How hard can it be? by Jennifer Rosenbaum

I find that people outside of education often take for granted the tremendous thought and planning that goes into teaching.  First, teachers have to figure out what to teach carefully reviewing curriculum guides and state standards.  Then, they have to figure out how to teach.  They need to break down those broad skills and concepts into manageable, bite-size chunks of information that are meaningful and developmentally appropriate for their students, and then, figure out exactly how to present that information in a way that will help their children learn.  In addition to all of this, teachers are responsible for designing assessments that accurately measure their students' progress. Through the data gathered in those assessments, they are able to adjust their lesson plans and cater instruction to meet the needs of each individual student. 

 

Not such a simple process when you step back and think about it, right?  It takes time, effort, and most importantly, reflection, to lead students to academic success.  This summer, I am excited to work with a group of new Teach For America corps members as they begin this journey into teaching.  I will be coaching them as they develop the foundational knowledge, skills, and mindsets that will enable them to plan, execute, reflect, and problem-solve in their classrooms, and ultimately ensure the success of their students. I am eager to see how much they can learn over the course of our five weeks together, and how they are ultimately able to apply that knowledge to their classrooms this summer and in the fall.  More updates about this journey are sure to come!

Kindergarten Readiness by J.M. Holland

 What does it mean to be ready for kindergarten? As a country, we have been trying to define this JELLO-like area of understanding children for a long time. The big question is: Can you be ready for big school if you have never dipped your toe in the water before? It is a good question, especially for parents who are trying to decide if their child is ready to be away from mom and dad for the first time. One of the benefits of preschool is the social competence acquired through daily practice of "school" skills that are necessary before the content of the Kindergarten year can be taught.

Even with Kindergarten still being optional in some states, all states offer kindergarten if only for a half day. Currently, 98% of children attend kindergarten, so even though attendance isn't required, it is the reality. It used to be that kindergarten was the first time you were introduced to "book learning"--now we begin introducing books as young as eight months with fabric books, flap books, and books you can suck on. Some studies suggest that Kindergarten readiness can be linked to the the language experiences in the home. Other studies say that math skills are stronger predictors. And finally, teachers consider social/emotional development the most important factor in a student's success. All of this research won't help parents know what knowledge and skills they need to work with their kids on over the summer.

Countdown to Kindergarten portrays a kid frightened of going to kindergarten because she doesn't know how to tie her shoes. She thinks that you have to know how to tie your shoes before you go to Kindergarten and the teacher won't help you learn.

Unrealistic expectations can fuel kids' and parents' fears about going to school. From a teacher's perspective here are three concepts that would be helpful for your child to know before going to school:

1. Know their first name. This may sound funny, but some children think their name is the nickname they are called at home. When they come to school and the teacher tries to interact with them, the teacher uses their "official" name. John won't even look at the teacher if they have only been called "Johnny" or even "Jack" or "Junior." Of course it would help if you tell the teacher your child's nickname, but part of the teacher's job is to get your child to write his or her name correctly. If Mia knows her real name instead of just her nickname, Me-Me, she is half way to the goal.

2. Begin the feedback loop. Hopefully you have already done this but, if you haven't, here it is:
Adult: Asks question
Child: Responds
Adult: Responds to response and asks probing question
Child: Responds to adult question

This feedback loop is the key to the learning process. Everyone has busy lives but it is important to set aside just a few minutes a day to have a long drawn out conversation with your kid about something they are interested in.

3. Help your child apply understanding of positional words, like front/back, next to, in/out, and behind. These words are some of the most commonly used words in classrooms because teachers must use them to orchestrate learning activities. Children are asked to stand behind their friend, put crayons in or on a desk, and to put the scissors next to the crayons.

Are these skills pre-requisites? No. Will these skills guarantee your child's success in Kindergarten? No. I had a student this year who came to school thinking his name was Mo-Mo and left knowing how to read. However, knowing these foundational skills will make your child's Kindergarten year a much less frustrating experience for themselves and their teacher. What do you do now? Have fun learning about the Disney fairies, transformers, or the Wiggles. You will be glad you did even before school starts.

