The Spirit Animal Award Nomination!

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I am deeply honored to have received a second Spirit Animal Award Nomination.  A heartfelt and sincere thank you to Charles French at https://charlesfrenchonwordsreadingandwritingatwordpress.com I say this  with the utmost of gratitude and thanks.  The award speaks to the spirit, and is a reflection of writing that inspires.  If you have not visited Charles French’s blog, please do.  His writing and posts are the best.  Really!

The  rules of the award:

*Thank the blogger who nominated you, and link back to his/her blog.

*Post the award picture on your blog.

*Write a short paragraph about your blog and what it means to you.

*Answer this question: if you could be any animal, what would it be?

*Choose and notify ten nominees

What does my blog mean to me?

My blog began a few years ago, compiling my numerous newsletters to my preschoolers’ parents and families; they reflect all that really matters in teaching children.  My blog has become a platform for stories of how the moments of ‘what happened’ are far more than just a moment.  I write with heart and excitement, because I am ‘there’, to be a part of terrific learning experiences, especially reading-aloud, art, music, geography, Gloria, patriotism… it is a great list!  My blog is my lifeline; it reflects making a difference.

What animal would I choose to be?

I would be a dragonfly, with swift, quiet iridescence.  This animal is one of the oldest in existence and those who gaze upon it do so with admiration.  A dragonfly allows others to touch and be a part, for a moment.

blue-dragonfly

 

My Spirited Nominees:

*Jed-Off the Record at https://jedrecord.wordpress.com/

* Norah Colvin at http://norahcolvin.com/

* Prof. Mitch at https://mitchgoldfarbblog.wordpress.com/

* Terry at http://spearfruit.com/

* Jonna Ellis Holston at http://jonnaellisholston.com/

* G.P. Cox at https://pacificparatrooper.wordpress.com/

* Robert C. Day at https://levishedated.wordpress.com/

* M.L. Kappa Letters From Athens at http://athensletters.com/

* Roberta Pimentel at http://robertapimentel.com/

* Sue-Space, Time, and Raspberries at http://stranscht.com/

Once again, thank you to Charles French at Charles French Words Reading and Writing https://charlesfrenchonwordsreadingandwriting.wordpress.com

Jennie

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The Thrill of Learning

It happens every time I open my Big Book Atlas, without fail.  Children can’t sit!  They are drawn to the big maps, swarming like bees to flowers.

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Do you have any idea how many different things children want to say when they see a big map of America?  They are bursting to recognize states and tell me where they have traveled.  They can’t sit still; they just have to stand.  Little ones have big minds that are much like sponges, wanting and needing to soak it all up.  Learning should be exciting, yet learning with the Big Book Atlas is thrilling.

Why does this big map book hit a nerve?

Here is what happened this week, and how a ‘moment’ can instantly become a passion of learning for children.  Emergent curriculum at its best.

Chloe brought in a book about animals.
imageInstead of picking a few pages to read, I asked what animal they wanted to learn about.  Salamander was the vote, so we went to the index to find “S” and salamander.  There were subheadings, which I read aloud, and “mudpuppy” sounded interesting.  I read that mudpuppies live in the northeast.  Blank stare.  “Do you know what the northeast is?”, I asked.  No takers.

I knew just what to do.  Big Book Atlas to the rescue.

I jumped up and said, “I have something really cool to show you.  Stay right there!”  I dashed to find the Big Book Atlas, opened it up to the United States, and simply pointed as I said, “North.  East.  We’re both north and east.  That’s where mudpuppies live.”

At this point children didn’t care about mudpuppies.  They wanted to learn more about north and east, and also south and west.  We talked about many different animals and where they lived.  Rattlesnakes, included.  Henry was proud to tell everyone that it would take five hours to drive to Pennsylvania, and five days to drive to California.  We traced the route on the map.  Along the way we stopped to look at the mountains in the west with snow peaks.  Children traced rivers with their fingers into the gulf and the oceans.

Rattlesnakes came up in the conversation again.  I turned to the map of the world to show children where it was hot, like the southwest.  “Where is the hottest place in the world?” I asked.  Fifteen fingers and pushing, excited children guessed.  Of course we learned about the equator.

Then Neil remarked about pirates while looking at the oceans.  Another child said there are no pirates.  I calmly said, “Yes there are some pirates today.”  Wide eyes and silence.  “I’ll show you where they are.”  We flipped to the map of Africa and I showed them the area called the horn, or Somalia.  Oh, how we talked!

