A New Step in Blocks

A little while back I saw a photo on the Play Counts Facebook page. (There are always great photos on that page, by the way.) This particular photo showed a boy standing on a ladder, stacking plastic jars and containers. The quote on the picture mentioned risk management and ended with "sometimes ground level isn't high enough."

I immediately thought of my tower builder. He loves to build towers as tall as he can, reaching over his head often to balance blocks. I wondered if he needed something to stand on to extend his building.

This is a departure for me. I was taught that building should be no taller than your chin. I'm not sure where the "rule" actually originated but I think it was for safety reasons. As you can tell from some of my previous posts about blocks, I've been bending and flexing that particular rule for a while. And when I saw this photo, I knew I needed to go even further.

I talked with my wife - my co-teacher. I mentioned that I was considering taking a step stool to our room for the blocks. "Oh, ___ would love that," she immediately said. I knew we were on the same page.

I have a folding stool that has been among my "classroom" pile of stuff (from my elementary move a couple of years ago). I even knew (sort of) where it was. So one day I grabbed it and took it to class.

I showed it to my friend. I told him that it would be over by the wall and he could use it whenever he wanted to build tall structures. "What a GREAT idea!" he said. But the stool stayed over to the side.

Then - it made an appearance. But not as I had envisioned. (Isn't that always the way?)

A road had been build for our emergency vehicles. The stool became the obstacle that these racing vehicles jumped. Then, the tow truck fell into the hole on top of the stool. Rescue efforts commenced.

This play went on for a while. And then...something else happened.

A game of "balance on the step" broke out. A couple of boys took turns standing on the stool, on one foot. I gave a brief cautionary word (I couldn't help it) but let the play continue.

After a little while, they went on to other adventures.

The stool did not work out like I thought. But it's still in the room. Still waiting for tall structures. And much more useful than just hanging out in the garage.

Some day...in a future block activity...I'm going to place the stool front and center with the blocks. And see what happens.

I'm sure it won't be what I expect.

Wasting Paper

I had to stop myself the other day. I had put out paper and scissors and glue sticks and punches. My plan was for the children to explore with the materials. I had a vague idea of "making cards for others," but even that was just a vague idea.

After all, the "rule" in my classroom is to use the materials to express your own ideas. A few weeks ago we explored punching holes as a new skill. So that's why I was at this point. We added some shaped punches to explore that idea and had scissors because - well, who doesn't like to cut up paper?

As they began to explore, I found myself thinking, "They are wasting paper. They punch one or two holes, they cut a large loop around the paper, they toss paper aside. Waste."

I almost said something aloud to them, but I didn't.

I watched. I commented or narrated occasionally. I let them make choices about what to do and how to do it.

And I realized that, yes they were "wasting" paper - no real concrete product was achieved. In fact, I'm not sure many took anything home that day.

But they were not wasting paper because they were learning and discovering more about what they could do, what the tools could do, and how they could manipulate paper to be what they wanted. Those are all great results from this exploration.

And the paper? Some I could salvage for the scrap box and another day. Some I tossed. But either way, the paper didn't care.

But the children did. They loved it.

Give Some Freedom

With a little freedom, with a teacher who says yes, children will explore and experiment and surprise.

Layer on Layer

I found this picture in my photo roll. Our class made a group painting. The process is always interesting to watch. Kids begin by painting definite shapes, designs, or images. They work in different parts of the paper, keeping their painting distinct and separate.

But then at some point, it happens. A swipe goes across the page. Or someone just begins to paint all over the paper. But then paint begins to spread all over the paper. Swirls and lines and colors blend. The overall painting changes and morphs as layer on layer build.

I've been thinking about this year. I've had many different experiences this year. I've tried new things and renewed some old interests. At first the things seemed to be distinct and separate. But as I look back on them now, they swirls together and create layers of experience and growth. Some patterns and designs have emerged. Others are still indistinct. But my year of YES has yielded an interesting layered life at this point.