Transitioning to Next Year by Jennifer Rosenbaum

I always find that saying goodbye to my students at the end of the year is bittersweet.  While it is exciting to see how much they've grown and learned throughout the year, it is also sad to say goodbye to our classroom community.  We become our own little family throughout the school year, and it is difficult to leave that behind!

 

Fortunately, next year, most of my students will be together in the same pre-k class.  They will be surrounded by familiar faces on the first day of school, and will continue to develop and solidify their friendships with familiar peers.  Additionally, I have had the opportunity to collaborate with their future teacher.  We discussed all of my goals and plans from the year, what my students learned in relation to those goals, and what types of goals would be ambitious and feasible for them to achieve in their second year of pre-k. 

 

Armed with this information, their new teacher will be better able to plan her classroom to meet the individual needs of each student.  She will be able to build on what they have already learned, and continue to foster their social/emotional, physical, cognitive, and language development. 

 

So while I am sad to say goodbye to my students, I am reassured to know that they will be in a a supportive classroom tailored to their needs as individuals and a group. I can hardly wait to see what they will accomplish during the upcoming school year!

Book Review: Good Morning, Children by Libby

Guest blogger Libby Doggett, Deputy Director of the Pew Center on the States, reviews "Good Morning, Children" by Sophia E. Pappas

Many people watch 3- and 4-year-olds at home or at school and dismiss what they are doing as "just play." The same folks wrongly believe that anyone can teach young children. Sophia Pappas's book, "Good Morning, Children," aptly addresses – and counters – these two, common myths about educating young children.

Pappas's book brings to life how, in a high-quality pre-kindergarten classroom, children learn through play; and how that learning is enhanced by a qualified teacher who cares deeply about his/her children and what they learn. A Phi Beta Kappa graduate of Georgetown University, She learned that controlling a classroom required more than just smarts, persistence and compassion.  Her book explains, through compelling anecdotes, how she learned to use her attributes to master her classroom.

One of my favorite stories is that of Aniyah, who, when challenged to find a solution for a small fish being eaten by a large fish (in Leo Lionni's classic, Swimmy), suggests that the small fish drive a water car out of the ocean away from the big fish.  Aniyah is so excited about her suggestion that she even writes "wtr car" on the solutions list without guidance.  But, this learning victory happens only after many months of effort by the teacher and Aniyah's mother helping the child learn to control her formerly disruptive behavior.

In this valuable book, the Pappas repeatedly describes the link between a child's social-emotional and cognitive development, and how that development in one area enhances the other. For example, Aniyah's improvements to her behavior facilitated her intellectual growth. As her disruptive outbursts subsided, she was better able to actively engage in discussions during story time and interact positively with other children in the learning centers. Pre-k is not just about learning the letters of the alphabet, learning to count and learning to write your name. It is about learning to share, take turns, work with a new adult, interact with other children and direct one’s own learning. 

This book is wonderful for anyone interested in early education. For the policy maker, it gives substance to the importance of a well-qualified teacher, a strong curriculum, able school leadership and small class sizes and ratios. It also points us in new directions: the importance of having strong mentorship programs for all new teachers; better tools for measuring children’s growth and development; and, more creative ways to engage families in their child’s learning.

For directors and administrators, this book will contribute to your vision of excellence and your efforts to eliminate educational inequality. It offers new ideas for supporting your staff's efforts to help students realize their potential.

For new teachers, the book reaffirms the importance and challenge of your chosen field and assures you that, if you are persistent, you too can succeed. The author's stories show her eagerness to accept mentorship; willingness to reflect honestly on her practice; progress in learning effective classroom management skills; ability to explore innovative learning approaches with individual children; and, her determination to focus on positive communication with parents. These stories contain a formula for your own success.

And, for former teachers like me, the book is simultaneously a walk down memory lane and a reminder of how much the field of early education has matured. For most of my students, my first-grade classroom was their first experience away from home and I was expected to teach children their letters, letter sounds and how to read in a short nine months. Today, many children have ample time to learn those important foundational skills, and with teachers like Sophia, they can enter kindergarten prepared and excited about learning.

