Not Working Is Okay Too

Woodpecker outside my classroom - banging his head

I had two weeks for Spring Break. And I had big plans. I was going to read those books that would help me in the classroom. I was going to organize my stuff in the garage (or at least make headway on it). I was going to get my home office cleaned up so I could work more efficiently. I was going to make some great center resources. And I was going to have some fun. (My mom and my wife insisted on the last one!)

So, I sit here at the end of my break...thinking about starting back to school...and realize that I was very unproductive during my break. And I'm starting to bang my head about it. Why didn't I get anything done? Why wasn't I productive?

Well, that's not entirely true. I spent most of the first week writing a research paper for my university class. Not very relaxing and not very helpful to my classroom - except for getting my permanent teaching license.

But I didn't clean the garage. I worked very little in the home office. I read for my university class...but not much other work-related reading. Well...I did read lots and lots of blogs online. And post some of those things to Evernote.

What did I do? I watched some movies. I read several other books. (Mysteries are my favorite.) I spent one entire day driving around the area with my wife...just for fun. I did some stitching.

And now, this last weekend, I've been berating myself and beating myself up for it. Why didn't I do all those work things? Why wasn't I productive?

Then...in a reflective moment...in a moment that I decided to give myself a break...I realized. Not working (when I have the time) is okay, too. In fact, it's probably better than okay. I needed some down time. It's been a hard year. Maybe a few days thinking about other things will help me be a better teacher since it will help me be a better me.

Yes, spending time making or reading or organizing would help. But relaxing and disengaging and not thinking would help, too. I needed a break...and I took one. I need to be thankful for all that "productive" time. And now get back to work!

Is it hard for you to take some relaxation time? Do you feel guilty (like I do)? I'm working on it.

Make Me Feel Important

Everyone has an invisible sign hanging from their neck saying, "Make me feel important." 

~ Mary Kay Ash

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.

Know and use the child's name. Names are the beginning point of the child's identity. Calling a child by name builds the relationship and helps the child feel that you know him and care about him. Once I was walking along behind a group of brothers. They stopped in the hall to wait for their mom. I spoke to each one, calling each by name. After I walked by, I heard one whisper, "He knows who we are." Knowing names = knowing the child. That makes them feel valued and important to you.

Know how to say the name and how to spell it. These days names are spelled all kinds of ways. (A few years ago I knew Haley, Hailey, Hailee, and Hayley.) Spell a child's name wrong and he will say, "That's not me."

Listen. It sounds so simple but often adults are busy thinking about what they are going to say instead of listening to the other person. Ask questions about things that interest the child and listen to what he says. It's important to know that "L" has a brother and a sister, "O" has 3 brothers, "J" has an older brother, and "A" has a younger sister. When you talk about a child's family (or his pets!), he knows you listen to him and that you know him. That helps him feel valued and important.

Listening also means hearing their ideas and allowing them to test out their those ideas. It means saying "Yes" or allowing something different than you planned yourself.

Teach them in ways they like to learn. Know their preferences and use them. "H" likes to measure and investigate; "G" likes activities with movement and action. "L" prefers to do activities with someone else instead of alone; "O" likes more solitary activities. I try to plan a variety of things to do and allow kids to make choices so they can all do what they enjoy and be more open to learning. A child feels like adults care about him when they provide things he likes to do.

So what? Why should we think about showing that we care for kids, that they are important to us. An environment that values the individual children is an environment that will provide optimal opportunities for learning. We can show care for kids in lots of other ways, too. How do you show kids that they are important?

Sir Ken Robinson

A few days ago I posted some of my favorite tech tools. The Internet is a great place to learn and expand your thinking. Blogs are great for that. So are online videos. The videos from TED are great - you can get ideas about all kinds of things from these speeches and presentations.

Two of my favorites are from Sir Ken Robinson. In his first TED appearance, he said that schools kill creativity. My favorite quote from this one is: "My contention is that creativity now is as important in education as literacy, and we should treat it with the same status." But lots of what he says is great. Here, watch for yourself.

