it in the jar. I don't know what kind of bird it was from. Maybe, it was a sister bird. I like that the outside was soft. I can't wait to show my Mommy. I'm going to tell my Daddy that I found a bird's feather that had bones in it. I don't know what my Daddy's going to say about the bird feather. Maybe my Daddy will say "Whoa, good find!," like LM said. I think the birdie died, cause it can't fly with just one wing; cause without part of his body, he can't be alive anymore. The End"

We didn't resolve every wonder that the children had at the outset of our bird exploration...and many more wonders appeared as we explored. The work of scientists goes on and on. Yes, the children worked like scientists, finding much beauty and intrigue in our world. Birds are teachers.

Tuesday, June 21, 2016

Tuesday SOL How do I make space for writing?

This is a Tuesday
Slice of Life.
All participants are writing about one moment, one part of their day. 
Check out the Two Writing Teachers website for many more reflections on teaching.

I imagined my summer would begin with a bounty of quiet time for writing. I imagined waking up early, as on a typical school day, and - rather than racing into school - capturing these early morning hours for rich reflection. I imagined.

There is so much I want to share, to remember, to hold onto about this year.

Certainly, I can participate regularly in the Tuesday Slice of Life again.

My summer break began yesterday and reality is different than imagination. There is too much going on around me. I am not alone with my thoughts. Take today, for example. My husband surprised me with the news that he is working at home today - which is delightful for him but makes him "underfoot" throughout precious early morning minutes when I imagined him commuting and me writing. Plus, he has the quiet back room for his work, not me. As soon as he disappeared into the back room with a conference call, my sons Wade and Bryce started their day...noisily and excitingly. Still, I sit and write. Is it my imagination or are they pacing the very room I am in? They are, most definitely, loudly bantering about Tom Petty and John Cougar Mellancamp songs - providing me with annoying, varied earworms. I have thoughts to write - please let me be! Both boys had friends stay the night, meaning that there was a late night of Catan and boisterous laughter, resulting in numerous dirty dishes and the sad realization that the Father's Day blackberry cobbler has been entirely gobbled up. (Perhaps it is a good thing that I don't get to feign breakfast with this). My thoughts wander away from my writing goal of this Tuesday slice. Bryce starts a small summer job today and is worried about the logistics and timing of his commute...Wade is finishing packing, running errands, tying up loose ends, before he and his friend Robert drive to Texas for a vacation...before both begin new careers...have I shared that Wade is entering an alternative certification program to become an early childhood teacher? Like mother, like son? So much anticipation, so many questions, so much of me demanded, so much chatter, so little writing.

Except, I force it. I am going to write a slice today, yes, I am. Push out the words. Insist. Demand. Require.

Not my best writing. Not the way I imagined. Not quite my point.

I realize I just have to channel my teaching self - that ability to accomplish the desired goal in the midst of many interruptions and unexpected twists.

Write on.

This past school year, I kept a writer's notebook in my classroom, and I turned to it to make space for struggles, questions, concerns, dreams, expressions, children's voices. I wrote in it at the outset of my day or even the evening before, to remind me of what needed doing. I took notes in it during children's activities, so that I might remember. I wrote in it when things happened that I didn't understand, so that I might puzzle about it later.

My most exciting find - I discovered the power of writing in the moment, in the midst of hard conversations. Because I was carrying this notebook everywhere, I simply turned to it in the midst of strong emotions...daring myself to write first before speaking, to capture what was being said to me and to gather my thoughts before responding. What power this habit gave me! Truly, it was writing as mindfulness technique - helping me to be present and calm. I now know that I can make writing space whenever...and that the written word soothes me, gives me voice, advocates in ways that don't come immediately to me in the moment in spoken word.

At this past Friday's closing circle for staff, we shared either a hope or something we had learned from the school year. I told my peers about my find...this school year, I learned how beautiful, cathartic, and essential writing is for me, helping me to pause and make space in the midst of the turbulence of teaching. Writing is an incredible tool for me.

This summer, I hope everyone finds their own restorative, reflective outlet (perhaps writing, perhaps not), so that we return to teaching with vigor and renewed possibility.

Happy summer!

Yes! I wrote a Tuesday Slice of Life! Goal accomplished.