I read the names of oceans and seas.  “I know that place!”, another child said when we followed the Red Sea north from Somali.  “Where is Jerusulum?”  Four of us looked together, but alas, the map of Africa did not extend north enough to identify the city of Jerusalem.

We finished this great, unplanned episode of learning.  All of this took thirty minutes.  This was the most important thirty minutes of their day.

The next day as soon as Will arrived at camp he said, “Jennie, I found Jerusalem last night.  I’ll show you on the map.”

Jennie

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The Real Deal at a Museum

A trip to the Eric Carle Museum of Picture Book Art in Amherst, MA is a wonder in itself. It never fails that I am ‘blown away’, as my anticipation or expectation is fulfilled, yet not at all in the way I imagined.

My first visit, nearly ten years ago, was a shocker.  I walked into the art exhibit and was face-to-face with an original illustration of Ezra Jack Keats from Peter’s Chair…in cut-out linoleum.  Imagine that!  I had read this book to my preschool class for years, yet who would know by reading the book that the illustrations were done in this fashion.  I certainly didn’t!

My repeated visits, each one, held a similar experience.  Plus, I walked away feeling as if I had been the first person to see the Grand Canyon.

While children’s picture books are a staple in libraries, schools and homes, few people have had the privilege and pleasure of seeing ‘the real deal’.  I am one of the lucky ones. This week was no exception.  I saw the art of Robert McCloskey, the illustrator of Make Way For Ducklings, Blueberries For Sal, Burt Dow, Deep-Water Man, and many other books.  Here is what I saw:

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Look at the white paint on the whale’s tail.  It is raised and thick.  Look at the yellow paint from inside the whale’s stomach.  Yes, it is raised and thick, too.  This is just like the best art of Jackson Pollock.image

I have seen the tiny pencil lines along the tigers in The Story of Little Babaji, and the brush strokes of the sun in Madeline.  I have seen how vivid the ink lines are on the bear in Blueberries For Sal.

There is quite a big difference between the Eric Carle Museum and an art museum; where an art museum allows one to see recognizable art, the Eric Carle Museum allows one to see, two inches away, art from everyday reading.  That in itself is remarkable.

Watching the Red Sox on television can’t compare with being at Fenway Park.  The same holds true with a live music concert at a symphony hall or a gymnasium.

Real is real, and that translates into sparking every emotion, and somehow validates the deepest feelings of the viewer or listener.  The Eric Carle Museum does just that.

Next to reading aloud in my preschool class for the past thirty-two years, a trip to the Eric Carle Museum, including their terrific bookstore that is the top end, is the best.

Jennie

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Girls Reading Books

Reading, captured through art. What could be more beautiful? Marcia Strykowski shows us.

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The Pen is Mighty

Writing is a powerful thing.  And, so is reading.  To my surprise and delight, this is what I received in the mail recently:

imageYes, it is a postcard from author Kate DiCamillo.  It is even signed, “Your Friend”.  I sent her my blog post on ‘Really Understanding Children’, because Beverly, the character in her book Raymie Nightingale,  is just like my Beverly at summer camp.  Well, it was really more than that; I truly understood both children.  I needed Kate DiCamillo to know that.  I think she does, as she wrote this on the bottom of the postcard:

imageThe words read, “P.S.  Thank you for sending on your wonderful blog about Beverly and Beverly.”

The pen most definitely is mighty.  It holds more power than typing the keys on a keyboard.  Handwriting seems to hold real feelings.  I remember the curves of the letters in my grandmother’s writing.  When I go back and read them again, decades later, the same wave of “I know” comes through her written word.  My father rarely wrote, but when he did his message had heart.

My mother always said, “Jennie, send a note, and make sure you use black ink.”  I still do.  Somehow, I know when I write that letter or note, by hand, it will convey so much more to the reader.  I am ready to write a letter to Colin’s parents; he did a quick video for Milly the quilter, practicing sewing.  Milly taught him how to sew last year when she visited my classroom.  Colin has also made Milly a video singing “You are My Sunshine”, and Jingle Bell Rock” (his favorite song).

Why am I writing to Colin’s parents?  I showed the video to Milly at her nursing home, and I saw Milly’s face as she watched.  Oh, my!  She was overcome and smiling ear-to-ear.  Not only did she watch it again, she had me show the nurses both Colin videos.  Colin’s parents need to know what a tremendous thing he has done for Milly.  So, I will write, handwritten, and with black ink.