His second appearance at TED is entitled "Bring on the Revolution." This one had several memorable moments for me. The highlight for me, though, is this quote: "I came across a policy statement, very well-intentioned, which said, 'College begins in kindergarten.' No, it doesn't.... Kindergarten begins in kindergarten." Here's that presentation, full of great lines.

I think Sir Ken Robinson is one of my new heroes. I discovered some of his books, so those are probably leaping to the top of my list.

Check out other stuff on TED. You can get inspired by lots of different people.

Looking Silly

Today I read Teacher Tom's archived post I'm an Idiot. As always, it triggered my thinking.

I thought about all the times I did something silly in a class of kids...and didn't even think about it. I may say silly rhymes or ponder what one of the kids would look like with my beard or make a mistake about how to do something. I may tell or laugh at incomprehensible knock-knock jokes. I may sing "Head, Shoulders, Knees, and Toes" until I'm breathless and red in the face.

And not even care about it. Until another adult is watching. (Well, not my fellow teachers. I know they understand.)

Then all of a sudden I get self-conscious. I think how it must look for a grown man to wiggle and giggle and freeze to music. I recently had this experience one week at church.

My group of kindergartners had to travel through the building. I had 15 5-year-olds trailing behind me (and in front of Mrs. Cindy) as we walked down the halls, rounded corners and maneuvered all the jags of an older building. Then we had to walk through the large empty gym (and keep some kind of order).

As we entered the gym, I said to the kids closest to me, "I wonder if we can walk and balance on this black line." I stepped on the line and stuck out my arms like a tightrope walker. I moved down the line, wobbling my arms back and forth to keep balance. Kids fell in behind me as we moved along the line.

Then it happened. A class of parents was meeting in a room off the gym. And the door was open. And the class was facing the door. I walked by a group of adults, wobbling and balancing on the line. "Oh, no," I first thought. "What will those adults think of me?" A few parents of my kids were in the classroom. Then I thought, "I hope they are glad their kids have a silly adult as a teacher." And then my thoughts were immediately back to the kids. (I usually know what the kids think of me!)

When I was younger, I would often try to censor that silliness when around other adults, tone it down to make it more palatable for adult consumption. Now, not so much. Oh, I don't break into "Head, Shoulders, Knees, and Toes" in line at the grocery store or tell odd knock-knock jokes to folks at the office. (Well, not often.) But I don't worry about looking silly. After all, I'm a preschool/kindergarten teacher. Silly is part of what I do.

They Do What I Do

A recent conversation brought back memories of my days as a director of a church weekday program. One day, the 3-year-old class teachers stopped by my office.

"We were playing our pretend game today," they said. (A quick note: In this game the teacher would name something and the kids would pretend to be whatever was named.) "In the game, we said, 'Pretend you are Mr. Scott.'" The teachers' smiles grew wide and I became very worried. What did the preschoolers do as me?

The teachers continued. "One boy stood and placed his hands on his hips. He smiled and said, 'I am so glad to see you today.'" They laughed and I sighed in relief. At least the imitation was something positive.

Since that day, I've been keenly aware of what I say and do when preschoolers are around. That experience continues to remind me that they are always watching and taking in what goes on around them...even if I do not notice it. I try to evaluate what I'm saying and doing--in the classroom, in the hallway, in church, in the neighborhood.

I think, "Is this what I want my kindergartners to do, too?" Am I speaking in ways I want them to speak to me? Do I pay attention when someone is talking? Do I listen to what others say...and respond accordingly? Do I move through the hallways like I want them to move? Do I think about how to solve a problem (and model aloud what I'm doing)? Do I make amends when I do something harmful? Do I forgive when someone harms me? Do I admit when I make a mistake? Do I try again when I fail? Do I enthusiastically attempt things (even if I might fail)?

My role as a teacher is more than planning some fun activities, putting out supplies and resources, guiding thinking and learning, and telling stories and singing songs. In fact, my example, my life, speaks louder than anything I say to children.

