Remembering Memo

He was almost out of breath when he came bursting through the sliding glass doors into the classroom. I was putting out cushions in preparation for our afternoon circle, but was stopped with the whirl of excitement that blew in with him. "Carla, we've got a problem!" He continued: "Some girls outside... They're chasing me around the yard. And when they get me, they hug me!" "And you don't like this?" I replied. "Well, actually...." he said, after a second's thought, "I do!" And out the door he went again, as quickly as he'd come in. It was nice being reminded of this moment today - one of those rare days when Memo was connecting with his classmates, enjoying being part of the game, and just having fun. I hear he's now really happy at Armstrong, doing well in his classes but also socializing and making friends. I couldn't be happier for him!

Telling Time

I have no idea why sometimes a unit or lesson just sings - perhaps it's the mix of kids that year; maybe it's truly that time of year, when they are more matured and ready for the content. But somehow, the unit I'm teaching to the kindergarteners right now on "telling time" is going really well. I guess I've figured out a rhythm - a way to introduce it, not going too big or too small, but keeping them engaged and monitoring who is getting it and who is not. It helps that they come in with previous knowledge on subject matter like this - this is when teaching to a particular demographic of students makes a difference, when I know they have had exposure and discussions at home and I don't have to struggle with teaching through a second language, etc. There are so few things that I take the time to complement myself on when I teach, I wanted to stop and make a note of this. The funny thing is, I don't think think this is anyone's else's lesson or unit, either - I think I figured this one out on my own. Maybe that's why I feel particularly good about it - it feels authentic. Sometimes I can almost see the little kindergarten version of me out there in the group, giving me a thumb's up, saying, yes, carla - they way you're teaching this in connecting with me! Good job!

Joyful Reading

Sejal just wanted me read a story to her, but there is something about reading to a child on our reading platform.... with no "lesson" in mind, no preconceived idea about content or learning, I can really take a deep breathe and enjoy my role in the classroom. After Sejal made her selection, she scurried onto my lap...she refers to herself as a "Bald-hopper" - one part Bald Eagle, equal parts Grasshopper - at these times, as I've told her me lap is reserved for our youngest children now, the Grasshoppers. So, occasionally she likes to "regress" to her younger self to see if she can still get  away with it. Today, I was totally fine with it. Once we got started, Mirja showed up, groggy and shoeless from the nap room. She just wanted a cuddle, and so over she slumped, too, putting her head squarely on my legs. Then Anika appeared, and then Sammy, and Marlow...and, well, it didn't take long until a little audience was piled up on top of me. My favorite stories contain big characters who finally just give in and have a good cry. I don't know why, but I love to bawl as big as the Cowardly Lion at these times - children immediately break into laughter, which just eggs me on to keep it up. So away I cried as I read to Sejal, as the smiles got bigger with each turn of the page.

I need to find more moments in the day to plop down on the reading platform, to just sit back with my crowd and cry!

The Race is On

Every year at this time, the anxiety really starts to kick in...so much to do, such little time to do it. I start to feel so inadequate as a teacher - like if I had scheduled my year better, fought for better and earlier intervention for some, the group as a whole would be so much more prepared for first grade. Every minute that I lose now is a minute that I could be pushing in more content...and yet, I don't really believe that as a teacher. I DO subscribe to the theory that the learning is in the doing, in the play, too. That the social-emotional growth - of which we've done a good job supporting on so many layers this year - is also of paramount importance, too. And I know that pushing reading to kids at a stage that is earlier than they are ready does no good - in fact, it can actually do harm. But...there is the expectation for them to be exiting with a certain reading level under their belt, and I feel I have failed a little with each child who will not reach that bar by June. Today, I was stressed again - and when I tried to really own it, to figure out what was eating at me the most, it came down to how I interacted with R. today. It is becoming more and more clear to me that he has some sort of processing disorder, that his dysgraphia is tied up with some other information overload problem. And yet, I was pushing, prodding, making him anxious for not staying on track, not picking up on visual cues, not listening to my words. I don't think I'm very good at differentiating, even though I know how important it is. I have done such a "good" job of convincing people I know what I'm doing, that I'm afraid to ask for help in the areas I don't, like supporting these differences. I'm sad that I might have caused anxiety for R. today. I don't know how to undo it. He's such a lovely child... how do I back off, give him space and time and positive reinforcement? And how do I manage all the stress I'm carrying, so I can end the year feeling proud, instead of worn out?