Brick by Brick

Do You Care?

2012-01-27T11:48:00.000-06:00

Yesterday a post by Seth Godin was making the rounds in the blogosphere. In that post, Seth asserts that caring raises the bar in an organization and that people would rather do business with someone who cares instead of someone who doesn't. Well, that makes sense, doesn't it?

I was thinking about caring in the classroom. I can have the best learning environment and equipment but if I don't care for the kids, their well-being and the learning will suffer. I can even care about the kids, but if they don't see it or know it, what does that care matter?

I've written before that relationships are key to learning. Some kids even learn best through learning with others. Knowledge is not as important as connection. I should focus more on interaction as information (or at least as much...but I think more). Kids should feel that I care about them...as they are not as they "should be" or "could be." How can I show care?

Accept each child as he is, as the individual he is. My kids are all in the same general stage of development but each one is in a different place in that stage. Some can sit and focus for a time; others must be moving almost constantly. Some read at a good level; some sound out letters and can determine words; some pick out letters they recognize but cannot read at all. Some like drawing, some like building (most!), and some like pretending. And these preferences can change from week to week. As a caring teacher, I prepare for what I know they enjoy... look for ways to build on their interests... and stay prepared and flexible to adjust if they have changed their minds.

Know and use the kids' names. I've posted about names before. Names are powerful and important. Caring is communicated when I use a child's name; I make an immediate connection. I've been having some struggles with one child in this area. I have Hannah and Anna in my classroom. Too many times, I call Anna by the wrong name. I know what her name is; my brain just popped out the other name too quickly. I've made it my mission to get through each class time and not call Anna the wrong name. It's hard (for my old brain) but the effort is important.

Listen as much (or more) than talk. Listen to what the kids say... and what may be lurking behind the words. I strive to remember what kids tell me. When they talk about their pets or siblings or whatever, that is important information. Remembering shows caring. Often I'll note recurring themes in kids' drawings and paintings. I can say something like: "I know you like to draw pictures of your baby brother. Is that who you are drawing now or are you drawing someone else?" Now I know what you're going to say. I shouldn't label drawings or guess what is being drawn. I agree with that and I usually encourage the child to talk about what she's doing. But if I get the same answer repeatedly over the course of several weeks and this picture looks remarkably like previous ones, I'll offer this comment to show that I've been paying attention. Then, regardless of what's being drawn, I can encourage and listen to conversation about the baby brother - making another vital connection.

Sometimes I think the social and emotional learning environment is almost more important than the physical environment. Okay, the room must be clean and have something in it for engaging experiences. But the atmosphere of the room--how the room "feels"--is tied to the relationships that have been forged and the emotional state of the adult. Kids feel welcome in a caring space.

Do you care? Can they tell?

"Did You Know That This Is a Lamborghini?"

2012-01-26T09:32:00.001-06:00

What do you do if you have cars and blocks? Make garages and roads of course!

A garage where cars park on all levels.

I love the color arrangement of these cars in the garage.

"10 cars. 1 drove away."
"How many now?"
"9! 8! 7! 6! 5! 4! 3!..."

Boys contently built, rearranged, rebuilt. No conflicts or arguments. Kids can work together and solve cooperative issues without constant intervention from an adult.

Something else I learned? A Lamborghini can jump all the way to space!

You May Not Know the End

2012-01-25T09:40:00.001-06:00

A few weeks ago I wandered by the easel. I saw a child working on her painting. Intrigued, I stopped and watched for a few minutes (and snapped a photo).

My attention was required elsewhere (or I just wanted to see what other kids were doing) and so I left the artist to her work. A while later, she called to me that her painting was done and she left the easel to wash her hands. I went to move her painting to the drying area. When I saw it, I had to snap another photo.

This completed painting looks nothing like I imagined it would when I saw her working. The outcome was completely different from what I expected, from what I could see during the process.

As I reviewed my photos again and discovered the during/after paintings, a new "rule" popped into my mind.

Just because we see the beginning...or what it looks like during the process...doesn't mean we know what the end will be.

I have discovered this time and time again in kids' play/work and in their thinking. Often they surprise me with where they end up. What I thought would be a house or a table setting or an arrangement of 10 objects turns into something else completely. Just because I saw the beginning or the middle didn't mean that I knew the end result.

The same is true about the kids themselves. Many times we adults like labels. And so often we are quick to use them. We see a kid who is quiet or more solitary and tag him as shy or a loner. We think that he may have trouble later making friends and end up as a lonely hoarder in an apartment somewhere. We see a kid who is bouncy and active and label her inattentive or "one that won't sit still." We think she may become an athlete but will have trouble in academics. The angry kid will become a dropout and probably commit a crime at a young age. The one who recognizes letters is so smart and will probably excel with advanced degrees. And so forth.

But we're just seeing the beginning, the early years. We don't know the end. The child is still in process, still developing and growing. So much can happen to those rough edges or early skills. We cannot predict achievement (or lack of it) by seeing what kids do now. Sure, these years are important foundations in their lives. But we cannot know how a child will turn out by the way he acts today.

I have some great kids in my classroom. They come in all different personalities and with all kinds of interests. They learn in so many different ways and excel with different skills.

And I need to nurture and listen and comfort and welcome. I need to look and marvel and suggest and help. I need to enjoy the beginning, supplement the process, and let the end take care of itself.

Learning That Rocks

2012-01-24T04:39:00.000-06:00

This week I watched some kids with the rocks and digital scale. I added a basket with some notepads and pencils, just in case someone wanted to record their observations.

Add a rock, then another, then another.

Keep adding rocks, one at a time.

But if you keep doing that, rocks will begin to fall off.

"I have a bowl," I said. "Would you like to use it?" Yes!

"What's this number, Mr. Scott?"

"I have some paper if you want to write anything down." Okay! Let's write down numbers.

What happens if we add the pens? (I noticed that one boy would add one pen, take it off, add it again...just to see if the numbers would be the same.)

Now note pads!

Note pads make the bowl too full. Let's add pencils, instead.

We wrote lots of numbers.

When our observations were left on the table, our friends saw what we did and decided to do it, too.

We had such fun with numbers, we even painted them.

I was reminded that kids learn about all kinds of things...at the same time. These kids were exploring numbers, weight and mass, balance, cause and effect. They learned about math and science. There was some writing in there. Relationships and cooperation were being explored. I heard lots of commentary about what was going on. Kids would come over to observe and then move on. Once a child wrote the numbers in a digital format...2s with straight lines instead of curves. We even talked about a Bible story of a man who used a stone for a pillow.

Learning of all kinds...going on at the same time. Activities for kids can encompass a variety of skills and skill levels. Letting kids explore lets them build on their own knowledge, share that knowledge with others, and gain knowledge from others.

And I said very little during the entire exploration process. (Just as it should be!)

The Chief Danger

2012-01-20T13:09:00.001-06:00

"The chief danger in life is that you may take too many precautions." ~Alfred Adler

I read this quote this week. It reminded me of risky teaching, a recent theme that has been playing in my head. Teacher Tom often talks about it. Deborah of Teach Preschool mentiones it as well. Tim Gill's posts often involve it. And many other bloggers address it on some level. In fact, I've blogged about it myself from time to time.

But I realized today as I was thinking about this: risky can be different for every teacher. I've known this, at least on some level. I did hit on this idea somewhat last week in my Still Learning post. But today this idea leapt to the front of my brain.

For some teachers, allowing children to explore paint in free form is risky. They haven't done that before. I've encountered teachers who think it's risky to let kids move around the room freely, choose what to do, choose when to leave and move on; that seem chaotic to them. Level of risk depends on experience and, perhaps, temperament. Some teachers work to plan many precautions, working to make sure that risk is as low as possible.

I want a safe environment. But I agree with Adler's statement above: too many precautions are a danger. A danger to what? Exploration... imagination... creativity... learning.

I'm learning to be a more risky teacher - and to release some of those precautions. Risk for me often involves trying things that I don't know or plan the outcome. Sometimes it fails, like with my rope light. (We're going to try that again soon.) Sometimes it becomes a great success, like using sand outside the box. Sometimes, it's just releasing some control and saying yes to a child's idea, like allowing a counting activity to turn into a construction project.

Risky teaching - it allows kids to grow...and teachers, too. What's a risk you have recently taken...or would like to take?

"And a Splat of Peach"

2012-01-19T11:45:00.000-06:00

I've written before that one of our favorite things is our easel and using the dry erase markers there. We were doing that again this week.

I walked up to the easel while boys were working there. I overheard: "And a splat of peach. Someone threw it there." Intrigued, I said something like, "Did you say peach?"

"We're making a dirty window," they said.

"And that's a splat of peach?" I asked, pointing to an orangy area. They nodded.

I watched the boys draw dirty windows...and clean them.

Over and over, they repeated this task.

I wondered about this particular idea. I never know exactly where kids get their ideas.

I'm thinking that our squeegie eraser caused them to think about cleaning windows. But it doesn't matter where the idea came from. I just enjoy hearing and watching them.

And if you need some windows cleaned, I know some guys who could do you a pretty good job.

Literacy Ideas from the Blogosphere

2012-01-18T12:36:00.010-06:00

One thing I love about teaching young kids is that reading/writing/literacy are a part of all we do. My kids print words when we're playing grocery store. We add random letters (or meaningful letters) to drawings. We jot down ideas on clipboards as we play and explore. We increase our vocabularies as we talk about what we are doing.

I was looking back at some of the blog ideas I've saved (on Evernote, not Pinterest!) and discovered a few that are great literacy ideas. I'm looking for ways to incorporate these ideas into our classroom.

Totally Tots: Eye Spy Letters
This idea is great for recycling and repurposing. I like discovering different versions of the same letter, an important reading skill. (It's still an A even if it looks different.) I could also see creating whatever words I wanted on my computer. Using different fonts would give you the same effect. (And who doesn't have used folders lying around. Check out a friend's office if you need some donated!)

Pink and Green Mama: Letter Writing Center
We have a writing center. I can see this becoming part of that...or its own center...or as a substitute for our general writing center for a time. Everything about this center is great–the letter-addressing sample, the photo address book, the cool stationery, everything. And I think using the priority mail box as storage container is genius! Understanding that writing is meaningful and useful is part of literacy learning. And sending letters to communicate with others is a great way to develop skills.

Teaching 2 and 3 Year Olds: Journals with 3 Year Olds
These journals look like so much fun. The simple line-drawn shapes as starters. The free availability so kids can use them anytime. The freedom of expression. Experimenting with writing and creating marks on paper are important steps in literacy development. I think I need some journals. Now.

Delia Creates: DIY I Spy Books
My kids always seem to enjoy the I Spy books from Scholastic. I've often thought about making my own but never done it. This post shows that it can be done. And learning visual discrimination is an important skill for reading and writing. Maybe I'll gather some of that stuff I have and begin to create some for my class.

Child's Play Music: Water Play, Music Play, & Children
This post blew me away and I just had to share it (just in case you didn't see it). Wait, you say. This post is about music...and about science. But auditory discrimination is important for learning language. Language is key to literacy. (See, I can make it work!) If you want to enhance literacy with this activity, encourage kids to write or draw their observations as they experiment.

A few more links to add to your collection - wherever you keep it. Now I'm off to find some metal bowls to add to my stuff!

Why I Collect Stuff

2012-01-17T12:16:00.000-06:00

This week I decided to try another experiment. I put some of my lids, some empty coffee containers, a few other empty containers, and some cat food bowls (donated by a friend) in the blocks center. My only instructions - "You can use these if you want."

Here's what I saw...or at least what I could get photos of...that happened there.

One of each kind of lid

Just exploring the containers was interesting

Do you see the lids inside this construction?

We're making collections.

Drums!

A collection of collections

We even got in a little sorting

Sometimes I wonder if it's worth it to save lots of lids or random containers. Sometimes I wonder if I need to totally clean out my garage and get rid of this stuff.

Then I see why I save it. I wonder if I should rent a storage locker for more stuff??

"Love Is Ultimately the Only Answer"

2012-01-16T19:04:00.000-06:00

"I know that love is ultimately the only answer to mankind's problems. And I'm going to talk about it everywhere I go. I know it isn't popular to talk about it in some circles today. I'm not talking about emotional bosh when I talk about love, I'm talking about a strong, demanding love." ~Martin Luther King, Jr.

