International Day of Peace

When I was in the library last week, I saw they had a display of peace books to recognize International Day of Peace.  To my surprise, one of my classroom books was included in the display.

image

image

Today is the day.  It is International Day of Peace.  My journey to peace with children is a good story, and the travels along that pathway have been far more meaningful than I imagined.  Peace.  The title on the library book says “quilt”, because my class designed an authentic Peace Quilt.  That quilt is my blog photo!  But, let’s start at the beginning, as it is a really good story.  And all my stories begin with,

“It happened like this…”

Peace was the theme in my school years ago, and children embraced it with acts of kindness for others.  During that school year my husband and I attended a wedding in Philadelphia.  With a few hours to spare we toured the historic district to see Carpenter’s Hall.  Ten minutes before the 5:00 closing we dashed across the street  to the National Liberty Museum.  I was thunderstruck by their magnificent Peace Portal in the lobby, a canopy of stained glass above intricately carved wrought iron columns.

I just knew.  This was “it”, something my classroom could make.  We had celebrated peace… yet this was different, much more meaningful.

Back at school we recreated the peace portal on top of our loft.  Tubes to hold rolled carpeting became the four posts.  Each child decorated a velum sheet with colored tissue paper, and we connected all the art to hang above our peace portal.  Tiny white lights over the canopy was the finish.  It was beautiful.

I never expected what happened next.  Children wanted to be there, just sit and be.  So, I decided to interview each child when they were under the peace portal and simply ask them what peace was.  The answers were so profound we made a book.

Colin told me, “Peace makes me feel hearty.”  I said, “Oh, it makes you feel strong.”  Colin looked at me like I had three heads, patted his heart with his hand and said, “No, heart-y.”

image

The following year I visited the Bennington Musuem in Bennington, VT to see their Grandma Moses collection.  When I walked in, there was a display of Haitian quilts.  They were the most beautiful quilts I had ever seen- murals, works of art.  Again, I just knewThis was something my class could do.  This was important.

We could make a peace quilt.  And yes, we did.

I met Milly, a master quilter.  She was the magician and lover of children who transformed their design into a work of art.  And, it became a magnificent quilt that hangs in the museum in Philadelphia.

That is the story behind the book at the library.  It is a book of poems about peace, based on the experiences of making the quilt.  After all, making a peace quilt is incredible.  Writing a book about it is only natural.

Here’s the point- peace is about the heart, thinking and doing the right thing. The little things are the most important of all, because they’re the foundation for the big things.  By teaching children’s heart they come to understand peace.

image

Jennie

Posted in Peace, Teaching young children | Tagged , , , , , , | 25 Comments

The Best Book, Every Year

image

“Jennie, is chapter reading over?”  That was Parker’s worrisome question today. He just wasn’t ready to let it go.  “Can we read more?”  Isn’t that question the Brass Ring?  The one that validates not only chapter reading, but one of the best books, ever?

Children are authentic.  They speak the truth, from the heart.

Every year I start chapter reading with my preschool class on ‘day one’.  And, the first book I read is Charlotte’s Web.  We have had only nine days of school and children are totally hooked.  They adore Wilbur and laugh at the goose repeating words three times.  They trust Charlotte. They have just met Templeton the rat, and learned of Wilbur’s fate.

I am reading to three and four-year-olds about the beauty of life and the fear of death, about morals (and lack thereof), and about friendships (and lack thereof).  That sounds pretty sophisticated for preschoolers, but leave it to the beautifully crafted words of E.B. White.

“The barn was very large.  It was was very old.  It smelled of hay and it smelled of manure.  It smelled of the perspiration of tired horses and the wonderful sweet breath of patient cows.  It often had a sort of peaceful smell–as though nothing bad could happen ever again in the world.”

We often underestimate children.  Their brains are absorbing the world around them like a giant sponge.  Let’s give them the world through words, the best words written.  I tell the children, “The words in the story go into your ears and then into your brain, and you make the pictures in your head.”

That’s just what happens, every day at chapter reading.