I'm taking another look at what I'm doing, especially in the classroom. I'm evaluating what I teach. Not so much in the activities and plans but in the way I "live out" what I teach.

Listen Up!

This week I was reminded of two important truths. First, a story.

We were cleaning up and preparing to assemble for a group learning time. "O" was close to me and had finished his tasks. "O, we need 11 chairs," I said. "Could you help me make sure we have the right number of chairs in the group?" We continued to go about our work, cleaning and assembling chairs. We gathered all the unused chairs but only had 9. Some chairs were still in use as girls finished at the art table. "Come and sit down," I told kids. "We'll get 2 more chairs when the girls come to the group." Kids gathered and sat. I talked with them about what they had been doing and so forth. I noticed "O" hovering between the group and the art table. As soon as the girls finished and moved away from the art table, he scooped up 2 chairs to bring to the group. I smiled at his persistence.

As I reflected on this later, two key reminders popped into my head. First, kids want responsibility and take responsibility seriously. O was going to complete the task that I had given him. Like everyone, some younger kids are more persistent in their tasks than others. O seems to be a more focused boy than some of the others I have. But all the kids in my class can accept responsibility and fulfill important tasks. I need to make sure I'm giving that opportunity to them.

Second reminder, kids listen to my words. When I gave O that task, I did want him to help. But my comment to him was almost off-hand, not really thought out, just spontaneous. But he listened. I should make sure my words are ones that I want kids to hear. Often I joke with the kids, saying silly or fun things. That's fine; it's a part of our class culture. But I need to make sure whatever I say are words I want kids to hear, repeat, and remember.

I am so thankful for kids like O...who keep teaching me and reminding me what a wonderful and awesome task I have as a early childhood teacher.

Jumping Off Each Other's Ideas

I put out some airplanes with the wooden blocks. "I" and "J2" were ready to jump into this activity. They immediately built an airport, a long rectangular structure with lots of open space in the middle for taking off and landing. The airport also had a handy gate that opened on the side. Planes could land in the field beside the airport and taxi into the airport.

"J2" had a plane that kept having trouble landing. In fact, it endured several spectacular crashes and would limp into the airport for repairs. After a couple of crash incidents, "I" decided that the airport needed a repair shop. So he created a circular area at the back of the airport. "J2" would take his plane to the repair area for a while and then would take to the skies again. Soon the plane could land with a few bumps, but no more crashes.

Here's the completed airport in action.

This is a good shot of the repair area.

See the wedges on this end? That's to help take-off.

You can see the gates in this one.

I was intrigued by this interplay. Together the boys decided to create an airport. One boy peppered his play with crashes. The other boy took that idea and jumped to the need for a repair area. The first boy began using the new area as part of his play. They did not discuss what should happen or how to expand their own play. They just listened to the other's ideas and adapted their own play to accommodate or fit the evolving ideas.

Preschool teachers seem to be the same. Someone posts an idea on a blog; another tries it and builds on it; someone else expands it; another takes it in a whole new direction. And together we all benefit. So many parts of the adult world compete and defend when it comes to ideas. I'm glad I can be a part of a community who shares willingly, helps unselfishly, and celebrates together. Thanks for the gifts you share with me each week.

Little Things

I read something the other day that I've been thinking about since. On Kids Ministry 101, Bill wrote: "Every big thing starts as a little something." He said that we don't know what the kids we teach will become as adults. We can impact the future by how we teach today.

I started thinking about my childhood. I remember things that my parents and other adults said...things that encouraged me or discouraged me. Little things that they don't remember but had a profound influence on me, at the time and even now.

Then I started thinking about the kids I've taught in the past. I don't know what small thing I may have said or done that impacted a child. Those small things won't stick in my memory. They are small, seemingly innocuous. But are they?