I read this quote today in Teacher Tom's blog post. It's not a quote I remember reading or hearing before. It's a quote that has stayed with me throughout the day.

Strong, demanding love. Love that sees beyond barriers or differences.

I want to live that kind of love...but I must admit that sometimes it's hard. Maybe I don't struggle with loving someone of a different race or color. But what about someone of a different political opinion. Or someone who makes much less or much more than I do. Or someone younger or older. Or someone who is just irritating.

Strong, demanding love. Love that sees beyond attitudes and circumstances.

As someone who interacts regularly with young kids, I also run into instances that may challenge that love. The child who won't sit still or stop talking. The child who won't talk or who wants to just watch. The child whose brain works differently and acts differently. The child who does "it" one more time.

Strong, demanding love. May God help me live that love with the children and the adults I encounter every day.

Still Learning

2012-01-13T07:11:00.019-06:00

I enjoy blogging. I enjoy sharing my thoughts and reflecting on my ideas about teaching. I especially enjoy connecting with others throughout the world - and learning so much from others. As I sat here thinking about posting today...wondering exactly what I should ponder on...I decided to look back through the blog archive, back toward the beginning of my blogging journey.

In a post from May 2009, I found this statement--
"I cannot just depend on the familiar. When I do that, my teaching becomes rote and stale. I need to seek challenges and different ways to communicate Bible truths. And choose new ways to involve and engage boys and girls in learning."

I think this sums up my hopes and philosophy for this blog and for my teaching. I don't want to become stale and rote. I want to learn more about myself and about teaching. I want the foundation (brick by brick) to become strong and secure. And now I'm not talking about kids' foundations but my own. I realize that I'm still forming my ideas and concepts. Some things that I felt were very important have become less so. Some ideas that I would have never thought of in the past are now becoming more and more a part of my practice.

Being open to something new is what I encourage in my kids. It's also something I want to encourage in myself. That way I know that I'm still learning, still growing, still adding bricks to my teaching foundation.

And I've learned to allow different perspectives to have room in my broader teaching vision. I have teaching friends that would never paint at the easel every week or offer a glue gun to a 5-year-old. That's fine. They are discovering their own teaching journeys. I know some teachers that pile on the glitter. It's great if they want to use it; I just choose other ways to make messes. I read or talk with teachers who have differing opinions on using food in the classroom or making crafts (more product-oriented art experiences). I certainly have my own opinions about these matters (especially glitter). But I keep my mind open to learning from others. Even if I don't do things in the same way, I can still learn from the overall process. After all, I can grow as a teacher even if I don't do the exact same things.

My one word this year is choose...and this is a place to do that. So I choose to approach teaching like I encourage my kids to approach learning. Open to new experiences. Trying out ideas. Experimenting as I go. And looking to others for inspiration.

Thanks for hearing/reading my ramble. I welcome your thoughts (or links to your thoughts) below. I promise to hear/read your words. After all, how can I keep learning if I don't choose to listen?

"Uh, That's Not What I Planned for You to Do"

2012-01-12T07:33:00.001-06:00

Today I read a great post on Imagination Soup about convergent vs. divergent thinking. (Imagination Soup has a couple of posts about this. Check them out...after you leave here of course!) That post coupled with Teacher Tom's post about art exploration made me ponder on my insistence on open-ended activities throughout my classroom.

Open-ended? Those are activities that allow kids to decide when an activity is over. And how the activity should be done. I often provide activities with some idea in mind of what the kids can do. But then they can always adjust and change it with their own ideas. They turn counting activities into a construction project. Or use chairs to create a car. Or turn an art exploration into a sorting activity. Or create a two-story house in an unusual way. And that's okay.

This week I put out the stamp pads and some foam stamps. I didn't have a particular idea in mind, just allow them to explore the bird and flower stamps. (And leaves and hearts.) We also put out a pencil so kids could write names on their pictures when they were complete. (That way, it's easier to make sure that everyone gets his own work in the easiest way possible.)

Kids worked in their own ways. They printed their names on their stamped pictures.

"It's a pattern."

I heard my favorite words. "Mr. Scott, look. I colored in the space." T had used the pencil to color in the white space on his stamped leaf. I marveled at his divergent thinking and he went back to the table.

A few minutes later, I visited the table again. C was using the pencil to draw details in the picture he created with stamps.

"Two birds in trees. One bird on the ground."

T was just sitting there, watching. Not unhappy or anything. Just sitting. I found this behavior unusual. Then an idea hit me.

"Are you waiting for the pencil?" I asked. He nodded. "I can get you another pencil," I said.

He took it happily and began to fill in all the white spaces in his stamped images.

I found this intriguing. In fact, I even thought (to myself): "That's not what I planned for you to do with those pencils. Isn't that so cool?" I never even thought about using the pencils to add to the stamped pictures. But they did.

So often I've seen teachers who have a preconceived idea about how something should be done. And they "strongly encourage" kids to do it the teacher's way. That really grates on me.

Open-ended activities and a "yes" attitude can lead kids to think in lots of different ways—divergent thinking. After all, there's more than one way to use a pencil with your stamped picture.

Twists from the Blogosphere

2012-01-11T09:38:00.000-06:00

I love to put a twist on a familiar idea. Here are three "twisted" ideas from the blogosphere that I want to use this year.

Teaching 2 and 3 Year Olds: Ziplock Baggie Painting
This post is a different take on ball/marble painting. We've marble-painted in an oatmeal box and on a large canvas, but a ziplock bag is a new idea for me.

Crafty Crow: Discovery Bottles
The link on Crafty Crow shows a variety of discovery bottles but I love the one featured. Chenille stem pieces and a wand magnet is a fun idea.

Deep Space Sparkle: How to Make Painted Paper
We love to paint...and we have cut up old paintings to use in collages. But I like the idea of painting paper in lots of different ways and incorporating that painted paper into other projects.

If It's Not What You Want, Change It

2012-01-10T09:40:00.001-06:00

This week we were using our doll "house" and furnishings. I watched the play throughout the morning.

The play began as it usually does. Kids began deciding where furniture should go and played out typical scenarios.

Then I noticed something else had happened. Some block building had been happening near the house. But then the blocks became part of the house.

There are no outside walls with my set so the boys created the walls themselves. I think it is pretty genius.

At one point, this was described to me as a prison. I guess because you couldn't get out. There was a prison bench and a movie room. (Don't ask me; I don't know.) A small block served as the TV...then was replaced by a larger one since it was a movie room. I guess guys like big screens even in their play.

Later still, play developed in a new direction. Apparently the boys decided they wanted a two-story house instead of just one level. Here's what I found.

This great house even comes with a slide so you can get from the top floor to the bottom one. (I guess you climb up the slide to get to the top floor.)

This project developed without any input from an adult. Sometimes I would make observations about what I saw happening (like Teacher Tom's narration). But all of the ideas in these pictures are direct results of the kids and their play. The activity was fully collaborative most of the time; at least, I assume so. There were at least 3 boys involved in what was happening at all times. I didn't hear any of the discussions - and apparently didn't need to hear any of it.

I don't know why but I am continually amazed by the ideas these kids have and the things they accomplish. I would never have thought to create a two-story house with this set.

I like the fact that they adapted and created just what they wanted. They had a few ideas and developed them fully. Exploration...critical thinking...problem solving. I hope they don't lose those skills as they grow older.

Here are a couple of previous posts about our house and furniture set.
Tornado
Expecting Them to Be Boys

I got my set at Kaplan but they don't have it anymore. I'm sad. I just wonder what they would create with more walls and stuff!

My Favorite Words

2012-01-09T11:48:00.000-06:00

Yesterday I was reunited with my class. We haven't seen each other in a couple of weeks due to the holidays. We had a great time. In fact, I overheard quite a few gems—

A boy was stamping and drawing with a pencil. His paper got a small hole in it. His comment: "This is definitely not a masterpiece."

A boy asked: "Can we make something from this (drawing) paper?" I told him that he could. He folded and drew. "I made 'E' a paper DS," he said. (It looked just like a Nintendo DS game system.)

A group of kids were working in the dramatic play center. Then I heard: "Yay! The girls are now in charge!"

I listened to one girl indignantly explain how her mother had taken things from the girl's Christmas stocking because her mother "wanted more stuff than she got in her own stocking."

"Are you married with her?" one boy asked me and pointed to Mrs. Cindy. When I said I was, he smiled shyly and whispered, "I did NOT know that."

I love hearing kids talk and watching them work. But yesterday I heard my very favorite words...words I hear just about every week. "Mr. Scott, look!"

And every time I look, I see something wonderful. Carefully printed words. An intriguing construction. A drawing or painting. An exploration of a new idea. An interesting action or movement. A collection of unusual items.

Yes, those are my favorite words. "Mr. Scott, look." Achievement, exploration, connection, relationship--all summed up in three words.

I am a lucky man.

My Personal Favorite Posts of 2011

2012-01-06T08:03:00.001-06:00

Last week I counted down the top posts on Brick by Brick in 2011. Today I thought I would list two of my personal favorite posts.

1. The Power of Yes - "The power of 'Yes, you can' helps children test their ideas, stretch their understanding, and grow. The power of Yes helps TEACHERS test their ideas, stretch their understanding, and grow."

I think that saying "yes" to kids is a powerful way to allow them to explore their ideas. It makes my teaching more risky and more fun.

2. I'm Not Allowed to Use That - "We used our glue guns again this week to make frames as gifts. We made frames last year and it was a big hit. I anxiously prepared the materials, afraid that if I got too excited I would have another experience like my rope light fail."

Using glue guns with young kids always excites me and makes me think of other exciting possibilities when kids are given chances to use "dangerous" things. (Even if some of my friends think I'm a little crazy.)

For more about risk vs safety, read Deborah's post on Teach Preschool about finding balance between safety and exploration outside.

Countdown of most popular 2011 posts—
#1 & #2 #3 & #4 #5 & #6 #7 & #8 #9 & #10

Favorite Things: Trays

2012-01-05T09:00:00.001-06:00

A few years ago I purchased a set of trays from Discount School Supply. I had been ~~stealing~~ borrowing cafeteria trays from the church kitchen off and on for a while and decided that I needed my own trays.

Then I started reading Irresistible Ideas for Play Based Learning. Sherry and Donna regularly posted about making activities look attractive so I would occasionally use my trays to try and create enticing arrangements. (I've not yet reached the level of Sherry and Donna, though.)

But these trays have become some favorite tools in my classroom.

We use them to contain art supplies.

Or as part of a still-life display.

We use them to finger paint.

Or as a landing pad for other painting and stamping activities.

We use them for materials in the blocks center. (And other centers.)

And to hold games to play on the floor.

We used them recently in our "sand out of the box" experiment.

These trays have been great to have on hand. I can always pull them out to complete an activity. These have definitely become a favorite.

How do you use trays in your classroom?

One Word: Choose

2012-01-03T17:50:00.001-06:00

The new year always brings about a time of reflection. I reflect throughout the year, but when January rolls around, I have to take stock. Of course, I have resolutions or intentions or whatever to make some changes in my life...changes that need to be made and the new year is a time to jump in and change them. (You can read my anti-resolutions in yesterday's post.)

I read Christie's post about one word for the year (on Childhood 101 blog). Then on the Handwritten blog, I followed a link to One Word 365. I began to think about what my one word could be for 2012. What word could sum up what I'd like to accomplish and how I'd like to live? So I decided to select a word to remember and "guide" me this year.

My one word: CHOOSE

All the things that I want to change involve making a conscious choice - choosing moving over sitting still; choosing healthier food over junky stuff; choosing enriching activities over TV; and so forth. Being intentional and not just doing things by default. In the Bible, Joshua 24:15 states: "Choose whom you will serve." I will intentionally choose this year.

I've even discovered over the last month that I choose my attitude. I can be angry or frustrated or not. I can be sad or not. Now, sometimes those feelings are right and appropriate. But I don't need to camp there. I can acknowledge the anger or frustration or sadness and then choose to put it in perspective. And if I need time to be angry or sad for a while, I can choose that, too. (I just should not choose to project that onto others and cause problems.)

