Note: It’s the start of another new school year and once again, my thoughts turn to all of the children who are starting school for the first time. But I also can’t help but think about those children who are making the big transition from preschool to kindergarten. As we all know, it can be a big adjustment for many kids.
Last year I wrote a post about my great-niece’s first day of preschool. For those of you who may have missed it, we are posting it again with a post-script of sorts (except that it’s at the beginning and not the end). I am happy to report that my concerns about her adjustment to preschool were not realized. Addison had a good year in pre-k and learned so many of those critical social-emotional skills that put her in good stead to make the most of kindergarten. Here is a picture of her on her first day at “the big school” – still ready for school and raring to go!
I am not a big fan of summer in Virginia. It is too long and it’s too hot. However, there is the part of me that looks forward to the end of the school year because it means that there aren’t as many cars or school buses on the road. And parking downtown where I work is much easier.
The other day I was sitting at my desk bemoaning the fact that school was back in session (yes, my children are grown), which meant that my commute took longer and I had to walk three blocks in the muggy 90-degree heat to get to my office. But then I heard my phone ping and I saw that my sister had sent me a picture of my great-niece on her first day of preschool. As I looked at the smile on her face and the twinkle in her eyes, I knew that she was raring to go.
My first thought was, “Addison is ready to take on the world” and that made me happy. My second thought was, “I sure hope she has a good teacher.” This thought was a bit worrisome because she has not experienced out of family child care and we know that a child’s adjustment to and experiences in preschool can greatly shape how they feel about school. I wanted to find out the name of her teacher and send her a Pre-K CLASS Dimensions Guide!
As early educators, we know that all of the domains of the CLASS are important. However, I would contend that Emotional Support is the most important domain to focus on at the beginning of the school year. I looked at this photo of my great-niece and thought about how her teacher would develop relationships with a room full of 4-year-olds.
I wondered what she would do to make the children feel safe and secure. If Addison missed her Mommy, would she notice and comfort her? Would she be able to read the children’s cues to see if a child felt uncomfortable? Would she build relationships by watching the children play and follow their leads? All of those questions swirled around my head.
For Addison and all of the children around our country who are experiencing school for the first time, the steps the teachers take now will impact them for years to come, for a long time. And while my sister reported that Addison had a great first day of school, many other children may have felt less secure in their new classrooms. So I’d love to hear from you:
How do you build relationships with children at the start of the school year?
So, it’s June and you have just wrapped up the year with your students. They have made tremendous progress over the course of the year. The routine of the day flows naturally, the expectations about what is and isn’t appropriate behavior is fairly clear to all of them (and to you), and you leave the school year feeling confident that they are ready for the new challenges that lie ahead. You go into the summer months looking forward to a much needed break, but also looking forward to your new group of students in the fall.
As a Certified CLASS Affiliate Trainer, I enjoy reading the discussion posts and responses in the CLASS Learning Community. It gives me further insight into the areas that teachers have questions about, and the responses and techniques that members of the community are sharing with others. Usually I just sit back, read along, and take it all in.
Then recently someone posted, “I'd love some great examples of what Quality of Feedback looks like when you're working with less verbal children. For instance... creating an effective feedback loop off of what a child does more so than what he or she says.”
Many teachers will agree that their first year of teaching can be one of the most grueling, challenging, and stressful experiences for them as they take on the task of educating our youth. In my first year of teaching, I was not familiar with the CLASS tool and its impact in the classroom. I was not aware of the dimensions, indicators, and the tremendous power of interactions. Looking back, I recognize the many ways the CLASS tool was reflected in my classroom, but I also see the value in how familiarity with the CLASS tool could have benefitted my classroom. Although many external forces impacted my role as a high school Spanish teacher, the CLASS tool’s invaluable purpose could have made a profound impact on my first year teaching.