5 Qs with Sophia Pappas by J.M. Holland

In December 2006, Sophia Pappas began writing about her experiences in her pre-k classroom for Inside Pre-K. You can find the archives here. I was so excited when I discovered her in March of 2007 because I had not found many pre-k blogs, and hers was SO good. I learned a lot from Sophia as she described what it was like to move from novice teacher to teacher leader. Her perspective was refreshing because it was open-minded and reflective. I really felt like I was learning with her. I think Sophia inspired many people with her thoughtful posts. I know she inspired me. Now, Sophia has published a book based on those experiences titled: Good Morning, Children: My First Years in Early Childhood Education.

When I asked Sophia if she would do a 5 Qs interview with me ,she happily agreed. Without further ado.

1. How was the reality of teaching preschool different from what you expected when you decided to join Teach for America?

While I understood the importance of high quality early childhood education for furthering educational equity, I was not aware of the complex analytical and organizational processes required to meet the needs of all pre-K students.  My students could make tremendous progress in all developmental domains only if I adopted a highly systematic and comprehensive approach to planning, teaching, and assessment.  Policymakers interested in early childhood education investments need to realize the wide range of skills required to realize the potential of pre-K programs.

2. What did you learn about yourself from teaching that no other job could have taught you? How has teaching affected how you approach your work now?

Teaching, unlike any other job I could have taken after college, proved to be a fundamentally transformative experience in terms of its impact on my mindset and leadership skills.  My classroom experiences solidified my commitment to eradicating educational equity by demonstrating the ability of all children to succeed, regardless of their birth circumstances.  Once you see a child who came into your class in September uncomfortable with school and with little to no understanding of letters ultimately leave your classroom in June excited about school and on the brink of reading basic sentences, you simply cannot accept any system that deprives children of equal opportunities.  As a teacher, I was able to take ownership of managing an entire classroom, whereas most jobs right out of college often do not provide you with the same level of responsibility.  It enabled me to grow as a leader and professional.

3. Can you describe a couple of your favorite moments from your teaching career and or what you miss about teaching?

Teaching enabled me to facilitate and to witness children growing in formal learning environments for the first time.  I miss being there when my students make connections and express enthusiasm for learning.  Some teachers find taking anecdotal notes burdensome, but I remember feeling incredibly joyful and proud of my students each time I wrote a note that demonstrated their progress.  I was still excited when the note showed the need for further growth because I knew I would have the chance the following day or week to analyze those weaknesses and work with the child to address them.  I guess more than anything, I miss being in a position to have a direct impact on the foundational learning of my students.

4. From your experience, how would you describe the importance of pre-k to a policymaker?

We as a society affirm our commitment to ensuring that all children can realize their potential through public education.  We developed this consensus on the importance of education for a variety of reasons, ranging from the liberal philosophical case for respecting the dignity and worth of each individual to economic arguments focused on fostering a productive society.  Given the critical role of brain development before the age of five, the reality of achievement gaps that start before kindergarten, and the potential for high-quality early childhood education to help level the playing field, we cannot expect to fulfill our promises of equal opportunity or to increase economic vibrancy without investing in pre-K. It's not enough to ensure that young children have a safe place to go during the day.  We need investments that concentrate on access and quality in order to make the most of time spent with young learners.

5. What would you tell someone considering teaching pre-k?

Pre-K teachers have one of the most important jobs.  Early childhood educators introduce children to the institution that has the power to significantly influence their life trajectory.  You should enter this profession aware of the incredible responsibility you have in laying the foundation of skills and attitudes a child needs to succeed.  That task, while seemingly intimidating, can be empowering if you approach each day and the year as a whole as an opportunity to give young children the highly enriching and engaging first year in school they deserve.

Given the high stakes involved, you should become a pre-K teacher only if you are willing to invest the time and energy needed to meet the unique needs of each student.  Concern for the well-being of children is necessary, but not sufficient to be successful.  Similarly, knowledge about child development without a sincere belief in the ability of all children to succeed regardless of their birth circumstances unjustly limits the life paths of children.  You need to commit to leading your class toward significant growth in all developmental domains and be willing to critically reflect upon and improve your own practices to achieve that goal.