Choose is such an important word for my classroom, too. I can choose how to react to those circumstances. I can choose to be thankful for what I have and not wistful (or worse) for what I don't. I can choose to learn from things and not yell about them. Choose is a powerful word.

Choose is a powerful word for my kids, too. Included in my one word is my commitment to allow my kids to choose. They can explore and experiment. They can choose to use what I have supplied or not. They can choose to create or not. They can choose.

This is the year of CHOOSE for me.

Do you have one word for this year?

Anti-Resolutions

2012-01-02T07:11:00.002-06:00

I read about anti-resolutions on the Write Anything blog. Anti-resolutions are things you resolve not to do in the upcoming year. So, here are some of my anti-resolutions for the classroom.

1. I will not tell people that glitter is the root of all that is wrong in the world. (And I still will not use glitter.)

2. I will not go beyond the limit of 2,000 when saving paper towel tubes or cardboard boxes.

3. I will not make my classroom too safe or try to save children from their own experimenting.

4. I will not make kids follow my thinking or my agenda and make them abandon their own ideas.

5. I will not plan things for the kids to do without intention.

6. I will not be afraid to fail.

7. I will not blame the children when the classroom is not running smoothly.

8. I will not have a quiet classroom. (But I will not forget those who are quiet learners.)

9. I will not use items for their intended purpose.

10. I will not make fun of my friends who are addicted to Pinterest. (I'm still resisting!)

11. I will not stop learning.

(Thank you, blog friends, for what you have taught me this year. I look forward to a great 2012 learning with you.)

Top Ten of 2011 - #2 and #1

2011-12-30T08:00:00.001-06:00

This week I'm reviewing the posts most visited during 2011. New posts will resume next week. Merry Christmas and Happy New Year!

#2 - Favorite Things: Oil Drip Pan and Magnet Shapes

I've had more comments and interest in this idea than anything else on Brick by Brick. I'm sure it would have been number 1 if not for the book study blog party (see below). And it's a post from January - almost a year old and still gaining readers. The oil drip pan magnet board is one of my favorite repurpose ideas. If you're looking for a larger magnet board, I'd suggest you head to a discount store or auto store and get one.

#1 - Literacy Beginnings: Chapter 3

This was my first hosting of the book study blog party organized by Vanessa at Pre-K Pages. This post discussed the inquiry process, part of the play foundation for literacy. So many people were interested in the book study that this post vaulted to number 1 for 2011.

I'm surprised at some of the top ten. And some of my favorites are not among the top ten. And that's fine.

In the comments, feel free to note a favorite post that didn't make the top ten. Or let me know something you'd like to see on Brick by Brick in 2012.

Good-bye 2011!

Top Ten of 2011 - #4 and #3

2011-12-29T08:00:00.000-06:00

This week I'm reviewing the posts most visited during 2011. New posts will resume next week. Merry Christmas and Happy New Year!

#4 - Straws in the Blocks Center

I've been experimenting with unexpected or unusual things in the centers. This was one of those experiments. The kids had fun using the straws with pails and then with their structures.

#3 - Sand Out of the Box

I'm glad that one of my favorite activities made the top ten posts. This was an experiment that was wildly successful. I probably won't choose this method every time we use sand but I'll definitely use it again. Sometimes taking a chance pays off.

The countdown finished tomorrow. What will be #1?

(Today's my dad's birthday. Happy Birthday, Dad!)

Top Ten of 2011 - #6 and #5

2011-12-28T08:00:00.001-06:00

This week I'm reviewing the posts most visited during 2011. New posts will resume next week. Merry Christmas and Happy New Year!

#6 - Marble Painting with a Friend

We love to paint - we paint almost every week. This is a fun, less messy, and cooperative way to paint. You can do it with younger kids - tape the lid on and the mess is even more contained.

#5 - Water Bottle Collages

I saw this idea on the Teach Preschool blog. (Thanks, Deborah!) It expanded my idea about collages and I was able to engage some kids that don't usually like to "create something." And it used items that would normally be thrown away - so I got to reuse and recycle!

Come back tomorrow to see what's next on the favorites countdown!

Top Ten of 2011 - #8 and #7

2011-12-27T08:00:00.000-06:00

This week I'm reviewing the posts most visited during 2011. New posts will resume next week. Merry Christmas and Happy New Year!

#8 - Make Me Feel Important

"All children in our classes want to feel valued, that someone cares about them. They want the approval of adults. We teachers have a powerful impact on the lives of boys and girls. I think that three things are vital to showing our care to kids." This post reviews ways to build relationships and convey value to kids.

#7 - Maps and Highlighters

Kindergartners literacy skills are developing in many different ways. Providing a variety of writing items and paper uses those developing skills for more learning. Maps use symbols to convey meaning. Highlighters write without covering up what's already on the paper. This post examines how kids used those materials in my classroom.

More countdown tomorrow.

Top Ten of 2011 - #10 and #9

2011-12-26T08:00:00.001-06:00

This week I'm reviewing the posts most visited during 2011. New posts will resume next week. Merry Christmas and Happy New Year!

#10 - Literacy Beginnings: Chapter 7
Last summer I participated in the book study blog party organized by Vanessa at Pre-K Pages. We read this book and took turns reviewing the chapters. If you missed that experience, I hope you'll follow some of the links. This particular post (my second turn to host the book study) focused on building strong oral vocabularies...and the conversations I have with kids.

#9 - Quiet Learners
Do you have any learners who are quiet and thoughtful? Who often prefer to play alone? This post gives some tips for supporting those types of learners.

Countdown continues tomorrow.

What's been your favorite post of 2011?

Merry Christmas!

2011-12-24T04:21:00.000-06:00

And Joseph also went up from the town of Nazareth in Galilee, to Judea, to the city of David, which is called Bethlehem, because he was of the house and family line of David, to be registered along with Mary, who was engaged to him and was pregnant.

While they were there, the time came for her to give birth. Then she gave birth to her firstborn Son, and she wrapped Him snugly in cloth and laid Him in a feeding trough--because there was no room for them at the inn.

In the same region, shepherds were staying out in the fields and keeping watch over their flock. Then an angel of the Lord stood before them, and the glory of the Lord shone around them, and they were terrified. But the angel said to them, "Don't be afraid, for look, I proclaim to you good news of great joy that will be for all people: today a Savior, who is Messiah the Lord, was born for you in the city of David. This will be a sign for you: you will find a baby wrapped snugly in cloth and lying in a feeding trough."

Suddenly there was a multitude of the heavenly host with the angel, praising God and saying: "Glory to God in the highest heaven, and peace on earth to people He favors!"

When the angels had left them and returned to heaven, the shepherds said to one another, "Let's go straight to Bethlehem and see what has happened, which the Lord has made known to us." They hurried off and found both Mary and Joseph, and the baby who was lying in the feeding trough.

(from Luke 2:4-16)

I pray that your family would experience the peace and joy of the Christ Child this season.

And I look forward to connecting with you in 2012.

A Break and a Look Back

2011-12-23T08:00:00.000-06:00

I'll be out of pocket next week for the holiday. I hope your family has a wonderful Christmas and a restful time between Christmas and New Years. I'll be visiting my family (and my wife's family) so I won't be online as much.

I'd read on another blog (I can't remember where) about using a break to review the top posts for the year...so that's what I decided to do.

Each day next week, I'll spotlight two posts that are among the top ten visited posts on Brick by Brick.

I'll be back with fresh posts and more reflection in 2012.

And I want to thank you again for reading my blog. Your comments and insights help me be a better teacher, a better listener, and a better advocate for kids and play.

We're Still Using Our Paper Strips

2011-12-22T08:04:00.000-06:00

We had paper strips out to decorate the tree. We had them out again the next week and created lots of chains. This week I put them out again. I did not put out the staplers; instead we had glue sticks and scissors. I thought that might lead to a different kind of creating.

But apparently we were not finished exploring paper chains.

I use staplers instead of glue sticks when encouraging construction since the staplers allow for instant permanency. With glue sticks, the circles sometimes come unstuck and must be held (or more glue applied) so the chains will stay together. (Also staplers are one of our favorite things, a real tool to use!)

This chain grew really long...and was a pattern.
I'm sorry I didn't get a photo of the completed one.

I suggested that the strips could be cut and glued to other paper, but chains were still the main attractions.

Then, something else occurred.

"The place where Jesus was born"

We've had a lot of fun with strips but I think we'll retire them for a while. I think we've just about exhausted our chain exploration. (And we've used up almost all the strips that were cut.)

I wonder what we'll explore so thoroughly next?

Up Close and Personal

2011-12-21T06:13:00.002-06:00

Have you ever suddenly seen past experiences in a new light? Maybe it's my reflective nature - I'm always thinking and pondering about things that I've done or experienced. But recently I had one of those "aha" moments. Or at least I gained new appreciation for some things.

First, I read Janet Lansbury's post about the Easily Forgotten Gift. Then I read Teacher Tom's post about Love Bites. Both are really great posts and if you haven't read them, I would recommend you go and do that - after finishing this post, of course! I nodded and smiled as I read those posts. I agreed with them and the comments that were made. Then I began reflecting.

Last week I helped with a Christmas party for a group of 4-year-olds. It's always good for me to interact with kids younger than I normally teach. I see the differences in behavior (and sometimes appreciate more the maturity of my 5s!). This group of 4s was very curious about me. I was asked many questions: How old are you? What color is your car? How do you like your water? How old are you really?

As the time was winding down, Mrs. Cindy asked me to sit on the floor with the group and play a game (while the other adults got things ready to send home). Normally when I sit on the floor with the 5s, the kids sit close to me and we talk. When I sat on the floor with the 4s, they sat VERY close to me...and then on me. They touched my arms, my knees, my shoulder. A couple wanted to rub my beard (and did so without asking first). I was a Jungle Gym for a few minutes until I could get things a little settled and start a guessing game. It's been a while since I've been climbed on like that.

In light of the posts above, I begin to see this experience for what it was. Kids were trying to connect with me in the best ways they could. They were wanted me to pay attention to them and connect with them, too. I wasn't upset with what happened; I knew it was to be expected in a group of preschoolers. But, upon reflection, I began to see how special it was...what a gift those kids gave me as they welcomed me into their group.

Sometimes things that adults look at as irritating or bothersome are really kids working out how to interact in social settings. As adults we've had lots of practice relating to others (and sometimes we still muck that up!). Preschoolers have had limited experience and want to connect in personal ways. So a little beard rub might just be the way to connect to a new person, to let him know that you are interested in him.

I've even learned to appreciate the (seemingly) constant chorus of "Mr. Scott, look! Mr. Scott, play this with me!" in my classroom. Even though it may seem irritating and incessant, it's really the sound of love and acceptance. All packaged in tiny hands and tiny voices. I am blessed.

It's a J. Or Is It?

2011-12-20T07:30:00.001-06:00

This week I put out the J stencils and the dot painters. I made the J stencils last year by cutting a die-cut J in cardboard rectangles. We're using J since we were talking about the birth of Jesus.

A couple of kids colored some J shapes. Others created their own pictures without the stencils. Then H said, "I'm going to make a candy cane."

I love that H colored the stripes. Then she drew the cane around the stripes. And made the stripes longer to fill in the cane.

"This way is J...and this way is a candy cane."

When kids get hands on experience and freedom to create, they make all kinds of fun discoveries.

A Homemade Gift

2011-12-19T08:17:00.000-06:00

Every year we give out kids a bag of small gifts - small toys and trinkets that don't cost a lot but encourage kids to play. (There's usually a candy cane or other candy, too!)

This year I saw these "I Spy" ornaments on the Craft Snob blog. When I saw them, I knew these would be fun additions to our gifts. I went to Hobby Lobby to find the ornaments mentioned on the Craft Snob blog. But I couldn't find them. So I went in search of something else to use. I found some small plastic bottles that seemed perfect. I bought shredded/scrunched paper as filler.

I then wandered through Hobby Lobby, finding small items to hide in the bottles - jingle bells, small ornaments and lights, pinecones, and various sequins. I also used red chenille stem pieces bent into "J" shapes (to remind kids of Baby Jesus).