I remember a few years ago in one of my church classes. "E" wasn't a very enthusiastic attender. He came because his mother brought him. I tried to find out what he liked to do (build) and include a variety of activities that would appeal to him. He came and participated, but still wasn't exactly happy to be there. One day, as he was building, I was talking. I often try to engage children in conversation, talking about their interests and so forth. So, I began with something safe: What was his favorite thing to do in kindergarten? (Of course, build.) We talked about his school and his teacher. A seemingly innocuous conversation.

A couple of weeks later, "E" was excitedly telling me something that happened at school. He mentioned his teacher. "Mrs. Turner, right?" I asked. He stopped and appeared very concerned. "How did you know?" he asked. I smiled at him. "You told me, remember?" He grinned back suddenly. "Oh yeah."

After that conversation, "E" became a different child, much more engaged. He seemed more interested in what we were doing. He even made his mother bring him one day when she was sick. "They may miss me," he told her. (She told me.)

A little thing - listening to a child and remembering what he said. But it made a difference. I still see "E" at church from time to time. He's in middle school now. But he still speaks to me. (If only in single syllables - after all he is a teenage boy!)

I've been thinking about little things a lot lately. Are the things I'm doing making an impact in positive ways? Do my actions promote creativity and community? Or am I shutting down their experiences through some negative little things?

Or maybe I'm just thinking too much.

Photo from Flickr.com
Photographer: д§mд

You've Got the Power

My wife helps lead a preschool choir at our church. Recently she took several recycle/repurpose items to create some "environmental instruments" to use with the other rhythm instruments. She took some paper towel tubes, plastic plates, and some paper wads; children took pairs of each item to tap together and create some different rhythm sounds.

Another teacher remarked that she had brought trash for the kids to use...and her tone was an unfavorable one. Kids immediately began calling the items "trash," especially the paper wads. They used them reluctantly and quickly moved to change to something else when the time came. Weeks later, they still refer to the items as trash and want to quickly trade whenever they can. Last week, while one child was tapping the paper wads together, another child said, "He's got the trash!" The first kid immediately dropped them and wouldn't play until he moved to the next instrument.

We, as teachers, have the power to influence the kids in ways that go beyond learning. Our reactions, comments, facial expressions, and words can impact how kids feel about what they are doing and even how they feel about themselves. How I wish that teacher had enthusiastically said, "Look at what we can use as instruments. We can use things that normally would be thrown away to make rhythms and music." I think then the kids would be excited to use "trash" as instruments.

This made me think of the Spiderman quote: "With great power comes great responsibility." If an idea seems unusual to me, I should help explore it (not dismiss/reject it immediately). I shouldn't try to impose my interests and tastes on the kids. I need to help them explore a variety of ideas and develop their own unique interests and tastes.



Photo from Flickr.com
Photographer: toastforbrekkie

http://www.flickr.com/photos/toastforbrekkie/ / CC BY-NC-ND 2.0

Teaching Just By Being

Each week I volunteer for an hour or so at a local elementary school. I play games with kindergartners to help them work on skills that need a little extra practice. The class in which I volunteer is an "English Language Learners" class; kids do not speak English as their first language. They are not only learning all those important kindergarten concepts; they are also learning a new language. (And boy are they hard workers.)

A few weeks ago, we were working on syllables. The game had pictures of 1-syllable and 2-syllable words. Kids looked at the picture, identified the word, and decided how many claps we did as we said the word. (cat=1 clap; pizza=2 claps) One picture/word gave us some difficulty: EAR. The kids kept trying to use 2 claps on that word. Now, I live in Tennessee and "ear" is often said with 2 syllables. But really it is only 1 syllable.

I smiled all afternoon at the memory of 2 claps for "ear." But I also realized that, while helping them clap once, I had to pronounce the word carefully, differently than I may say it otherwise. The kids wanted to use 2 claps because that's the way they had heard (and maybe said) the word. I had to be a good example of how the word was said, with 1 syllable.