I think kids learn in the same way. Especially in the younger years, kids learn all kinds of things. We think of them as distinct (literacy, math, social skills, physical skills). But really they overlap and integrate. Since learning is integrated, my teaching should be, too. I cannot just teach words or numbers. I cannot focus on the body without thinking about the brain, too. Teaching and learning are building and creating, layer on layer.

Expand the Possibilities

A few weeks ago, I blogged about kids using our "make your own roadway game" pieces. Recently we were using them again. Boys came to the table and looked at the pieces. They arranged them into a trail and played the game.

I talked briefly with them and then moved to kids at the art table that needed my attention. I noted that the boys completed their game and then were rearranging the pieces to play again.

"Can we put this on the floor?" one asked. I said yes.

So they began to build a new gameboard.

They built and built.

And they played the game....

At some point, the long trek became exciting. I heard at least one of the boys shouting when he rolled the cube and moved his piece. Then he shouted when the other boy moved his piece.

Other kids gathered to watch the end of the game. There was practically a cheer when they reached the end.

I continue to be reminded and surprised by the power of yes ("Yes, you can put that on the floor instead of on the table where it was intended.") The kids have enjoyed this game. But, somehow in this particular moment, expanding the game through the blocks center created an entirely new experience.

The power of yes encourages kids to explore their ideas and expand the possibilities. And makes one long gameboard.

(I blogged more about this on the EdWords blog. Check it out.)

My Year of Yes...So Far

Each year I choose one word as my focus. For 2015, that word has been YES.

When I chose that word 9 months ago, I was enthusiastic about it. I was excited and committed to saying yes to things that may challenge me or even embarrass me.

It's been an interesting year.

• I said yes and was a guest "expert" on a Twitter chat. (If you haven't experienced #teacherfriends chat, you really need to seek it out. Such fun and support. Tuesdays, 9:00 EST.)
• I said yes and led some fun conferences/workshops for a early childhood conference. It's been a few years since I have done that and it was good to do it again.
• I said yes and have been a part of a wonderful resource for early childhood teachers and parents - Pre-K Pages. (It's a great site for ideas and resources. And, yes, I am associated with it.)
• I said yes to kids' ideas and saw some great thinking. I've seen different ways to meet their needs. I am learning more about myself as a teacher. 
• I said yes to reading and have completed almost 40 books this year. My goal is 52. (I love to read but often let other things take some of that time.)
• I said yes to several interviews for teaching jobs. And found that none of those were where I was supposed to be. I'm waiting to say yes to the next best fit for me in this area.
• I said yes to several new writing assignments and discovered that I can write things I didn't consider before. (I've also reaffirmed my ability and enjoyment of writing.)
• I said yes to being more consistent in posting and writing on this blog and have posted every week day since the beginning of July.

Saying yes means that I say no to something else. When I say yes to kids' ideas, I am forgoing my own agenda and my own ideas. I'm saying no to control over what will happen.

Saying yes means being open to possibilities...and disappointment. Being open to challenges...and periods of quiet sameness. Being open to new things...and trying to rekindle old things.

I have 3 more months of the year of yes. I hope to discover more about myself and about being an early childhood educator. 

Do you have a great idea or possibility? I hope you'll say yes, too.

Outside the Comfort Zone

As I have mentioned before, my word for this year is YES. Recently I've been given opportunities to do things that I've not done before or that push be outside of what I think I do best. The thoughts of these things have made me feel uncomfortable, uneasy. My immediate reaction to these has been to say no, to run and hide, to withdraw.

It's not that I feel I cannot do these things. It's that they are new and I feel uneasy about them. I might not be good at them. I might fail. Or I might need to access areas that are not as developed. I feel uncomfortable about these situations.

Story Box

But is that a bad thing? Is moving outside the comfort zone to be avoided? Or approached with caution? I don't think so. (By the way, I did say YES to the above-mentioned opportunities. I'll let you know what happens.)

Sometimes I'm too comfortable. I do familiar activities in familiar ways. I know what my group of kids like and choose that. I look at what I have stored in my garage and choose from that.

Hammer Painting

When instead I could choose something unusual, something different, something that would push me and the kids to grow and adapt.