I stop when we read a new word, such as ‘gratified’, or ‘salutations’.  Children are excited to learn new words.  I stop when something happens; I certainly stopped when the old sheep told Wilbur he was going to die.  That was a long and thoughtful conversation, including all the different meats that come from a pig.

The beauty of Charlotte’s Web comes from learning about the world, and about every feeling that is important in order to grow into a good person.  Goodness and knowledge, all on a farm.

By the end of the school year I have also read Mr. Popper’s Penguins, The Story of Doctor Dolittle, My Father’s Dragon, Little House in the Big Woods, Little House on the Prairie, and more.  I ask the children their favorite chapter reading book, and Charlotte’s Web is consistently their choice, even though nine months have passed since we read the book.  That says it all.

Jennie

Posted in Early Education, reading aloud | Tagged , , , , , | 43 Comments

Kindness, Peace, and Love Day

image

The tragic events of 9/11 unfolded, and our country was united in brotherhood.  We had scores of heroes, and we helped one another with selfless acts of kindness.  Since then, my school has celebrated “Kindness, Peace, and Love Day” every September.  We come together to meet and honor heroes.  We talk about the hero in all of us, and the kindness in all of us.

image

Police Officer Rachel and Firefighter Lindsay joined us this week.  They told the children how helping one another and being kind makes them a hero.  They shook hands with each and every child.  We thanked them for all they do.

Imagine being a child on a playground with the entire school, looking at a big American flag and hearing a real police officer and real firefighter tell you that you can be a hero.

My class proudly held the American flag.  The Pre-K class led us in the Pledge of Allegiance, and my class sang “God Bless America”, loud and clear.  We sang “You’re a Grand Old Flag” with the Kindergarten class.  And, we sang a wonderful new patriotic song, “Red, White, and Blue”.

Do you know the pride of holding the American flag and singing patriotic songs, with heroes?  I do, and so do the children in my class.  It’s hard to sing the words when your heart gets tangled with your throat.

Firefighter Lindsay taught me how to fold the American flag, in front of all the children.  They were spellbound.  It looked like magic to transform the flag.

imageAnd, it was.  The children went back to their class or stayed out on the playground.  Funny thing, Police Officer Rachel and Firefighter Lindsay stayed.  They felt such a part of this event and wanted it not to end.  Children talked with them individually.  Everyone connected.

image

Goodness is triumphant.  The events that happened after 9/11 have become the foundation for thanking our heroes, seeing the hero in all of us, and celebrating Kindness, Peace, and Love.

Jennie

Posted in Teaching young children, Uncategorized | Tagged , , , , , | 19 Comments

Bringing Community to Children

Andy the Tool Man is a carpenter.  He prides himself in both his craftsmanship and his father’s and grandfather’s hand tools.  There’s something warm and enticing about old tools.  Andy knows that, and so do the children.

image

We used the big, old ‘bit and brace’ with its warm wood patina.  We measured our feet with a folding ruler, and then we measured the hallway with a 50′ tape measure.  Using real hammers and saws on a woodworking table was an exciting challenge.  Real tools are far different than toy tools; learning how to actually manipulate a tool takes plenty of practice and also patience.  Yet, real is better than pretend, so the experience was something children wanted to do.  Our hand and arm muscles had a good workout…just what is needed in order to learn to pump a swing, and then to write.

Why do I have people in our community visit the classroom?  Because their presence makes an important connection for children.  Whether it is watching a firefighter dress in full gear, thanking a police officer, or sitting in an emergency vehicle, children need to feel part of their own community.

I wrote about this some years ago after my first visit to the Eric Carle Museum:

THE CHILD IN THE COMMUNITY

As the circle of a child’s experience expands from family to school to community, so does awareness of self and others.  Activities outside the family, such as playgroups and preschool, broaden children’s horizons, widening their social and emotional encounters.  Excursions to the playground, post office, or library offer new and exciting opportunities as well as challenges.  Feelings of attachment to a neighborhood or local landscape develop.

