With the increased presence of virtual schooling, parents and educators of young children, including myself, are finding themselves stressed. Are children getting the content they need? How do I engage children in learning virtually? How do we help children develop essential skills such as curiosity, attention, and emotion regulation in a virtual setting? In a recent New York Times op-ed, entitled “Kids Can Learn to Love Learning, Even Over Zoom”, psychologist Adam Grant shared ways that teachers can promote curiosity in a virtual classroom. He discussed the importance of including “mystery, exploration, and meaning.”
I appreciate Grant’s insight and his reminders. However, I think there are two key ingredients missing to this equation that are highlighted in the CLASS framework: Regard for Student Perspectives and Teacher Sensitivity. In order to create mystery, allow exploration, and find meaning, teachers and parents need to be in tune with children’s needs and readiness levels and try to understand their motivations and interests.
Here is an example from my family:
Back in April, when we realized that schools were not going back for the semester, my kindergartener was supposed to be learning about fractions (specifically ½.) Her teacher sent two options for work that week: cutting playdough shapes or a worksheet. Even with a hands-on option, my six year-old was having none of it. After several attempts at engaging, providing alternative activities, and honestly, cajoling, I gave up and let her play. She simply was not ready.
I did check with her teacher before giving up; she emphasized that the objective was understanding the idea of parts and a whole. After that conversation, I made more of an intention to talk about halves and parts in our daily lives (I’m cutting the apple in half. When you put these two smaller blocks together, they are the same size as the one bigger block), but I didn’t make her sit down for a specific fractions lesson.
In CLASS terms, I was sensitive to the idea that she wasn’t ready, found ways to individualize support, and showed regard for her perspective by letting her lead her own exploration. I then embedded content information and application where I could.
Fast forward to September. My daughter spent the whole morning of Labor Day creating a house for her dolphin with boxes, paper, markers, tape, and stickers. Here she is in the middle of the process and her finished product.
To create this masterpiece (yes, I’m biased), she used lots of skills related to parts, whole, and measurement, including identifying and cutting pieces of cardboard in half. She identified the halfway points for the “hooks” on the paintings and for the panes on the window. She made a blueprint for the fireplace and then created it. She used the concept of half in a real-world application of design. Additionally, she demonstrated other important skills. She described her thinking to me as I helped make sure the lamp would stand up. Her attention was sustained and she showed pride for her accomplishment at the end. Through child-directed play and supportive interactions, she utilized tangible skills that are important in the classroom and beyond.
I know this school year is tough for everyone involved. My hope is that teachers and parents can find more ways to be aware of and responsive to children’s needs and remember to take time to see the world from a child’s perspective. Remember that there are lots of possibilities for how children could learn about and demonstrate a particular skill or concept. Work to get on the same page for the learning objective and be open to the amazing ways that kids could get there.
If you need help, Teachstone has created guidance for teachers to support these kinds of interactions with children in virtual and socially-distanced settings, including ways to work with families. Good luck this year!
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There is always an opportunity for interaction. Some opportunities are easily recognizable: times of play, free choice, centers, small group. We often see teachers engaged in activities alongside children during these times or hear questions being asked. Other opportunities might be a little less obvious. These are the times of your day that you might see as mundane moments that merely require your supervision or monitoring. The times where you’re going through the motions. “I’m doing this thing so I can move on to the next thing.”
In a previous blog, colleague and early childhood environment extraordinaire, Heather Sason, discussed how your classroom environment can help promote effective teacher-child interactions. In this blog, I propose we explore some of the often overlooked times in your day that are ripe for interactions with children and that do promote exploration, learning, and development!
It's not uncommon for teachers in early education to need to strike a balance between following children's leads and sticking to the classroom schedule. We know that intentional teachers are aware of their responsibility to assess student progress, understand skill mastery, and plan accordingly to provide opportunities for children to grow. However, many times, as teachers begin a specific teacher-directed activity, it is unsettling when students begin to veer from the step-by-step plans the teacher has worked hard to implement.
Teacher and coach, Colleen Schmit, will share how teachers can strike the balance between following the lesson plans and giving children freedom of choice and flexibility in the classroom.
We’re more than a month into the school year, and many educators and school leaders are feeling tired or burnt out already. That’s normal in any school year, as the newness of back-to-school wanes and the reality of a long year ahead kicks in. But, this year, that tiredness may feel like it has never felt before. Chalkbeat has reported that teacher vacancies are up in 18 of 20 large school districts, and it’s not surprising. Many are exhausted after a difficult year and a half (to put it mildly!). Many are also leaving the profession in droves to find work in competitive environments that provide a substantially larger salary.
As an educator, you’re busy. Your time is being split by competing priorities, from managing students’ needs, meeting your program’s goals, and communicating with parents. While you’re juggling your work, it can be difficult to keep learning about important ways to improve your daily teaching practice. Teachstone is here to help!