I have often said that we need to choose activities that match the interests and likes of our kids. And I do that. But I also think we need to push them a little. Find things that may not "match" exactly. Make them a little uncomfortable so they can try new things.

Dramatic Play: Gym

Now, I don't advocate going all wild and crazy, totally changing everything, bringing out odd things that kids have no connection to.

Stick puppet theater

But rearranging a few of the things once in a while can make things fresh. Or help kids make different connections. Putting away a familiar center and bringing out something new will immediately push kids to try new things or move to different areas.

A little discomfort can make new insights. A little push can lead to a leap in learning.


P.S. One of those "new" things is being a guest on a Twitter chat. On August 4, I will be the designated guest on #teacherfriends. They (We) meet Tuesdays, 9:00 PM EDT. I'd invite you to participate tomorrow night and every week.

Cutting in the Blocks Center

When working with the kids in my church kindergarten class, I have a couple of rules for myself. I try to be interested and involved in what the kids are doing without interrupting or changing things to be my ideas. I try to follow their interests and allow them to explore their ideas. And, while I will tell kids my own intent behind an activity (if they ask), I always encourage them to think and explore as they choose.

And, oftentimes, that means that my plans give way to their plans. And that's okay.

This week, since it was Palm Sunday, I set up materials in the blocks center to think about that particular story. I had some small coat shapes (cut from felt) and some leaf shapes. I had figures of Jesus and the crowd. My intent was for kids to explore and play out the story, if they chose. Also I thought they could build structures for the city and so forth, if they chose.

One boy laid out a coat shape. He looked around the center for a minute. Then he asked, "Where are the heads?"

Now I was confused. I asked him to repeat the question. Then I thought I got it.

I asked, "Are you looking for something to make a head on the coat figure?" He nodded.

I told him that I had not planned for that. "What do you think we could do?" I asked.

He and his friend pondered what to do. They talked about a few possibilities for what they could use. Then he said, "We could use paper."

I said, "Paper. How would we use that?"

He said, "We could cut paper to be heads."

"So," I said, "if I put out some paper and scissors, you could make heads?" He nodded.

So out came paper and scissors. I emphasized that cutting should only be for the paper. Not the coats. Not the leaves. Away they went.

After a while, they cut and cut. They cut shapes. They cut robots. They cut arms and legs.

"How will we get it together?" they asked.

"What could you use?" I asked.

They first decided to use glue. I only had glue sticks. Then another said, "Tape." I pulled out the masking tape.

They moved to a table to work, mainly because they wanted to add color and needed the markers in the writing center.

What resulted - the concentration, the conversation, and the final products - would never have happened without the scissors and manila paper appearing in the blocks center.

I continue to be amazed by the power of yes in my classroom. I'm glad I can say yes to these great ideas. And I must continue to remember that I'm not the only one with ideas in my classroom.

The kids have pretty great ideas, too.

One Word for 2015

A few years ago, inspired by One Word 365, I began choosing one word to guide me for the year. Instead of resolutions or goals, I use this one word to help me focus for the year.

I chose a word for 2015...it was a neat-and-tidy word that I could see guiding me for the year. I had it all sewn up. Until I didn't. 

I was thinking about it again as I drove (my favorite time to think). And I realized that the word I chose would not do for 2015. So, after pondering anew, I chose the "right" word.

My word for 2015 is YES.

Why this graphic? Well, I said yes to a couple of second graders who made wristbands for me one day. BFF wristbands. I wore them all day (even to my university class). 

I think this graphic helps sum up what I think about this word for 2015. I'm going to say yes to things that may not seem to make sense. I'm going to try some new things. I'm going to be embarrassed (I'm sure). 

But I'll say yes. 

Yes to those things that I've been afraid to try.

Yes to those things that seem a waste of time.

Yes to those things I must change.

Yes to new people.

Yes to the places God is leading.

Yes to kids' ideas.

Yes to failure and yes to success. Sometimes I try to avoid both.

I've written before about the power of yes in the classroom. Now we'll see the power of yes in my own life adventure in addition to the classroom.

Have you chosen a word for 2015? What word would you choose?