I worked for a couple of hours assembling these bottles. I was really pleased with the results. The bottles are the perfect size to turn and look through - and the perfect size to fit into our gift bags.

I put a couple in the room this week for kids to use - so they would know what to do with them at home. I really liked these even more than I thought. And I'll definitely make them again for gifts.

(I also liked these ornaments by Play at Home Mom.)

Independent Thinking

2011-12-16T08:27:00.000-06:00

I put a few tools in the blocks center. Much of the play is what you may expect.

But N decided to go another route. He built around individual tools.

Why? I don't know. But then again I don't need to know. This was his thinking, not mine.

I love to see the unique ideas that kids have.

New Experiences

2011-12-15T13:58:00.000-06:00

Today I've had two experiences with something new.

First, my wife bought me a new gear shift knob for my truck. I know, big deal. But actually it was. All the way to work today, I kept thinking, "This isn't right. I don't like this new knob." The new knob is metal, different from what I had. It's colder than the other one. It's a slimmer shape so my hand fits on it differently. (It's just wrong!) Why did I get a new knob? The old one was loose and moved up and down and sometimes completely off. Once I knocked it off while I was driving. (And it rolled around in the floor until I could stop and retrieve it.) And the insert on the top has completely disappeared. I needed a new one. The new one is great. Except it's wrong because it's not the old one. I was familiar with the old one.

Then, this morning I did something I've never done before. I taped some segments for the Kids Ministry 101 TV monthly webcast*. I was so nervous. When asked, I debated about whether to do it or not and had almost decided not to do it but Mrs. Cindy said, "I think you should do it." So I agreed. All day yesterday and all night last night I kept wondering why I agreed. And then I would wonder why I wanted to back out. After all, I encourage kids to try new things, so why shouldn't I.

I think I was so anxious because it was a new thing...something I had never done before. I didn't know what to expect. After some prayer I decided to just go for it. I may fail but I had to try. Now that it's over I realize that it was pretty fun. And, if asked, I would do it again. (And probably get a little nervous again but that's just how I am!)

Now...you know this isn't just about me...I am a reflective thinker after all. I did think about kids and introducing something new or making changes in something. So kids go along. Some kids buck against it. But...if I have build a strong relationship with kids...if I prepare kids for the change or at least explain what's happening...if I allow kids to show the natural reactions of a little anxiety or unease...then the something new can become a great experience.

Sometimes a new thing works well (like the glue guns). Sometimes a new thing falls flat (like the rope light). But new experiences are important because that's how we grow...kids and adults.

Now, if you'll excuse me, I'm going to go drive my truck around so the new gear knob can become just right. (And I so appreciate my wife to taking care of this...even if it doesn't feel just right yet.)

*I'm not sure when the webcast segments will air; sometime in early 2012. But you can bet I'll let you know when I know.

Paper Strips Redux

2011-12-14T08:13:00.000-06:00

We had lots of paper strips left over from our Christmas tree decorating last week. The kids weren't very interested in them then. So this week I put the strips and staplers out with the writing box. No expectations or instructions. Just added the materials to the crayons, markers, and paper that are normally available. This week the strips drew interest.

I didn't suggest anything. Some just drew on the strips. Some stapled the strips together in cross shapes. One boy made a circle with a strip and slid it onto his wrist. But when the first child began to make a chain, everyone at the table became interested.

I still have some strips. I think this week they will appear in the writing center with scissors and glue sticks. Maybe we'll make cards like these cards on Camp Slop. Or not. That's the exciting part. I don't know what they'll do - or if they'll ignore them again. I love to see what kids come up with!

(Check out this post about paper chains at Weeds in the Garden. Now that's a paper chain!)

"I'm Not Allowed to Use That"

2011-12-13T08:26:00.008-06:00

One of my favorite bloggers is Teacher Tom. He continually challenges my thinking and inspires me. Some of my favorite posts on his blog are about allowing kids to take risks and to do things that seem "unsafe" (at least as many adults would define that). I think the post that initially jarred me to do something different in this area was his post about white glue vs hot glue gun. I went out and purchased glue guns for my class immediately after that post.

We used our glue guns again this week to make frames as gifts. We made frames last year and it was a big hit. I anxiously prepared the materials, afraid that if I got too excited I would have another experience like my rope light fail. I laid out the colored craft sticks and plugged in the glue guns. I arranged foam stickers and put out a cup of water. Then I waited.

The first kids in the room jumped right into the activity. I told them that the end of the glue gun was hot and so was the glue. Then I had to clarify that the glue coming out of the glue gun was hot, not the glue stick in the back. (They are literal and take what we say at face value.) They put dots of glue on the corners and stuck the sticks into a square shape.

Then the foam stickers went on, as few or as many as the child chose.

They took their frames over to Mrs. Cindy who helped them mount a picture, glue the picture to the frame, and add magnets. (No pictures of this step.)

One girl told me, "My mother says I'm not allowed to use that."

"It's okay to use it here," I told her. "I'll stand right here if you need help." She didn't. I want to respect her mother's rules but we often do things in the classroom that she probably wouldn't do at home. And, if she had insisted she wasn't allowed, I would have let it go.

"I touched the glue," one boy said to me.

"It's hot, isn't it?" I said. He nodded. "The water will help it feel cooler." He dipped the finger a couple of times and turned back to his work.

One or two others brushed against the glue and had to take a quick water dip, but no one was upset or even concerned. The boy who had mentioned it to me seemed frustrated with himself that it had happened. But he shook it off and finished what he was doing.

I love the wonky frames that the kids create. This is probably the most "product" oriented I ever get regarding art activities. But each one is different, expressing the personality of the child. Some are covered with stickers; some have a few stickers; one even had no stickers.

These are ones from last year.
I didn't get a pic of the completed ones this year.

And we get to use the "dangerous" tool!

Some Christmas Links

2011-12-12T14:35:00.000-06:00

This week we tried cutting snowflakes from coffee filters. This group of kids just liked the scissors and didn't really get into cutting snowflakes. They tried but just couldn't get into it. (I didn't really get photos of their efforts. It was a busy day.) Kids in last year's group loved it. And they really worked to get it just right (by their own standards). Check out the pictures of last year's snowflakes. I'd still recommend this as a fun activity for winter or Christmas.

Here are a few other favorite posts from around the blogosphere with some Christmas ideas—

Peppermint Play Dough (PreK + K Sharing): I love to make play dough, but I have not made any peppermint play dough. I think this would be a great sensory experience...or a great gift for kids.

Handmade Pine Tree Holiday Cards (Frugal Family Fun Blog): These are so simple and so cute. I think a batch of these would be fun for kids to make...or for an adult to make to send to kids.

Christmas Bow Magnetic Play (Teach Preschool): Everything that Deborah has been doing with her class this month has be fun and inspiring to me. I love the idea of magnetic play with bows. Don't you just have a stash of used bows that you didn't want to toss? Now you have a use for them!

Christmas Door (Getting Messy with Ms Jessi): I love the idea of creating a handprint tree without all the stress of putting hands in the "right place." And I can see this idea translate into lots of other applications, too - not just Christmas trees.

Paint Chip Ornaments (StrongStart): Another simple idea with few resources. Kids could make them as gifts to give...or these would make fun gifts or bag tags for kids.

There are a lot of great ideas all over this year. I just don't have time to do them all!

O Christmas Tree

2011-12-09T07:23:00.000-06:00

This week we participated in our new tradition - decorating the classroom tree. We did this for the first time last year. And I was surprised as I often am by the differences between groups of children.

We put out paper strips, staplers, and chenille stems. This year we added some paper shapes.

The paper shapes dominated the kids' attention. They drew and worked on them. They threaded chenille stems through to hang them. All in all, fun and engaging.

One boy decided to use a paper strip instead of a chenille stem for a hanger.

Last year making chains was the favorite activity. This year a few short chains were made. We even made a few different designs with the paper strips and wedged those on the tree, too.

But most of the kids ignored the paper strips. What was so engaging and exciting last year barely registered this year. A reminder that I need to keep focused on what the kids are interested in...and adapt activities to meet those interests. I also need to keep bringing out different things to engage their thinking in different ways. Those paper strips will be back this month, just begging to be stapled. We'll see if the kids develop an interest in that or find new ways to use them.

"O Christmas tree, O Christmas tree, How lovely are your branches."

I've Been Reflecting Again

2011-12-08T07:26:00.001-06:00

Don't you love blog posts that start with a disclaimer? Well, this one does and here it is. This post is not intended to bash any group, award, or fellow blogger. The more I thought about this, the more I felt I needed to write about it (and the more doubts I had about writing it). Now that I have you wondering what's coming, let's get to it.

I've been reading a rash of posts about the short lists for the Edublog awards. I've voted for some of the great blogs in the running. I'd encourage you to head over there and vote yourself (after finishing this post!). Some of my closest blog friends are nominated...and all are worthy contenders. I am so excited that many early childhood bloggers are included among the lists. And yet...I've been feeling a little envious and a little left out.

Now...this post is also not a veiled (or not so veiled) attempt to garner compliments or praise...or criticism or advice. I'm not trying to get people to tell me great things (or not so great) about my blog. I don't blog for awards or for ego-building. I blog for the community and for the interaction with other people interested in young children and helping them learn and grow, to share ideas and to learn.

But those feelings of doubt and being left out are there under the surface. As I thought about my own feelings, I began to reflect on preschoolers and classrooms. (You knew that was coming, didn't you?) After all, I'm a grown adult with a range of experiences and a (somewhat) mature brain that can understand what's happening. What about young kids who don't have these things yet?

Do we as teachers create similar feelings in kids? Do we, by uplifting some, push down others? Lots of issues are tied up in these things...extrinsic vs intrinsic motivation, giving everyone an award for fairness, recognizing true achievement, and so forth. I'm not trying to start those debates. I'm just thinking and reflecting.

I've chosen not to give stickers/trinkets/other things to reinforce behavior or reward work. I try to offer words of encouragement rather than praise, and lead kids to talk about what they are doing rather than talk about it myself. I want kids to be excited about what they've done and what they've accomplished, regardless of what other kids can do or how adults may value it. Building a tall tower, painting every square inch of the paper, printing a new word—all of these can be great accomplishments. All involve perseverance and concentration. All are worthy goals to undertake.

Encourage kids. Ask them to tell you what they're doing. Listen to their words...and maybe what lies underneath. Watch kids. But don't save them. Offer kids interesting materials and interesting activities. Allow them to use their own ideas. Think about ways to encourage and uplift...without adding to the doubts they may already have about themselves and their abilities.

And allow me to say to each of my blog friends - I so appreciate your words. Daily I am inspired by what you write. Sometimes I discover a new idea. Sometimes I find an old one rekindled. But always I am amazed by the men and women who care for kids and want to help them learn and grow. Thank you for allowing me to be a part of your journey...and thank you for joining me on mine.

(I almost deleted this post a couple of times. I thought maybe I was just whining. Well, here it is.)

Notepads and Sticky Notes - Redemption

2011-12-07T07:09:00.001-06:00

Yesterday I blogged about the disinterest in rope light in the blocks center. Sometimes things happen that way.

In fact, this isn't the first time I've posted about an experiment or idea that was virtually ignored. Remember the notepads and sticky notes? After I had those items on a table for a couple of weeks, I moved some of them to the writing box - just added them to the mix and didn't even mention them.

Since that time, I have seen a few pages of the notepads or sticky notes make their way home among the mix of other drawings and writing. Then this week I saw these sights at the writing table.

The notes have become just another tool, another choice. Kids are choosing how to use them...and when to use them. They are using them in fun ways, expanding their ideas and incorporating new ones. Just the way it should be.

Rope Light FAIL

2011-12-06T06:49:00.000-06:00

When I came across this post about rope light from Teaching 2 and 3 Year Olds blog, I knew I had to try it. I purchased rope light from Walmart and waited for the right time to use it.

This week, with our talking about Christmas and all, I thought it would be the right time for rope light in the blocks center. I put it out with the blocks and letter blocks...and excitedly waited for the kids to come and use it.

C came over and asked, "What is this?" I told him that he could use the lights in his building or with his building. "I'm making a Christmas building," he said and began work.