Now, apply this experience to teaching overall. The kids in that classroom--and the kids in my class at church--learn more by observing me than listening to me. They learn how to treat others by the way I treat them and their friends. They learn how to deal with frustration by the way I handle unexpected challenges. They learn that listening is as important--or more important--than talking when I attentively listen to their stories, problems, fears, and victories (and when I don't talk so much).

My teaching is more than activities and talk. My teaching is living and being. And I must continually ask myself, "What am I really teaching them today?"


Photo from Flickr.com
Photographer: goued120

Some Teaching Resolutions

In thinking about the new year, here are some teaching/teacher goals for the new year.

1. I want to discover more ways to use technology as a tool in my classroom. One big part of this is to provide some simple digital cameras for the kids to use to take their own pictures during learning.

2. I want to encourage more ideas from the kids and look for ways I can feed their curiosity.

3. I want to go beyond the "usual activities" I choose to find some unique ways to engage boys and girls in learning.

4. I want to fail spectacularly in one activity I offer. I want to try something a little crazy and learn from it. (What that is, I don't know. But I do know that I have avoided some things because I was worried or fearful about it. And I want to go beyond that.)

5. I want to read lots of books, blogs, etc. to discover one completely new (to me) idea that will improve my teaching.

These are some of the things I want to do. What about your goals/resolutions for your classroom?

Photo posted on Flickr.com

Photographer: starr61

Paying Attention

This past year in my kindergarten class, I took lots of pictures. (The peril of the digital camera!) As a result, we gave each set of parents a CD with pictures of their child. As I reviewed the photos from this past year, I noticed something I hadn't before. One boy was drawing, writing, or using letters in almost every photo in which he appeared. As I looked over the photos, I saw him drawing with dry erase markers at the easel, printing words and drawing pictures in the writing center, creating a poster by printing words and taping the words together, and using the letter blocks to spell his name.

Did I just seem to take photos of him when he was writing or using letters? Or did he really do that a lot? I thought back over the year. While he did other things, I remember several specific instances of his printing, drawing, or painting with various implements as well as spelling his name and other words with letter blocks and letter stamps. How could I have not noticed that he was so interested in words and writing?

This started me off on another train of thought. What else had I missed this past year? Did I miss another child's interest? Did I not offer something that could have helped a child learn more about the Bible? Did I miss an opportunity that would have proved valuable learning for a child?

I cannot worry about the past and missed opportunities. But I can focus on now. I will pay attention to each child in my class - make a conscious effort to see what each child likes to do. Opportunities to teach come in many different forms; I won't be able to use every single one. But I will work to pay attention - to look for opportunities to increase a child's learning. I will watch for common patterns and plan activities that allow a child to do what he enjoys - so I can use that interest to teach about God.

What do you do to capture children's attention and focus their interests on Bible learning opportunities?

It's Okay to Be One of the "Others"

Simon Peter, Thomas (called "Twin"), Nathanael from Cana of Galilee, Zebedee's sons, and two others of His disciples were together. (John 21:2)

Today I was reading this passage about Jesus appearing to His disciples by the Sea of Galilee after His resurrection (John 21:1-14). I noticed something. Seven disciples are gathered together, but only 5 are identified. What about the "two others"? Commentaries note that these were probably Philip and Andrew.

Andrew is one of my favorite people in the Gospels. He met Jesus first and brought His brother Simon to meet Him. Then Simon became Peter, a leader of the group. And, apparently, Andrew was fine to move into the background. We have no record that he ever said, "Wait a minute, brother. I know that you are a leader and all, but you wouldn't know Jesus if I had not introduced you. Show me some respect." Andrew didn't do that; he accepted his place (and his brother's place) in God's plan.

Andrew also appeared when Jesus fed the 5000. Andrew brought the boy with the loaves and fish. Andrew paid attention to children. How else could he have known about the boy with the food? Apparently Andrew was approachable; the boy must have felt comfortable talking with him and coming to Jesus with him.

And now Andrew with a group of disciples was just one of the "others." We know lots of what Peter did; we don't know much about what Andrew did. I think that Andrew recognized his place as a "background player" and worked to fulfill his place as one of Jesus' disciples.

