Kindergarten Today

Less Teaching, Better Participation

I made a couple of small changes on my “helper chart” this year that have led to less teaching, more learning, and better class participation during circle. Last year we had these helpers:

Line Leader, Caboose, Calendar Helper, Art Helper, Math Helper, Reading Helper, Weather Watcher, Counter

The first three are pretty obvious. My “caboose” also served as the door holder. The art, math, and reading helpers worked during those times to pass out papers or other materials. The weather watcher dressed our weather bear each morning, and changed its clothes if it started raining. The “counter” counted the number of children we took to and from lunch and recess to make sure we were all present.

I had used that helper chart for three years and it worked fine, but over the summer I got a couple of new ideas. Here are the changes I made this year:

Line Leader, Door Holder, Caboose, Weather Watcher, Paper Helper, Calendar Helper, Letter Helper, Math Helper

The line leader and caboose are still the same, although our caboose now does our head count for us. The door holder only has that job, because I realized that with the three doors we have to go through each day, he or she is too busy to also be caboose. The weather watcher still does the same job. The paper helper passes out any papers I choose. I try to make sure I use them at least three times during the day. The calendar helper finds the current date (written on the board), points to it on the calendar (with my “magic wand”) and then reads “today is….” to the class.

The biggest change is “letter helper”. Last year I took our letter and picture pieces out of our alphabet pocket chart and asked the children to identify each one. Then we made the ASL letter sign and said the sound. Now the helper takes out the letter and pictures and names each one for me. The he or she turns to the class and has the class name each one. Then we do the letter and sign. Much better participation!

Math helper writes our number of the week on the board in a box I have drawn. Then he/she takes a magnet circle or circles to make a set that matches the number, and then I write the number word. In a few weeks the children will be able to write the number word also, using our chart. Right now that is a little difficult for most of them. The math helper shows the class the number using fingers, then we all close our fists and count to ten with the helper as the leader.

These may seem like trivial changes, but I’ve found over the years that the less I “teach”- meaning stand up and talk- and the more the children “participate”, the better our results. I’ve made some other changes in our day and I’ll share those with you later!

Yes...and No

There is an article on the MSN home page today about kindergarten: “Are we pushing kindergartners too hard?” It’s sure to get a gut reaction from a lot of parents and educators. However, the answer is far more complex than most people realize.

Yes, it is true that we expect more and more from kindergartners each year. Many of you may remember kindergarten as the year in school when you learned to play with others, sing songs, keep playdough out of your mouth, and write your name.  But because of “No Child Left Behind” and dramatic social and economic changes, most of our children attend preschool for one, two, or even three years before they get to kindergarten. We can’t bore them with a repeat of what they have already learned. We can’t just review. Children love a challenge- when it is presented in the correct way. So we now teach pre-reading skills, phonics, basic math skills, social studies, science, art, music, technology, and health. 

I think we are pushing too hard if we forget how young children learn. Five year olds aren’t physically or emotionally ready to just sit and do paper work all day. We must balance academic skills with fine motor and gross motor activities. We must balance work with play. We must balance quiet times with talking and socializing. We are making a serious mistake if we remove recess, dramatic play, or other “hands-on” activities from kindergarten. Children need these activities for problem solving and independent learning.

I think we are also pushing too hard if we forget that each child is different. Each child has his or her own personality and learning style. Boys and girls mature at different rates. First children and last children are different. Only children are different from those with siblings. Some children are naturally slow and methodical. I still occasionally have a student who has never been to preschool for even a day. As teachers, and parents, we have to start where the child is and go forward. And we can’t expect everyone to cross the finish line at the same time, no matter what the authors of NCLB say. We aren’t manufacturing a product: we can’t predict the outcome of 185 days of learning, with 100% accuracy, for each student.

 However, we are not pushing hard enough in the areas of discipline, respect, and responsibility. I don’t think we expect our children to behave as well in kindergarten as our parents did. Again, I think some of that attitude comes from years of preschool. “Been there, heard that.” By the time some parents get to my door they seem resigned to the fact that their child gets into trouble. What they don’t realize is that in kindergarten bad behavior affects academic work. A child who constantly misbehaves rarely does well academically because they simply don’t have time. By the time they have misbehaved, paid the consequences, and returned  to work, the child next to them has finished and moved on to something else.  

Kindergarten is the foundation of public school. I’ve said before that work habits, behavior patterns, and attitudes formed in kindergarten may carry on into the next twelve years. I consider that a major responsibility. I want my students to develop good habits. I want them to make good choices. I want them to enjoy learning. I want them to learn everything they need to know this year to move confidently into first grade in May.  I hope I can push them just enough.

The First Day of School

This is how my room looked on the first day of school. I will probably make a few minor adjustments before next week. There were a few places in the room that didn’t flow as well as last year. Being able to move easily from one area to another is very important in a room full of busy bodies!

We had a fabulous first day! I was very pleased with my new group. I think it makes such a positive difference to have pre-k and kindergarten in the same building. The children are more confident and secure. They know where most of the rooms are located. They know the basic rules and routines. That makes it so much easier for them to adapt to a new classroom, teacher, and procedures.

Over the next few weeks I’ll try to share some new things that I’m doing this year.