After a little while, he tried to place the lights on top of his walls but could not get it to lay straight. "Do you need something to help you?" I asked. "Is there something we could use to help you use the lights?" (I was thinking of tape but wanted him to suggest it or suggest something else.)

"Oh," he said, "I know." He began to build columns inside his building.

He ended up building four or five stacks of cube blocks. He talked about needing them for the ceiling and for the lights...but never used them. He moved on to other things after a little while. No one else even showed interest in the rope light.

So my exciting and unusual material fell flat! It was a bust! And I'm okay with that. Of course, I had to reflect on why that happened. Here's what I was thinking:

(1) We had some other interesting things in the room at the same time. We had stamp pads and stamps to make cards; we were making ornaments and decorating our small tree. Kids were just interested in other things.

(2) My builders were not there. The boys that usually "live" in the blocks center may have enjoyed the activity but they were out.

(3) The rope light was too new. Now that I've introduced it, it will be more familiar next time. They may be more inclined to use it now that they've seen it.

(4) Another day, another reaction. The kids change from week to week so another week this could be the most attractive and exciting thing in the room.

(5) Maybe this group just isn't interested in this. Maybe another group of kids will really engage with it.

This experience reminds me that sometimes an activity is not a failure...it's just not the right activity at the right time. I don't need to brand an activity or experiment a failure just because it didn't work the first time (or the most recent time). I need to try things again and again, in the same way and in different ways. After all, I'm learning as I go just like the kids.

And we will be having rope light again in the blocks center. It's still a cool activity!

Draw How It Sounds

2011-12-05T07:14:00.001-06:00

Have you ever had an experience in the classroom that makes you want to shout "Yes!"? That happened to me this week.

After reflecting on Teacher Tom's post about still life for all the senses, I thought we would try drawing sounds. I put out several rhythm instruments, markers, and paper.

When kids came to the table and began to explore, we mentioned that they could draw how the instruments sound. Some created sounds. Some drew what the instruments looked like.

I walked up to the table where J was working. I said, "You may also want to draw how the egg shaker sounds." He had a thoughtful look on his face. He shook the egg shaker gently and then began to gently tap his marker, making tiny dots.

I did almost shout. I was so excited. "Are you drawing how it sounds?" I asked, working to keep my voice even. He nodded and circled the small dots.

Whatever J's choice, I would have been satisfied. After all, it is his drawing...his expression. But I was excited because I saw him consider something he hadn't thought about before.

J playing an egg shaker...with the sound it makes.
(The orange circle represents the sound.)

We'll definitely explore drawing other senses in the future. Thanks for making me consider something I hadn't thought about before, Teacher Tom!

Relevant

2011-12-02T06:16:00.005-06:00

Recently I put out an activity I've done in past years. We have an alphabet gameboard from old curriculum. We also have two sets of cards, so kids can sort them onto the gameboard.

I added cards with the kids' names...so we could sort those two. Names are powerful learning tools. (And the kids loved the names in the bowl a few weeks ago.) Over the course of the morning I noticed something interesting. The kids only sorted the names. They weren't interested in sorting the other cards. I brought the game to group time. We sorted the names but they lost interest when I tried to use the other cards, too.

Of course, I kept pondering this phenomenon. Other kids in the past had sorted all the cards equally. What was the difference? Why did the kids only want to use the names?

Then it hit me. The kids had a connection with the names - those words represented their friends and themselves. The other cards were just random (at least from the kids' perspective). The names were relevant to the kids' lives.

As I plan things for kids to explore, I need to keep this in mind. Yes, I want to provide experiences that broaden a child's understanding and help him discover new things. But the materials I offer, the activities that lead to learning, must connect with the child's life. The stronger the connection, the more real the learning, the more that learning will stick with him.

This also showed me that homemade or purchased doesn't make any difference. The name cards were just names printed with marker on pieces of index card. They weren't colorful and slick like the other words. But they had a connection to the homemade cards and not the other ones. Relevant trumps fancy any day.

How do you make things relevant - things that connect to your children's lives?

Responsibility and Routine

2011-12-01T07:06:00.002-06:00

Every week, when time for activities is up and it's time to get ready for our group learning time, we clean up. Now, I think it's important for kids to do some/most of the work for cleaning up--at least the parts that are appropriate for kids to do. Kids pick up blocks, put away dishes, place puzzles pieces in place, return paper to the writing box. Being responsible for materials is an important part of life in a community.

Each year my group of kids do a good job in putting away materials. But this group of kids are already very proficient. They put away materials and straighten the centers. And they also clear tables and want to put materials in cabinets, too. They are champion cleaners.

We also follow a predictable routine. We have activities. We clean up. We gather chairs and take them to the same area of the room. We make a semicircle. We enjoy learning together. Our routine is predictable but flexible and varied. Although I've had some other struggles with this class, I've felt that our general schedule and ability to work together has been going well.

Cindy and I were out of town last week for the holiday. Some substitutes took care of the class for us. Cindy was talking to one of the subs, asking how things went while we were out.

"Did they help clean up?" Cindy asked.

"Oh, yes," she replied. "They knew exactly where everything went. And which things went into the bag" (for us to take home).

Then the sub said the kids told them where to sit and what to do next. When both of the subs sat in the circle, kids said that wasn't right. (Cindy usually sits behind the kids so she can be ready to help anyone as needed.) The kids knew the routine and how things were supposed to flow.

I felt a little worried that I had been making things too structured...but realized that it was not too structured, just predictable. Comfortable.

I remembered the Montessori quote about success being kids working as if the teacher does not exist. And that's what they were doing. I wasn't there but the community was continuing as it should. And I'm okay with that. In fact, I feel successful.

Experimenting with Still Life Painting

2011-11-30T06:57:00.001-06:00

We love painting. We have painting almost every week, usually at the easel. But we paint in other places, too.

We've experimented with still life painting in the past. This time we had a pumpkin, some gourds, and Indian corn for a fall arrangement.

Offering some items to view can inspire painting in many different ways.

Some of us used the nature items as color inspiration.

Some of us painted representations of what we saw.

Some of us enjoyed the arrangement while we painted our own ideas.

Painting is poetry that is seen rather than felt, and poetry is painting that is felt rather than seen. ~Leonardo da Vinci

Blogs and Awards

2011-11-29T07:22:00.016-06:00

Nominations for the Edublog Awards are all over the blogosphere. I've enjoyed reading about all the blogs that have been nominated - and I love so many of the blogs mentioned. (And some of my very gracious friends included me in their nominations. I am so humbled and honored to be mentioned.)

I've been pondering which blogs I may nominate, realizing that I cannot nominate some of my favorites since they nominated me. And, as so many others have mentioned, how do you choose from among so many great bloggers? So, I decided to take the coward's way out - and just create my own "awards" so I can mention whomever I want. So I give you my own "Bricky" awards.

Insomnia Award - Teach Preschool
I don't know how Deborah gets everything done that she does; I think she never sleeps. She teaches preschoolers, blogs regularly on her blog and contributes to other blogs, tweets and posts on her great Facebook page, makes TV appearances, and encourages so many other bloggers. She's amazing and an inspiration. (And the queen of all social media!)

Risky Award - Teacher Tom
From the first post I read, I felt a kindred spirit with Tom. Through his posts, Tom has encouraged me to take more risks - allowing kids to do more and try more, trying new things and seeing things in new ways, pushing my own ideas into edgier directions. He always inspires me to think and reconsider positions, risking established "truths" in my mind to build greater understandings. (And I'm sure we wouldn't have had kids using glue guns without Tom.)

Cheerleader Award - Irresistible Ideas for Play-Based Learning
Sherry and Donna have inspired me with their wonderful blog. And they are tireless at connecting with other blogs and encouraging fellow bloggers. More people are aware of my blog because of them...and I'm a better blogger because of their encouragement.

Fresh Air Award - Let the Children Play and I'm a Teacher, Get My Outside Here
Both Jenny and Juliet make me long for outdoor spaces filled with kids. I always get great insights from both of them about how the natural world leads to great learning.

Deep Thoughts Award - Not Just Cute and Aunt Annie's Childcare
Both Amanda and Annie have inspired me to think and rethink...to read posts and reread them. I love Amanda's post Intention Deficit Disorder reminds me to think about the why behind an activity and to be purposeful. And Annie's post Stop Saving Me, You're Holding Me Back reminds me to rethink how I interact with kids and their work. I return to these posts (and many others of these bloggers) often.

Reuse/Repurpose Award - Kreative Resources
Leeanne is a champion garage saler and recycler, creating resources for next to nothing. This blog helps me focus my D.S.D.D. into more productive ways.

Guys Award - Males in Early Childhood and Look at My Happy Rainbow
I enjoy reading about Greg's and Matt's adventures in teaching young children. And I'm always glad to connect with other male teachers.

Visuals Award - Preschool Daze and Frugal Family Fun
I would visit each of these blogs just for the pictures...but the words are pretty great, too.

Go-To Award - Pre-K Pages
Vanessa's blog is one of my go-to's for activities and information. Her site is a great place to visit and spend some browsing time.

Most Enthusiastic Award - Rainbows within Reach
Debbie is the most enthusiastic person I've ever met read. Her own blog is a lot of fun and she's the driving force behind the new collaborative blog Pre-K and K Sharing.

Fun Award - Child Central Station and Little Illuminations and Getting Messy with Miss Jessi
Amy, Ayn, and Jessi show classrooms full of fun, energy, and learning. I love to see what they were up to. And I do "borrow" a few ideas for my own classroom.

Outsider Award - Education Rethink and Brainzooming
By "outsider" I mean a blog that doesn't specifically connect to preschoolers or young children. John at Education Rethink is a teacher, but he teaches middle schoolers. He blogs about education reform and other related topics. He challenges me to think and often makes me smile. Brainzooming is a business innovation blog. I enjoy reading about innovation and creativity - and try to apply those thoughts to what I do with kids and in my everyday life.

Well, that's a lot of awards...and I still left some of you out. Thank you, blog friends, for all you do to help kids and teachers. This post is long but could never fully contain all the appreciation I have for your daily inspiration. If you type your thoughts about kids or teaching and launch them into the blogosphere, I thank you. Together we create a wonderful learning community.

Unusual Things in the Blocks Center

2011-11-25T06:53:00.002-06:00

This week I'll be posting links from the blog archive about blocks and the blocks center.

My kids love to play in the blocks center. We've had some unusual items to use in the center. In a previous post, I talked about having fabric with the blocks. Here are some of my other favorite unusual things we've had in the center.

Straws and Small Buckets - Kids played with the straws and buckets independently and added the straws to a building.

Index Cards - Simple index cards can add some different dimensions to building.

Chenille Stems and a Colander - The kids incorporated the materials in their structure and created things with the chenille stems alone.

Thanksgiving

2011-11-24T06:49:00.003-06:00

Happy Thanksgiving! I hope this day you are able to be with friends or family, with whomever you love.

I hope you get to spend time pondering and thanking God for what you have. I am so fortunate and have so many blessings.

Last year I wrote about things I thank God for. I'm repeating that post here.

I am thankful for flowers and all of the beautiful natural world.

I am thankful for a place to live.

I am thankful for my family.

I am thankful for food.

I am thankful for a car to drive.

I am thankful for my friends.

I am thankful I have money to have what I need.

I am thankful for my wife.
(These are her hands; she won't let me post her picture.)

I am thankful for hands...and a fairly healthy body.

I am thankful for doctors...and others who help us in our community.

I am thankful for my blog friends.

I am thankful I can teach boys and girls.

Math in the Blocks Center

2011-11-23T07:17:00.002-06:00

This week I'll be posting links from the blog archive about blocks and the blocks center.

We can use the blocks center as a place to practice and develop math and counting skills. Here are a couple of activities that we did that reinforced math concepts.

How Many Blocks Long? - Kids used the blocks as unstandard measures to see how long/tall they were.

Counters - My stash of lids found their way in the classroom again this past week. I placed them in a center to be counters - along with some cube blocks, counting chips, and "jewels" from an old board game. (Of course, the kids created a structure instead.)

Favorite Accessories in the Blocks Center

2011-11-22T06:34:00.003-06:00

This week I'll be posting links from the blog archive about blocks and the blocks center.