As a kindergarten Sunday School teacher, I often feel like one of the "others." Not many people pay attention to what I do in my classroom. The preschool and children's ministry is not a showy part of my church's ministry. Most of the time at church, I talk with kids and listen to stories about pets or school or soccer games. The pastor--or anyone else--rarely (if ever) asks my opinion about anything. Sometimes it seems I'm just in the background of my church's ministry, just one of the "others."

But I wouldn't want it any other way. God has called me to be in a kindergarten classroom. That's what I want to do and that's where I belong. I love stacking blocks to build a temple. I enjoy listening to a child tell me what he painted. I get excited as a child turns pages in the Bible and finds Jesus' name. I treasure each marker drawing and sticky hug I get.

Not everyone can be Peter. Someone must be Andrew, listening to the children, tossing out the nets, and being in a background, supporting role. I'm thankful I'm one of the "others." Because it's just the place God wants me to be.

Verse Printed by Bryson
Photo by R. Scott Wiley

Easy Giving?

I will not sacrifice to the LORD my God burnt offerings that cost me nothing. (2 Samuel 24:24)

This verse was our focus in adult choir practice this week. And I haven't been able to shake it. I shared some thoughts about it with colleagues at work. On my commute, I've contemplated how these words relate to my life right now. And I've discovered something. I've been giving to God in ways that cost me little. I've been giving God the leftovers of my time and thoughts - and if nothing has been left, then He gets nothing.

I tell myself that I'm giving to Him. After all, I work in a Christian organization. I teach Sunday School - and give time to prepare for that in addition to the time I give teaching. I help with a children's choir and sing in adult choir. I ring in handbell choir. I give lots to Him.

But that's easy giving. I love working with children and would seek that opportunity even if I didn't teach at church. I enjoy singing/music but easily miss a practice if something interferes. And even when I'm working at those things, I easily fall into "default mode." Prepping for Sunday School or practicing in choir can become rote actions and not really service to God. It seems that my "gifts" to God are easy ones.

What would cost me more? Time in the morning to really pray and seek Him. To do that, would cost time sleeping or doing other morning stuff. More in-depth reading of the Bible and books to help my spiritual growth. Cost? TV time or leisure reading. My personal growth and relationship with Him has been getting whatever is left at the end of the day, if anything. It's time for costly giving.

As Christian leaders and children's teachers, we are giving to God - offering ourselves to Him as we serve. But that can be a trap. We can fall into easy giving and miss the true giving of our very selves that God asks (Romans 12:1). In giving ourselves to God, we grow in Him and can become even more effective teachers.

I am making a new commitment. I want to truly give an offering of myself - giving in ways that will cost me something. After all, if it doesn't cost, is it truly a gift?

Curious?

"I think, at a child's birth, if a mother could ask a fairy godmother to endow it with the most useful gift, that gift would be curiosity." ~Eleanor Roosevelt

I love the curiosity of the kindergartners I teach at church. I often hear "What's this?" or "What are we doing here?" That means I'm doing my job as their teacher. If I'm not triggering their interest, then they are not going to be ready to learn the Bible truths I have to teach them.

How do you engage a child's curiosity? Something unusual or unexpected. Something familiar used in a new way. Something that the child likes and can use. Something hidden in a bag, creating mystery.

I'm glad we can pique the curiosity of boys and girls to learn about Jesus. I'm glad leaves, flowers, paint, Legos, and a Bible under a blanket can cause preschoolers or kindergartners to become engaged in learning. I'm glad pictures in a matching game help boys and girls want to know more about a Bible truth. 

Curiosity also helps us learn as leaders. What makes you curious? Are you investigating something or reading something or trying something just because you are curious? 

Recently my curiosity has led me to blogging and Twitter. Creating thoughts and info in 140-character chunks. Posting thoughts that others may read. New ways to connect - that makes me curious. What has recently aroused your curiosity?