Kate DiCamillo did, too.

Jennie

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The Greatest Question

“Jennie, tell me all the chapter books.”

That was Jackson’s request, profound and unexpected.  This is his whole wide world of reading aloud.  And, this is the greatest question.

Jackson and I were on the playground this morning.  He was hot from swinging and joined me in the shade, along with other children.  I was telling children about trees and clouds; at least I think so.  Given what happened, my recall of events beforehand is blurred. Whenever Jackson joins me, he always has something to say about a book.  He wants to tell me ‘what happened’.  He needs to tell me.  I was the teacher who opened the world of books to him, and just my presence triggers all the passion and excitement that he feels when being read-aloud to.

Earlier this summer I loaned Jackson my worn-and-torn copy of “Little House on the Prairie”.  Borrowing your teacher’s book vs checking it out at the library?  That’s a no-brainier.  As the summer has progressed, Jackson has wanted to tell me things that have happened in the book; important things to him.  Yet, when he needs to tell me, it is often at a terrible time.  We’re not in the same group at Summer Camp, so we see each other on the fly.

When we were getting ready for Big Pool Swim with only minutes to spare before the van arrived, Jackson had to tell me about “the boards that went across the water”.  He was using hand gestures because he was excited, compelled to tell me about this.  I knew what he meant; Pa had built the cover for the well.

Children had to be ready to get onto the van, and I was responsible.  I knelt down to listen to Jackson, because when an adult (especially a teacher) listens to a child, it is ‘fairy dust’. Oh, what a gift.  Other teachers helped out, therefore those few important minutes of conversation were not lost or swept away.

Today was just as unexpected and far more important.  When we were in the shade, Jackson asked a question that is the Holy Grail for a child who had fallen in love with reading aloud:

“Jennie, tell me all the chapter books.”

I told him about many chapter books, including “The Wild Robot” by Peter Brown.  Jackson wanted to know more about the “Little House” series, and we talked about those books.  I asked if he wanted to borrow mine… need I say more?

Many children are incredibly smart and intuitive.  It all begins with reading aloud.  Growing a reader means growing a child who is accomplished in math, science, art, music… everything.  Yes, reading is the foundation for learning and education.

I hope another child asks me to tell them ‘all the chapter books’.

Jennie

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Roots and Wings…and Thunderstorms

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Last evening I was outdoors with my husband and our adult daughter watching the big thunderstorm rumble into our yard.  We were all enjoying the anticipation as well as the storm itself.  I asked my daughter what memories popped into her head whenever she heard a big storm.  She replied, “Camp, of course!  We had nothing else; no TV, no computer, just the outdoors.  Thunderstorms were great!”  Funny thing.  This was the same experience with me as a child at camp.

We talked about exciting and adventurous experiences in our childhood, and about childhood itself.  We analyzed why children feel the way they do, and what is it that ‘makes a difference’ when they grow up.  One thing kept ringing loud and clear.  Children who are given experiences that challenge them, who are encouraged to take a chance and ‘do it’, and who have the firm love and support of their family, seem to grow up with a good, strong sense of self.

Roots and wings.

In my classroom I approach each learning experience and activity, planned or unplanned, as an exciting opportunity.  We are a family.  We help each other, support each other, and encourage each other.  We provide roots for each other with daily routine, tenderness, and a positive, fun attitude.  We give each other wings when we learn how to write our name, pump a swing, stand in front of a group to talk, or try something new.

Roots and wings.

Remember, it’s all the little experiences, over and over again, that we build upon.  It’s not the big things that make a difference.  Dancing with painted feet, coming to school at night and singing in the dark, shopping in a real Indian market, painting to classical music, setting up nap mats for other children, finding a new place on our big map with the magnifying glass, reading all the name cards without help… it is the culmination of all these activities, and many others, that make the difference.

I hope that in years to come, children and their families sit through a thunderstorm together, walk through the woods together, or sing in the dark together, and find it is an experience that is exciting.  I hope that my Aqua Room classroom, and all we have done together as a group, has helped to give children the experiences to feel a happy and confident sense of self.

Roots and wings.

Jennie

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Quotations on Teaching

Terrific and important quotes on Education from Charles French.

frenchc1955's avatarcharles french words reading and writing

 Malala_Yousafzai_par_Claude_Truong-Ngoc_novembre_2013

(https://commons.wikimedia.org)

“One child, one teacher, one book, one pen can change the world.”