My kids love to build and love to use all kinds of things in the center. Here are posts that have our favorites in the blocks center.

Tape and Cars - We love to make roads with tape - and drive the cars long the roads.

Furniture and Family Figures - We like to play out family. Both boys and girls enjoy this in the blocks center. And sometimes we even have a tornado.

Animals - We sort animals. We build zoos.

Clipboards and Tools - The kids trace blocks, draw buildings, and use tools.

Fabric with the Blocks

2011-11-21T07:14:00.000-06:00

I put some pieces of fabric in the blocks center. I thought the kids may create tents or similar structures.

The kids were busy elsewhere so it took a while for them to discover the items.

"You could use the fabric as you build," I told them. They began to experiment.

Another boy saw what was happening. "What are they doing?" he asked. He went to investigate and to play as well.

They wrapped blocks in fabric pieces. They built on top of the fabric. They created towers alternating blocks and fabric.

I overheard one say, "I need more fabric" as they played. I was reminded how easy it is to influence words and play.

(Note: For the rest of this holiday week, I'll be posting links from the blog archive about blocks and the blocks center.)

Inspiration from the Blogosphere This Week

2011-11-19T19:04:00.001-06:00

This week there were several posts that used repurposing and recycling ideas - two of my favorite things.

Frugal Fun for Boys: Make Your Own Cardboard Tube Marble Run - "We have been saving paper towel rolls and other items for quite a while now so that we could make our own marble run!" A great way to use a variety of materials to create a marble run.

Centers and Circle Time: Using Cereal Boxes in Preschool - "A few days ago I noticed I had a some left over cereal boxes. I thought I'd share with you some ideas to incorporate cereal boxes in your class." Puzzles, bookmarks, books and journals - you can do all kinds of things with cereal boxes.

The Imagination Tree: Play with Junk! - "Rummage through the recycling box and pull out some boxes, tubes, milk jugs and whatever else takes your fancy!" Let the kids' imaginations run wild with ideas for using recyclables and making stuff.

I love to repurpose, recycle, and reuse materials for fun, learning, and play.

PreK and K Sharing Blog

2011-11-17T09:56:00.002-06:00

Have you heard about the new collaborative blog PreK and K Sharing? It's a collection of teachers, parents, and others who blog about "child-centered, child-directed, genuine play-based adventures." The goal is to have 30 different contributors, all blogging about young kids from different perspectives.

Today is my first post on the blog. I'm blogging about play and repurposing stuff - two of my favorite topics. Check out the first posts of other contributors, too. We're going to have a great time talking about teaching, playing, singing, moving, and so forth.

Surprise

2011-11-16T07:20:00.000-06:00

I walked over to the writing center this week. I found someone working hard to practice the letter R.

My favorite part - the lines she drew for her own manuscript paper. I love these surprises.

When an Activity Takes a Turn

2011-11-15T07:09:00.002-06:00

On the table were materials to make collages. B approached the table and began to glue shapes.

"Hey," he said, "this is a dolphin."

He dug into the shapes. "Here is a hand. And another hand. Here is a gold airplane. This one is silver."

Then it happened. This art activity turned into a math/puzzle activity. B sorted the shapes into piles. He compared sizes and colors of shapes.

"Look at this," he would call repeatedly. "Here's another one."

I've often commented on letting kids choose how to do an activity, encouraging them to follow their own ideas as they work. Over time I've seen a puzzle activity become a building activity and a dramatic play activity become writing. But this is the first time I've seen an art activity take such a turn.

B went on to create a collage with some of the shapes he found. But even if he had not returned to "my plan" the activity would have been successful. He practiced sorting and categorizing. I learned more about him and his interests.

Flexibility and open-ended play are important components to teaching. Insisting on my own ideas does not further learning--theirs or mine. I love to see play in action, even when it surprises me.

(We had purchased those shiny shapes from Discount School Supply.)

What's In That Bowl?

2011-11-14T07:24:00.002-06:00

A bowl of shredded paper sitting on the table. "What is this?" he asked.

"Names of you and your friends are hidden in the paper," I said.

He searched and searched, finding name after name, but not his own name.

"Your name is in there," I reassured him.

Finally, the last name was his. A huge grin spread across his face as he held it up.

Another boy had a different method for finding names.

At this point, my kids recognize their names and most of the other kids' names. We play games with names and think about what names begin with.

Using names immediately connects kids to an activity. Names are powerful.

More Math Play

2011-11-11T08:07:00.001-06:00

Yesterday I posted about the math mats we used. Kids can discover all kinds of math concepts through play. Here are a few recent posts about math play.

Sorting Pumpkin Seeds (Teach Preschool) - Deborah's kids explored pumpkin seeds in a variety of ways. They sorted colored seeds - I like the idea of coloring the seeds.

Measuring Play Dough Inchworms (Teach Preschool) - Deborah made some homemade rulers for her kids to use. The homemade rulers are new to me but I like how flat they are so the inchworms lay easily on top of them.

Sorting Fun (Nurture Store) - Kids can sort all kinds of things I like the collection of objects that Christie used for sorting. The shadow box sorting box is a cool idea, too.

Making Maths Sticks (I'm a Teacher, Get me Outside Here) - Juliet is creating quite a collection of measuring sticks. I think I need to go searching among the trees near my house now.

Here are a couple of favorite math posts from Brick by Brick--

Our Math Routine - Exploring math in different ways - sorting, grouping, measuring, counting, writing numbers.

How Many Blocks Long? - Using nontraditional measurement to discover our friends' height/length.

Rocks and a Scale - Weighing and recording our observations

Add in a Little Math

2011-11-10T07:49:00.000-06:00

When planning last week, we were trying to think of a game/puzzle to add to one of the tables. Since we were talking about David the shepherd boy, we wanted to use our small farm animal figures somewhere. I remembered the math mats from the SEEDS Network...and decided to add a little math to our day.

Of course, I told the kids they could choose what to do. Some just played with the animals. Some sorted them. Some counted them out.

The other day I read about someone visiting in the classroom to see math in action. "I'm sorry," the teacher told her, "but we did math yesterday."

"That's okay," the visitor said. "I can see them do math today as they play." (I'm sorry but I don't remember where I read it. I'll add a link if I can find it again.)

That's why I love using play in the classroom. Math, reading, writing, science are all mixed as kids experiment and explore. I can play something to emphasize a particular skill or concept. But I must allow kids to develop their own understandings in their own ways.

Kids are learning all different subjects at once, mixing and mingling concepts as they grow in understanding. After all, isn't that the way life is?

"I Have That Book"

2011-11-09T08:03:00.004-06:00

This week we were talking about a Bible story of David. I printed David and posted it on the easel.

One girl came to the easel and began to paint. "I have that book," she said.

I was a little confused. She had been painting in silence. We had not been talking about anything so I wasn't sure what book she was talking about. I glanced at the easel and saw the name at the top.

"You have a David book?" I asked. She nodded. "The book where he gets in trouble?" She nodded again.

"I have a David book, too," I said.

"I have all the David books," she said. She continued to paint throughout our conversation.

(I did tell her that the David we were talking about was not the one in her books but a different David.)

I didn't think anything about our exchange at the time. But, later, as the incident came to mind again, I marveled at how significant it was. This girl has looked at a group of letters that formed a name. She recognized that the name was the same as one in some books she had. That's an important milestone in reading and literacy. Recognizing letters and words in different contexts shows that her reading ability is growing.

So often I miss these significant events. I'm glad I was able to recognize this one, at least after the fact. I will definitely need to look for ways to build on my kids' emerging literacy.

(Haven't seen the David series? Check out No, David and others by David Shannon.)

Building Letters

2011-11-08T07:19:00.000-06:00

Two kids stand in the blocks center, looking at what is on the floor. Cube blocks, our lids, some checkers from an old game, and letters made from tape.

"You can build the letters, putting these things on the tape letters," I said. "Or you can use the materials in another way."

They began to cover the letter shapes, each working on their own letter with their choice of materials.

We've outlined letters before, but this was the first time for this group. They worked on it for quite a while.

After their work, they left to pursue other things, leaving some of the letters covered. A few minutes later another boy came to inspect the materials.

"You can cover the other letters," I said. "Or you can build something else." He began work.

This particular boy likes to work alone. The cube block formed the base of his building but the checkers came in handy, too.

After a while, he knocked down his building. Now it was time to sort the materials, putting them back into their various containers.

Through this activity, kids explored literacy concepts, math concepts, spatial concepts. And, since the word spelled the name of a person in our Bible story - we explored those concepts, too.

Play is so important for kids' development and learning. A classroom should allow kids to experiment, using materials in their own ways.

On Their Own

2011-11-07T07:49:00.000-06:00

The girls began their play in the home/dramatic play center. All the usual stuff was there - dolls, baby care items, dishes. "I'm the mom," said one. "And we're the sisters," replied another. I pointed out that dogs and pet care items had been added. They nodded. I moved to assist at the easel.

I overheard a few comments from the center but play continued there as it usually does. A couple of guys joined in the family play. I would wander over just to quietly observe and then I would move to other places in the room.

As I was taking another painting from the easel, movement caught my attention. The girls were dragging chairs from the table to an open space next to the home center. They borrowed another chair and added the rocking chair. They created their own "car."

A few weeks ago we had a car in the home/dramatic play center. In fact the car grew to a minivan. Now these girls were creating their own car, recalling play from earlier and creating what they needed to accommodate their play. "We're all teenagers!" one told me.

Last week I posted included a Maria Montessori quote about the greatest sign of success - that kids begin to work as if the teacher doesn't exist. Well, this week I saw that happen in a big way. The girls didn't need me to create their car; in fact, they didn't even ask me if they could do it.

I like to see this kind of play. Kids are feeling comfortable in the learning environment to create and use their own ideas in play. They are learning that they can experiment and reconfigure the space to meet their needs. In some ways, they are acting as if I didn't exist. Guess this means I need to see what I can do to challenge them and take their learning even further.

(Of course, their acting as if they don't need me also makes me feel a little sad. But that's a different blog post!)

Inspiration - The Play Edition

2011-11-04T06:33:00.000-05:00

I'm a strong advocate for play - letting the kids learn through exploration, investigation, and fun. So I was glad to see these posts this week.

Regarding Baby - What Is Play?: "Play is the way children naturally explore, and the way they gain and practice skills they will use for their whole lives. BUT play is not done to attain any reward, or end goal. Children gain pleasure from engaging in play, and this reinforces their desire to play more." (This post is full of great quotes.)

Not Just Cute - Build Executive Function: "The good new is that many researchers believe that these self-regulation skills can be increased through practice and experience. Perhaps the better news is that this often takes the shape of play!" (This post has great information and great ideas to put it into practice.)

Hands On: As We Grow - 30 Days to Hands on Play: "Learn to play with your kids! Ideas to get you out of the regular old routine. The rest is for you to decide." (This post is really a series of posts from Hands On: As We Grow and The Imagination Tree, a challenge to play every day.)

So go out and play today!

A New Tool from the Dollar Store

2011-11-03T07:25:00.001-05:00

Recently I was browsing the dollar store, looking for notepads and sticky notes for my recent writing activity experiment. Since that was the day we were also using sand, I wandered over to the kitchen utensils to see if I could find anything interesting.

I looked at measuring cups and other such things. Then I found this can strainer.

"Hmm," I thought, "we could use this as a sifter in the sand." (It's part of my sickness.) So I bought a couple and added them to the materials for the sand table.

As often happens, I had one idea but the kids had another. They used the strainers as molds. They used them to move the sand around.

They didn't use them the way I planned but I'm still glad I purchased them. I think we'll use them again when I hide things in the sand. They may use them as sifters then. But, if not, we'll still have a great time with these repurposed items.

It's Not Them, It's Me

2011-11-02T08:12:00.007-05:00

I've gotten into a bad habit. When I talk about my current crop of kids, I often joke, "This group may cause me to drop out of the classroom for a couple of years." Sometimes only half joking.

The thing is, I have a lot of fun with them. I enjoy seeing them as they investigate and build, as they try out new ideas and tell me stories. I have learned some of the things they like to do and tried to give them opportunities to explore.