Tuesday, June 7, 2016

Tuesday SOL: Is this how the year ends?

This is a Tuesday
Slice of Life.
All participants are writing about one moment, one part of their day. 
Check out the Two Writing Teachers website for many more reflections on teaching.

A blur of days, celebrations, moments, to do's, as the year winds down. How does it close so quickly? Somehow, everything fits in: silent auction, plays and performances, end of year rituals (walk to the metro, water fun day, children's sharing box), reading our favorite books, washing and scrubbing the classroom toys...entering data, writing report cards, preparing for the final Learning Showcase.

As a result, I'm keeping this short.

Enjoy these portraits of my teaching staff by a charming preschooler - from left to right, these are
Ms. Keynes, Ms. B, and, me, Ms. Ingram :-)

Tuesday, May 31, 2016

Tuesday SOL: What if we built a firetruck?

This is a Tuesday
Slice of Life.
All participants are writing about one moment, one part of their day. 
Check out the Two Writing Teachers website for many more reflections on teaching.

Each of the early childhood classrooms is doing an author's study on Donald Crews. He has written and illustrated many great books about vehicles - Trucks, School Bus, Freight Train...just to name a few. The teachers decided that it would also be fun if each classroom tried to create a vehicle of some sort - knowing how much preschoolers love cars, trucks, and things that go.

What vehicle should we build? Well, in the Big Cats, this question had an obvious answer. Pretty much every day, for several weeks now, the children line up the chairs on the carpet to create a firetruck. Our long cardboard ramps have been turned into firefighter hoses. Typically, the big concern is a possible fire in the dramatic play restaurant. Firefighters are right there at the ready!

At the writing center, the children love to draw firetrucks.

Yes, let's build a firetruck. 
A week ago, we began to build. 
I turned our old cardboard castle (originally, a dishwasher box) on its side and attached two tri-fold boards for length. The children agreed - this looked like a firetruck! It was just the right size for children to get into and have some fun. The children added all sorts of extra components - pretty much any cardboard scrap that we had in our recyclables bin was turned into something novel for the truck. This is what delight and focus looks like!

Of course, a beautiful day called for painting the firetruck outside. Bright red, of course.

Every day, the children add more details. We brainstormed what was needed and did our best to create these together: 
steering wheel (cardboard pizza tray), 
hoses (scrolled easel paper), 
"grill" on the front end (xerox boxes and a metal shelf - taped to the front of the box)
seats (more boxes), 
a siren light on top (more boxes), 
headlights (fun flower-shaped cardboard pieces), 
wheels (black plastic takeout containers), 
a computer (egg cartons), and 
lots and lots of tape. 

The children put a lot of taped stripes on the firetruck, simply because making the stripes was so much fun. Cutting tape is the purest of pleasures for the preschool crowd. 

Looking good!

Oh, and we should probably draw a firefighter for the firetruck.

Tuesday, May 24, 2016

Tuesday SOL: What do you learn at conferences?

This is a Tuesday
Slice of Life.
All participants are writing about one moment, one part of their day. 
Check out the Two Writing Teachers website for many more reflections on teaching.

His parents and teachers sit down at the table while he surveys the empty classroom with a smile. This is different, his eyes seems to say. "Where is everybody?" he asks. Family conferences are such a treat for me - watching the children interact with their families, seeing the children one at a time, and no need to juggle conversations with several peers simultaneously.

"This is your family conference," I explain, "we're going to meet with you, to talk about your successes this year in preschool, to share with your parents what you have learned."

"Okay!" he says, excitedly, and then he pulls a chair up and sits down between the teachers, with a big smile.

That one movement - pulling a chair not to the side of the table where his parents were sitting, but to a new position between his teachers - fills me with smiles every time I think of it. This is a child who is at peace at school. He loves school, he loves his teachers, he loves learning, he loves sharing with his family all his joys.

He shared "I am getting really good at writing. I am going to get better."
(Yes, he has learned to write his name this school year.)
"I am super fast at counting! I beat my Daddy at clean up."
His father shared that they have timed games at home for finding things, for cleaning up, etc.
We talked about what a good friend he is, how he will speak up to his classmates when he doesn't like something - "I don't want to play that" or "I don't like it when you yell at me."

So beautiful. So precious. So mature.

Just four years old.