Whether new or familiar, communities can be places that nurture cultural identity, diversity, responsibility, adventure, and a sense of belonging.  As children find places in their community that lend themselves to these possibilities, their ties and interest deepen.  As such, a child’s community involvement begins to build the foundation for citizenship and belonging.

A child’s journey is a community staircase, local to global.  Those steps, one-by-one, from family to schools and to area towns, have a significant impact on a child.  Children are continually learning and modeling from peers and adults.  Events and experiences in this context begin to shape a child’s character.

The continuance of the steps along this pathway takes a child beyond local reaches to their state and country.  Our world is becoming smaller, with its rich diversity and varied opportunities.  When these cumulative experiences are nurturing and interesting to a child, they are helping to build future citizens and members of our world community with the roots of goodness and the wings of responsibility.  Community comes full circle.

What can your child find in the community?  Something that inspires a smile, a curious question, or a sense of wonder certainly reflects the importance that community provides.  Whether it is the library, post office, or other venue, the step from family to school to community is an important part of a child’s development.  At Groton Community School we embrace the family, and open the doors to the community.  It is purposeful that “Community” is our middle name.  Our responsibility and passion is to foster a sense of belonging in the classroom and at school.  We strive to be an important link from nest to flight.

Written by Jennie Fitzkee, Head Teacher, Groton Community School with inspiration and quotations from the Eric Carle Museum.

A thank you letter is always in order!

image

Jennie

Posted in Early Education, Teaching young children | Tagged , , , , | 39 Comments

My Tree of Life

image

A tree is a universal and natural element for teaching young children.  It is almighty; the one thing that represents birth, life and death, seasons, colors, beauty, divergence, and wonder.  That list alone is startling, yet just the tip of the iceberg (or the treetop).

Children are grounded in nature.  We adults are, too.  And, it’s the tree that embodies all that nature teaches us.  No wonder it’s such a powerful symbol.

On a visit to Asheville, NC I purchased this tree from Mountain Roots Studio.  It spoke to me; from the roots, to the twisted, gnarly trunk, to the open branches.  I felt like this tree represented my life and my teaching.  I began laying roots and connecting with young children over thirty years ago.  The decades have been filled with my learning.  The big knots on the trunk represent landmarks where I felt I made a difference; reading-aloud, “Gloria”, introducing art and music, storytelling…  The branches explode, as hundreds and hundreds of children have ‘taken off’, and soared after they left my classroom.  And, there is the kite, the symbol that represents roots to wings.

How profound that a tree can speak the message of life, certainly my life.

I brought this tree back to school and it hangs in the hallway for families and visitors to see.  Teachers understand.  They feel the same way.  Interestingly, the kite is also the logo at Groton Community School.  A plaque beneath the roots of the tree reads:

image

Donated by the Fitzkee Family in Celebration of Jennie’s Dedication to GCS since 1984.

The new school year begins tomorrow.  I will meet another group of children and have the opportunity to grow another root or two within my own tree.  Perhaps those children will feed on the roots and grow their branches in years to come.

That’s what I do!

Jennie

Posted in Early Education, Teaching young children, Uncategorized | Tagged , , , , | 30 Comments

A Dash of Risk

Raising resilient children who become lifelong learners with heart; that’s what I do. This says it well.

Marie Forst's avatarPlayful Directions

P1130178

Beginning a new school year is rife with uncertainty.  An unknown routine, strange surroundings, and rooms full of unfamiliar people all contribute to a high level of stress for both children and adults.  Will I know what to do? Will I like what I’m asked to do? What will happen if I’m afraid to try or, worse, try and fail?  Luckily, the reality is that our species has learned to adapt quickly.  Unfortunately, our emotional brains frequently forget this, leading to a fear of risk.

Within our educational bubble, we define risk as an opportunity to take a chance or explore an unknown.  It can involve physical, mental, and emotional tasks.  It becomes an acceptable risk when the consequence for failure is not life threatening nor seriously detrimental to the health and welfare of others.  A risk worth taking must present a substantial benefit that is not off-set by possible…

View original post 231 more words

Posted in Uncategorized | 2 Comments

Jennie Stories, the Early Years

image

My family log house, early 1770’s

Telling stories is akin to reading aloud. Words come alive when children ‘make the pictures in their heads’.  Listening stretches the brain because language, every word, is suddenly a lit fuse.