The challenge comes when we get into a group. Our group learning times are becoming difficult. And I've used up all those "tricks" that usually help the group function better.

They all talk at the same time. The conversation bounces all over the place. I know this is normal for a group of 5s and allow for it...but this group is a little more excessive than others I've had.

When something is not working, I always wonder what I'm not doing correctly. Whatever is going on, it's not the kids...it's me. I always say that the kids in each group help me learn more about teaching and about young children. So, I'm working to find out what I need to learn from this one.

And I promise that I won't make that joke anymore. That joke is creating an expectation that I don't want to foster. This group is a great group of kids. They are energetic and social. They like to talk to me and tell me what they are thinking. They will listen to the stories and things I have to tell them...when I do things in a way that connects with them and their needs. I just need to keep experimenting. (And this group will be the group that helps me learn more so I will stay in the classroom for years to come!)

BTW - Teacher Tom wrote a great post about experimenting. You'll want to read it.

Going Fishing

2011-11-01T07:30:00.001-05:00

This week we did one of my favorite activities–fishing.

A couple of chairs for a boat. A tackle box with snakes and frogs. Dowels with string and magnets. Fish shapes with paper clips. Fishing nets. And, thanks to Valerie at Frugal Family Fun blog, chenille stems bent into fish. (This is one of my favorite things ever. Thanks Valerie!)

A couple of times the kids had to work out problems - those using fishing poles clashed with someone scooping with the net.

The fishing corner got a little crowded from time to time, but things worked out okay.

The tackle box changed into a holder of the day's catch.

Of course, sometimes the net "caught" a friend, like previous years' play.

In addition to talking about fishermen, we worked on conflict resolution, coordination, and cooperative play. All in all a fun time.

Greatest Sign of Success

2011-10-31T08:10:00.000-05:00

She comes into the room confidently. She says hi to me as she walks across the room and strides up to the easel. She gets the smock and pulls it over her head.

"Do you need help with the straps?" I ask.

"No." She reaches behind trying to grab the straps to fasten around her.

"If you need help, tell me," I say. I move back to my task.

After a few tries, she gets the elusive strap and pulls it around her waist, sticking the Velcro to the other strap's end. She pulls out a brush and begins to paint broad-stroked letters.

Yesterday I posted this Maria Montessori quote on the Brick by Brick Facebook page: "The greatest sign of a success for a teacher...is to be able to say, 'The children are now working as if I did not exist.'"

I am always pleased when I see kids doing things on their own - using their own ideas, taking care of their own needs, resolving their own conflicts. They are growing older and gaining more skills. They have mastered the routines and general flow of our room. They are becoming more successful.

I like to see the kids working "as if I did not exist." But I still move around and observe. I comment and question. Sometimes I even suggest. Or just play as they include me.

Because sometimes the kids work as if I do exist. Yesterday the same independent girl above called out to me. "Mr. Scott, play this game with me." She repeated it until I was able to join her in the matching game. She even helped me find a couple of matches.

Success as a teacher is seeing kids work as if I don't exist. And seeing them include me as a friend.

Our Gallery This Week

2011-10-28T17:07:00.000-05:00

In his recent post The Right Way, Teacher Tom said:

"What you do with [a] tool, where you go with it: there's no correct answer to that question. At bottom that's what we're talking about when we say, "open-ended art," or "play-based curriculum." It's a place where there is no right way or wrong way, but rather tools, materials, consideration for the other people, and time to explore."

(His entire post is really great. You'll want to go read it.)

Using open-ended activities and play is my favorite way to teach. I love offering choices and encouraging kids to explore their own ideas. And I love to see how the kids use the materials and what they will create - the same activity can yield different results. Here's what I saw from the easel this week.

As Tom said: There's no correct way to use the paint and brushes, no right type of picture. Patterns, designs, color mixing, representational art. All happened that day. And all are expressions of the individual artist.

Notepads and Sticky Notes

2011-10-26T07:00:00.001-05:00

Last week the kids discovered a notepad and pad of sticky notes in a purse and enjoyed writing and drawing. This week I created a table full of different notepads and pencils.

I did have a few takers, girls who wanted to draw and explore the materials.

But for most of the day, the table sat unused. Of course, we also had a table full of sand and the cars and masking tape out to make roads. So maybe the kids were just otherwise engaged.

As we were cleaning up to get ready for our group learning time, some of the boys went to the table and saw what was there (for the first time, I think). They asked if they could take home some of the notepads for later. I told them I would put the notepads, sticky notes, and pencils out again next time. We'll see if they use them then.

Was my experiment a failure? I think it was mostly unnoticed or at least didn't engage like other things in the room did. We'll try again. And, even if they don't use them a lot, I still have some fun notepads to use in the future. Nothing is really a failure - it's just a learning experience.

Sand Out of the Box

2011-10-25T07:07:00.003-05:00

Usually we explore sand in a box or a sand table. The kids scoop and pour the sand, all working in the same container. This week we tried something different. We put the container on one side of the table and placed trays around it for workspaces.

We had bowls, measuring spoons, combs, strainers, and rolling pins. (And a few camels for good measure.)

Kids could scoop sand from the main container and put it on their trays to work.

I found that the kids used the sand a little differently than they had in the past.

They were more intent on their work...and spent time creating and thinking about what they would do.

I've not used rolling pins with sand before, but I will again. And using the trays to let kids have their "own space" worked really well.

Sometimes trying something in a little different way--adding a little twist--really pays off.

A Gifted Man

2011-10-24T07:06:00.002-05:00

I was looking through my pictures today and found this picture. Some of my favorite gifts to receive are pictures or writings from my kids.

Then I started things about other gifts I receive on a regular basis.

A smile of recognition and a wave when seen outside the classroom.

A grab around the knees and a tight hug.

A compliment: This week I heard, "Mr. Scott, I like that shirt."

A great story about dogs or friends playing or a scrape or a birthday party.

A voice calling out "Hey Mr Scott!" as I walk down the hallway.

A noisy classroom as kids play and learn and discover. And try things in different ways than I planned.

I am such a fortunate guy. I get these gifts every week from a wonderful group of kids. What more could a guy (or gal) want?

Six Fall Activity Ideas

2011-10-21T10:06:00.000-05:00

Here are some recent fall ideas that have inspired me.

Deborah at Teach Preschool created some fun fall leaves. She melted crayons with candle warmers on small leaf shapes. I like the small size and low heat of the candle warmers for this activity. I can see all kinds of possibilities for this idea.

StrongStart blogged about using watercolors and salt to create salty leaves. The texture is great and, as you can see by the pictures, the enjoyment is pretty high, too.

Valerie at Frugal Family Fun blog listed some ideas for fall, including this idea for marbled leaves from Little Wonders' Days. These leaves are beautiful and the process is fun and unique.

Crafty Crow blogged about twig books. I've seen this idea before, using twigs as binders for books. But I like these small books, perfect for some writing practice if you can't find a small notepad anywhere.

Juliet at I'm a Teacher, Get Me Outside Here always has great ideas for using sticks, twigs, and other natural items for learning and discovery. This measuring stick intrigued me. Kids like exploring math (even when they don't know that's what it is!).

And, speaking of math, this post on Child Central Station shows kids doing math with sticks, stones, and leaves. Sometimes just a basket or stack of items encourages lots of play and experimentation. (This guest post is by Lesley Romanoff at Takoma Park Cooperative Preschool.)

(Of course, we like to use stones in our classroom, too.)

Sinking in No Water

2011-10-20T06:35:00.023-05:00

I like providing lots of different materials for kids to explore and experiment. Give them lots of different things and watch them discover how the world works. This week the kids reminded me that they don't need all the "stuff" to have great play experiences.

I put out the boats and a piece of blue fabric for water. I've put a container of water with the boats before so the kids could sail, float, and sink the boats. But this time I just put out the fabric.

The boys sailed the boats around. Several boats sunk to the bottom and had to be rescued. (I smiled when the boats "sank" on the fabric.) There were races and teams of boats working together.

I've blogged before about the power of kids' imaginations. I saw that power again this week. As kids play, fabric becomes water or tissue paper become flowers. The floor is a fertile ground for growing plants. A container becomes a spaceship and four chairs with a steering wheel become a car. Kids don't always need lots of props or materials. A few simple toys can stimulate great play experiences. Sometimes fabric is just as good as water.

But as a teacher I can go beyond just the surface of dramatic play. What can I do to stimulate their imaginations? How can I engage their imaginative skills as we talk about stories and concepts? Do I use (or encourage them to use) language that stimulates imagination?

At times I'll still bring in lots of different things to encourage kids to think and learn. After all, a early childhood teacher must have his stuff! But it's good to remember that each child brings with him tools to create wonderful play and wonderful learning. I must be willing to let him open that toolbox.

A Hit of Literacy

2011-10-19T06:01:00.006-05:00

Kids at this age seem to absorb and almost crave times to practice reading and writing. This week I had out the purses, dress-up clothes, and other things to pretend to drive to church (and other places). As the kids explored the materials, they discovered a small notepad and pad of sticky notes in one of the purses (left over from bookstore play a few weeks ago).

One boy asked for a pencil. "There are pencils in the writing box," I reminded him and pointed toward the center. "Can I get one?" he said. Of course I said yes.

He carefully printed his name on the small lines of the notepad. "Mr. Scott," he said. I turned and he held up the pad, beaming, as I read his name. Another boy said, "Here's my name." He printed his underneath.

Soon another pencil found its way to the table. Then someone asked, "Can I take a marker over there?"

At one point, the table was covered only with pieces of paper and sticky notes with marks all over them. (Sorry. I didn't get a photo of it.)

I think next week I am going to put pencils and notepads on a table with nothing else. They seem to want to use them. We always have our writing box/center with a variety of paper, markers, and crayons. But I think the notepads and sticky notes are very attractive. Maybe because the kids see teachers and parents using them. Maybe just because they like writing. I don't know. But I do think I need to make a trip to the dollar store and stock up.

I Can See the Changes

2011-10-18T05:46:00.001-05:00

I am amazed that I can already see changes in my kids. Now...they still like to all talk at the same time and they sometimes have little patience for waiting. But I can see that they are growing and changing.

For example, we have progressed in our easel painting skills. Since we paint almost every week, I can see the growth happening.

At first, we had to be reminded to wear the smock. And we painted all over the paper, just testing out the brush and the technique. We used only one color.

Later we began to paint letters in our names. But then we liked to paint over those letters, too.

Now we can get the smock and put it on ourselves.

We can paint our names...and we use two colors. "Here are two red and three purple (letters)."

A few months in and I can already see how much they are learning and doing. Maybe I patiently work as they grow even more in the days ahead. I just know we're going to get better at our group learning time.

More Car Play

2011-10-17T06:39:00.001-05:00

In our dramatic play center this week, we had our steering wheel, pretending to drive to church (and other places). The steering wheel and four chairs make up the car. The kids always enjoy this type of play.

We load up the car and drive away. This time we even loaded up the trunk.

So many kids joined in this play that we had to expand our car into a minivan.

I loved hearing the kids' conversations--

"Is this a real steering wheel?"

"Y'all be quiet. I need to concentrate (while driving)."

"I'll sit in the trunk."

"I'm driving. He's just holding the steering wheel for me."

My favorite moment: A boy went to the kitchen, got the small telephone, and dropped it in the lap of the girl who was driving. Apparently you must have a phone while driving. Hmm, wonder where he saw that?

Teachers and Kids at the Art Table

2011-10-14T10:15:00.002-05:00

I love to interact with kids at the art table...or wherever they are creating and working. No matter what the materials or the activity, there are some specific principles I try to remember (and sometimes fail to remember).

I want kids to use their own ideas. The important part of the activity is the doing--the experience. That's where kids learn how materials work and develop concepts and understanding. So, as the teacher, I must let go of my own ideas of how it should be done...and allow the ideas flow.

I want to be open to what the kids are thinking and exploring. Creating (and the learning environment in general) should be geared for kids to try their own ideas. Different children may explore in different ways. A great activity allows each child to explore from his own perspective and his own preferences. As a teacher, I can encourage a different approach.

A big part of our activities are the conversations that happen, when we talk about the art. I listen in as kids talk about what they are doing or thinking (to other kids or to me). I ask questions and talk about what I see. The best observations from me are ones that state what I see: "You are using lots of red." "I see straight lines of different colors." "You used green paint first and then purple paint on top." I can also ask questions about how they did something. As a teacher, I can listen and encourage conversations about their thinking.

Of course, sometimes I forget and comment in the wrong way. But kids will remind me what to do. As a teacher, I must constantly evaluate my own work and recommit to doing what's best for the kids, not what works best for me.

My Favorite Art Activity I've Never Done

2011-10-13T07:15:00.001-05:00

Do you have one of those ideas that you've seen and think is soooo cool? That activity that you want to explore but for whatever reason hasn't made it into your classroom yet? Well, I'll admit that I have more than one. But my absolute favorite...the one that I just haven't been able to work out and pull off yet...is tall painting. Check out the video of an artist in action.

We are definitely going to do a variation of this. Soon.

Here are links to other (younger) artists at work on this project, too.

Go Beyond the Classroom posted about making a tall painting town. Read about the extension of this idea in the part 2 post of their town.

Teacher Tom also tried out the tall paintings. His post has lots of pictures. You'll also want to read his tall paintings epilogue post.

You'll also want to check out the pictures when Sherry and Donna at Irresistible Ideas for Play Based Learning did tall paintings.

Have your tried this yet? If you have a post about it, add the link in the comments so I can see what your artists have done.

We are going to do this. I just need to get my logistics done and work it out.

Drawing Together

2011-10-12T06:51:00.001-05:00

This week I'm at the LifeWay Kids Ministry Conference. I'm leading a conference on art ideas (Art A to Z). So this week I thought I'd highlight some of my favorite past art posts.

Yesterday I listed some cooperative painting activities we've done. We've also done some cooperative drawing activities.

Using tape I marked off sections on a piece of paper. Then the kids drew in the squares to create a quilt.

We've also drawn pictures on separate pieces of paper and tied them together with yarn to create a quilt. But I enjoyed this one. We worked on it for a couple of weeks until it was complete.

And the kids enjoyed seeing it displayed in the classroom for several weeks.

What cooperative drawing activities have you done?

Group Painting

2011-10-11T06:28:00.000-05:00

This week I'm at the LifeWay Kids Ministry Conference. I'm leading a conference on art ideas (Art A to Z). So this week I thought I'd highlight some of my favorite past art posts.

We paint a lot in my class; usually we have easel painting every week. But, sometimes, we paint together as a class.

This post tells the story of one group painting adventure.

Another year, we painted a picture together. We displayed out picture for a while.

Then we cut shapes from our painting and used them for a collage, recycling our art.

I love when kids create and I love when they create together.

Marble and Golf Ball Painting

2011-10-10T08:08:00.001-05:00

This week I'm at the LifeWay Kids Ministry Conference. I'm leading a conference on art ideas (Art A to Z). So this week I thought I'd highlight some of my favorite past art posts.

In my office hangs a beautiful canvas painting. This painting was a two-step process. First we painted with marbles. Of course, since the canvas was large, we had to work together.

Our canvas marble painting post tells all the steps we did to begin to create a masterpiece.

The next week, we painted a new layer on top. We used practice golf balls and straws. This activity adjusted from my idea to the kids' idea. They just wouldn't do it "right." Instead of blowing the balls around the canvas (which was hard because of thick paint), they began to bat the balls around the canvas.

Read the post about ball painting to find out what happened at the end.

Another time we painted with marbles in pairs. Using a cylinder container, kids can roll paint and marbles back and forth to create streaked paintings. You can read about marble painting with a friend post to get the details.

I love all the different ways kids can create. And I especially like when they can create together.

More Dramatic Play Ideas from the Blogosphere

2011-10-07T06:47:00.001-05:00

So far this year, we've already explored some things in dramatic play.

Bookstore

Picnic

Family

Pets

But I feel this group will be asking for more. I explored among the blogs (and even ventured onto the dreaded Pinterest but I haven't signed up for it yet) and found some ideas to try.

The Wonder Years - Cardboard Laptops: I want to make a few of these to sue with our homemade computer, telephones, and other office play.

Strong Start - Pizza Restaurant: All these ideas are great for playing out pizza restaurant. My favorite is the play dough with oregano.

Growing in PreK - Sandwich Shop: I love the foam meat, lettuce, and so forth. This looks like it could develop in lots of different ways.

Frugal Family Fun - Flower Shop: All the flowers make this look like so much fun.

And, of course, I'll bring back fishing, doctor's office, gardening, and other favorites from past years.

What dramatic play props or activities do your kids enjoy?

When They Do the "Wrong Thing"

2011-10-06T07:25:00.001-05:00

I do read a lot of blogs about teaching and early childhood, but I also like to read blogs on other topics. After all, you never know where that great idea will come from. One of my favorite "non-teacher" blogs is Brainzooming. It's a business blog about creativity and innovation. In a recent post, they shared this video.

"Concert" Foundation For A Better Life from Matthew Williams on Vimeo.

I've seen this video on TV before, but it hit me again how great it is. On Brainzooming, they commented that leaders should encourage creativity daily (for adults and kids). And their post got me to thinking and reflecting.

What do we as teachers do when kids are doing the "wrong thing" in an activity? I don't mean using materials in a destructive manner or disrupting/preventing others from playing and exploring. I mean the times that a child takes materials and does something completed different from what we planned. Or uses the materials in a different way.

Teacher Tom recently posted about 2-year-olds turning every painting experience into finger painting. And I blogged recently about kids tearing paper when it wasn't really my plan. I guess it comes back to saying yes to kids' ideas.

We say we want kids to be creative and to think independently. If that's really true, we must be willing to allow their ideas - and not just allow them but encourage them. I try to do that, but sometimes it's easier to control the situation. So I'm taking the pledge again: I will encourage kids to explore and discover, to experiment and exercise their own ideas. That's definitely the RIGHT thing.

Our Bookstore

2011-10-05T06:18:00.002-05:00

This week we put the kitchen away and had a bookstore instead. I wondered how the kids would react. They really like to use the dishes and play out family situations.

They enjoyed using the wallets and purses...and the play money. They enjoyed typing on the keyboard.

They used the pencils, sticky notes, and note pads to make more money. And to make their own credit cards. (I didn't mention credit cards at all. It was totally their own idea.)

After a while, the "store" play started. M said, "J, go get a book and pay me." They bought books and Bibles. They haggled prices. They exchanged money. They played out real life.

My favorite moment—
B: "Pretend I have $10,000 in my pocket." (puts some play money in his pocket)
Cindy: "You have $10,000?"
B: "Yes."
Cindy: "I need some money."
B: "It's not for real. It's for fake."

Building Attributes for the Future

2011-10-04T05:51:00.000-05:00

A few months ago, I read in the Exchange Everyday newsletter a list of attributes that employers are looking for when interviewing candidates. We can help kids begin to develop these attributes in the early years.

INNOVATION

TEAMWORK

DECISION-MAKING

LEADERSHIP

TENACITY

ATTENTION TO DETAILS

EMOTIONAL IQ

FLEXIBILITY

Often the argument for pushing down academics is that kids will need it later. It's best to leave many things for later because that's when it's developmentally appropriate. But play and exploration allows us to build some attributes that kids will need later.

How does your classroom encourage kids to build tenacity or flexibility or innovation? Play!

Working It Out on Their Own

2011-10-03T05:42:00.004-05:00

We like to use the dry erase board and we often use it when we're not painting at the easel.

This week, two boys went to the board. (They asked, "Can two work here?" Of course, I said yes.)

They worked together to draw, alternating drawing and erasing. Draw. Erase. Draw. Erase. Some fun designs were created.

When I returned to the boys drawing, I found something new.

"It's a volcano, with lots and lots of lava."

"This way we don't need to erase," one boy explained to me.

I was pleased that the boys recognized that something wasn't working, at least not working as they wanted it to do. So, they created a solution. All on their own. No adult helped them think it through. No outside "judge" imposed a decision. They figured out what to do to make things work better for them.

I enjoyed watching them draw and erase, working hard to keep the line intact. Of course, if part of the line was erased, they just redrew the line and continued on.

Problem-solving is an important life skill. The classroom provides a place to practice and work out these skills. I see kids do it every week - when they want the same blocks or the last seat at the art table. I see them work out ideas in dramatic play, offering ideas and incorporating others' thoughts.

Facts and knowledge are important things, but some of these "softer" skills (problem-solving, creativity, caring for others, and so forth) are key to living in a community. I'm glad to see these kids are working to master all the skills they need for future success.

Obviously

2011-09-30T05:12:00.000-05:00

Recently I blogged about things my kids say on Kids Ministry 101 blog. And I've blogged about things my classroom friends have said in the past. But I never tire of listening for funny things or profound things that my kids say. I love to talk with them and get their perspectives.

Recently I was standing near the blocks center. H built this.

Can you figure out what she built? Make your guess before you read ahead.

I didn't ask about it. I was just watching.

But she enlightened me anyway.

"Obviously, it's a tree sandwich."

Obviously.

And some people wonder why I like to hang out with 5-year-olds.

Recognition

2011-09-29T06:15:00.004-05:00

I love blogging. The connections I've made through this experience are invaluable. Every day I learn something new and every day (or so) I get to share my thoughts. I don't blog for fame and prestige. (It's the great pay, right?) I feel so honored when someone gives recognition to Brick by Brick.

This week Brick by Brick was listed among very illustrious company as part of the Top 100 Children's Ministry Blogs by Ministry-to-Children.com. Just feeling a little excited about this and wanted to share it with you, my blog friends.

Thank you, Tony Kummar! And thank you, blog readers, for keeping me connected and learning.

"Do You Know What This Is?"

2011-09-28T05:50:00.000-05:00

I love to hear kids tell me about their creations. This year, my most inventive, creative, imaginative friend seems to be R. Every week he creates and imagines. He tells me all kinds of stories as he shares his ideas.

This week he shared these creations with me.

"These are black rocks. And the snake it eating the rocks. Now it looks like a dog. The dog eats the rocks, too."

"It's a police factory. See. The police cars are here."

I love to get just a glimpse of the creativity and ingenuity of kids. And sometimes I hope I can have just a small piece of it, too.

The Light Box

2011-09-27T05:33:00.003-05:00

I've wanted to have a light table/box for a while, after seeing my blog friends use it in so many ways. This weekend I made one to use in my classroom.

I purchased a scrapbook paper storage box because I liked the shape and size. I also liked the rim along the top so things wouldn't slide off easily. I put some tape on the back of my light so it would stay put.

I tried out the light box but the light seemed really bright through the lid. Cindy suggested some parchment paper, so I added that across the top and sealed the lid.

The light was centered on the lid (as you might expect) and left some shadowy areas at the corners. But I decided to try it out anyway. I put the box on the table with some foam letters, letter bands, and floral marbles. The kids seemed to have a good time trying it out.

(The light looks more intense in the photos that it was as we used it.)

I think I'll refine the light box, adding some additional lights to create brightness on all the top. Or try a deeper box so more light will disperse through the lid. But, overall, we'll definitely use the light box in other ways again. I'm thinking it would be fun to use dry erase markers on the light box. Hmm. Maybe next time.

Our First Graph of the Year

2011-09-25T06:07:00.002-05:00

Last week we made our first graph with this group of kids. Cindy made a grid and placed fruit and vegetable stickers along the top.

A child printed her name and checked under the foods she liked to eat.

Very simple. But a fun way to create a graph.

We learned a lot about our class. Specifically that no one likes cauliflower. :)

(And I love to see the kids print their names.)

Then and Now

2011-09-24T07:24:00.001-05:00

Sometimes I think that things are so different now than when I was a kid. (That was a long time ago!) Computers and phone aps. (Heck, cell phones.) Music and channels just for kids. Educational toys with lots of microchips. News events on television all time of day. Lots of changes.

But on the other hand, things are not so different.

Kids still use play dough.

Kids still create with Lego bricks.

Kids still drive cars along roads.

Kids still pretend and imitate.

Kids still explore and investigate.

Kids still draw pictures.

Maybe things aren't so different after all.