When I started teaching, I had reading-aloud in my pocket, but not storytelling.  Well, not stories about me, ‘Jennie Stories’ (that’s what the children call them).  It started at lunchtime, a ‘classroom family’ time at school.  We talk about our families and a million other intimate and close things that bring us together.  One day I told a childhood story…

It was a dawning; all the benefits and power of storytelling were suddenly magnified since the stories were about me, their teacher.  I was real, and through my stories I had the same fears, worries, and silly mistakes.  Children really listened, and that means young brains were in the highest gear.  That translates into learning – of course I continued to tell my childhood stories!

The stories I heard as a child had the same effect on me.  Oh, those wonderful stories and memories!  My grandmother, Nan, was the storyteller.  I remember her stories well, and my own childhood events have become the foundation for ‘Jennie Stories’.

My first childhood memory is the sound of a train.  I was sleeping in the family log house in Lowell, WV.  The house today is known as the Graham House and is on the National Historic Register.  But, back then in the 50’s, my family still owned the house.  The history is thrilling; it is the oldest two-story log house west of the Appalachian mountains, built in the early 1770’s.  My grandmother, Nan, lived in the house until she was married.  She told me many times the story of Indian raids.  On one occasion the children were in the summer kitchen and ran to the house.  The boy did not survive and the girl was kidnapped. It took the father eight years to get his daughter back, trading horses with the Indians. Family stories.

As a child, listening to this story is much like my preschoolers listening to my childhood stories.  I know how that feels, and I, too, make those pictures in my head. 

The sound of the old steam engine train whistling by as I slept at the old log house is one of my fondest memories. When I recently visited the house with my husband, my first visit since 1964, I immediately recognized everything. I ran up the stairs and felt along the wall beside my bed, as there had been holes for rifles to go through when fending off an Indian raid. The holes were still there, just as I remembered, and just as Nan had told me.

Is it the sound of the train that makes my memories crystal clear?  I think so. On the playground at school the far away sound of a train goes by in the morning. Often I have the children listen carefully, and then I tell them about sleeping in a log house and listening to a train.  Stories are the keepers of words and memories.

Jennie

Posted in Early Education, Teaching young children, Uncategorized | Tagged , , , , , , , | 35 Comments

Quotations on the Importance of Education

frenchc1955's avatarcharles french words reading and writing

Nelson_Mandela,_2000_(5)

(https://en.wikipedia.org)

“Education is the most powerful weapon which you can use to change the world.”

                                                                                 Nelson Mandela

Socrates_Louvre

(https://en.wikipedia.org)

“Education is the kindling of a flame, not the filling of a vessel.”

                                                                                  Socrates

Malala_Yousafzai_par_Claude_Truong-Ngoc_novembre_2013

(https://commons.wikimedia.org)

“Education is education. We should learn everything and then choose which path to follow. Education is neither Eastern nor Western, it is human.”

                                                                                Malala Yousafzai

View original post

Posted in Uncategorized | 11 Comments

All Because of a Dragonfly… Talking Death With Children

image

Our Memory Garden at school is a raised bed of beauty; flowers, sculptures, American flags, and a collection of painted rocks, all to mark classroom pets and loved ones who have died over the years. The garden sits quietly as children run and play alongside. It is welcoming, and children who visit inevitably ask questions.

Additionally, there is a flat paving stone with a carved dragonfly in remembrance of Taylor, a little boy in our school who died some years ago. Taylor adored dragonflies. Yesterday I noticed the garden needed weeding, and sat on the low stone wall to take care of Taylor’s dragonfly. Emma came over to ask what I was doing. She wanted to help me weed. That was the beginning of a remarkable series of events about dying.

Yes – dying – the word that scares teachers and parents. The “D” word. Something they hope they’ll never have to talk about until their child is older. I wasn’t scared.

Emma noticed the dragonfly and we weeded together to make things beautiful again. She was quiet, and this work seemed to be soothing to her. Well, that’s what I thought at first. Yet, it was far more than the weeding that was soothing Emma which I would soon discover. Ever-cheerful Scarlet bounced over with her signature big smile and curiosity. It was Scarlet’s first real visit to the garden.

“What’s that statue?”
“It’s a baby deer.. It’s for someone who died long ago.”
“Died? Is he under the deer?”
“Oh, no. People would have to be buried in a real cemetery.”
Long pause…
“Scarlet, the deer helps us to remember the person. See how beautiful his eyes are? We can remember the good. All statues and painted rocks represent pets and people who have died”, I said waving my arm across the garden. “Look here. What are those letters on the green rock?”
“They spell P-E-E-P”.
“Peep was our Guinea pig before Ella.”
“Emma, do you remember Peep?”

Emma nodded her head yes. She was there to love Peep when he was alive, and she was there when he died. Emma had not talked this entire conversation. She had not even made eye contact with either of us.  I told the children how Peep was buried deep under the rock in a pink lunchbox. I told them the story of how he had died at Audrey’s house on Christmas Eve, and how we had buried him in the snowy weather.

Then we talked about Peep and all the things he did when he was alive. We looked at the blue rock for Goldie the fish, and the rock for Sparky, and for many other pets. I told them stories of our first guinea pig. We weeded and talked. Finally Emma said, “My Nana died yesterday. She was ninety-five.” Relief.  She said it.  We talked some more, but now it was Emma who did the talking, all about her Nana.

Scarlett jumped right in, “My sister Ruby died.”
My silence must have deafening. “Do you want to tell us about it?”
“Yup. She was bigger than me. She died in Mom’s belly before I was born. We have her birthday every year.”

Elena, the inquisitive and thoughtful one, walked right over to Scarlet. “What happened? Your sister died?” And, Scarlett told the whole story over again, including the birthday part. Emma asked me if all the animals in the Memory Garden celebrated birthdays. I told her I didn’t know, but wouldn’t that be a wonderful thing. Everyone nodded and looked at me, hoping I could make something happen, or perhaps make things ‘right’ for the animals.

“Let’s sing Happy Birthday to everyone. What do you think”. Squeals of “yes”, hand-clapping, and jumping up and down told me that singing the song was indeed a good idea. We all held hands, including other children who had gathered at the Memory Garden, and belted out Happy Birthday, twice. It felt good. The children were satisfied.

Our Memory Garden is an open door for children to wonder about the circle of life and ask questions.  Don’t we all need that?  Don’t we need a remembrance, a garden to weed and take care of, and others who can listen and understand?

The next evening a friend and fellow teacher came over for dinner.  As we walked outside she noticed my dragonfly stepping stone in my garden.  We stopped.  This was a moment for her, beautiful memories after a tragedy.  When we walked out to sit by the pool, a rare ‘dragonfly show’ suddenly appeared.  Imagine that!

blue-dragonfly

Jennie

Posted in Early Education, Teaching young children, Uncategorized | Tagged , , , , | 45 Comments

What I learned from Children

Thank you, Nina, for your pearls of wisdom and seeing things through the eyes of a child.

Nina's avatarthehappylife101

I would define CHILDREN as the happiest creatures in the world. Oh, don’t you just envy their enthusiasm and high-spirits!

happy children

In my pondering, I realize that there are really some great things that we can learn from them- the actual simple reasons why they are always happy.

Here we go…

#1: Children love unconditionally.

They don’t have any hidden motives or agenda. They don’t say “I love you IF you are…”, or “I love you WHEN you…”…they just simply love for the mere fact of loving someone.

I remember one time when my daughter, Gaby told me that she loves me. I asked her why and I was astonished with her response: “Because I am happy with you.”My heart just melts with joy every time I remember that.

#2: Children apologize and forgive easily.

Unlike adults, children don’t hold grudges. They get angry and fight, but they make up easily and then forget…

View original post 333 more words

Posted in Uncategorized | 1 Comment