                                                                              Malala Yousafzai

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“There is an old saying that the course of civilization is a race between catastrophe and education. In a democracy such as ours, we must make sure that education wins the race.”

                                                                                John F. Kennedy

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(https://en.wikipedia.org)

“Education is not preparation for life; education is life itself.”

                                                                               John Dewey

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Really Understanding Children

Beverly came to camp a little late. She quickly joined all the campers as we were singing camp songs, hoping no one would notice her.  She wore her signature no-smile, crossed her arms, and plunked herself down beside me. She had been crying, hard, and wanted nothing to do with anyone or anything.

I just knew. I understood, even though I know very little about Beverly.  I didn’t say a word.  That would have been all wrong.  Beverly was much like the other Beverly, Raymie Nightingale’s Beverly.

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The next two minutes felt like a time warp.  It was just the two of us; campers were singing away, and we were alone.  Beverly held her knees close to her chest as if tucking herself in would protect her.  I put my arm around her and kissed the top of her head.  I didn’t let go. Beverly liked that.

Who was this child?  In the few short weeks I have known her, she has been aloof, an observer, sometimes putting on a tough front.  Just like Raymie’s Beverly.  Stomping away and pouting with crossed arms is… well, Beverly.

The easy route is to look at a child, match their behavior to what you know, and then respond.  If this always worked, the number of children who need help and the workload of teachers would diminish, drastically.

What is the magic answer?  Connecting with each child, not you to  them but them to you. There is a big difference.  Children know; they sense everything and are intuitive.  They know if a teacher or an adult genuinely likes them.  They know.

I paid attention to Beverly.  I was not judgemental, even though her clothes were different and her lunches were different.  Different is a good thing, but people often applaud different in the big picture, not the little things close to home.  Acceptance is far easier on a broad scale.  Beverly was not on a broad scale; she was ‘right there’.

Beverly smiled at me later that day.  From across the room.  Today when camp started, she sat next to me and smiled again.

I have a new best friend.  Raymie did, too.

Thank goodness I really understand children.

Jennie

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Why Do Play Performances With Children?

Timothy planned his own costume.  He wanted to be a seagull, and he thought a white plastic trash bag cut along the sides would be perfect.  It was.  This made Timothy soar in his performance; not only as a seagull, but as an empowered child.  His costume was far better than anything I could have given him.

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Every summer my school offers a summer camp program.  The most exciting part of my camp group (six and seven year-olds) is the ‘play performance’.  It didn’t start that way at all.  Camp is camp, and that means having a real experience of outdoors, swimming, knature activities, arts and crafts, and camp songs.  Play performances seemed to evolve on their own.

Our camp has four themes.  When we are Kings and Queens, my older group is the ‘Mighty Mighty Dragons’. When we are The Wild West, my group is the ‘Mighty Mighty Mustangs’.  We’re Stingrays and Cheetahs for the Safari and Ocean units, always ‘Mighty Mighty’, of course.

It started with the Wild West years ago.  I couldn’t help but notice that the children began to do things on their own.  They built a tower for our mustang puppet, made up songs, and pretended to be different characters out west.  This was emergent curriculum, children so ready to act out something.  That ‘something’ turned out to be an incredible play performance. I can’t liken it to the success of building a difficult block structure, or learning to read, or painting the best piece of art; this play had that same level of accomplishment yet much more, because it involved the joint efforts of all the children.  That’s collaboration.  Pretty incredible for six and seven year olds.

Here’s where it gets remarkable; the children planned everything from script to costumes to parts.  I only guided and encouraged.  Well, I added the excitement of surprise by sneaking the children into the storage room to find a prop or a part for a costume.  We did this crawling the hallway and dodging all the other groups, James Bond style.  A scarf became a dress, and poster board was cut into cowboy chaps and a doorway.  The play became a special secret, even to parents.  The camp director ‘got it’ and became a spy.  Of course all of this empowered the children.

Kevin was shy, yet he seemed to like being part of the play.  When we sneaked into the storage room to look for items, he wanted to find something for his dog costume.  He found a piece of brown card stock paper and was eager to cut it out.  I saw that he was cutting out something tiny, a triangle to be exact.  “That’s my tail”, he said.  I asked what else he needed for a costume.  “Nothing”, he said.  When we walked out on stage, he stood so proud and tall.  He loved his costume.  No one else could even see it, but that didn’t matter.  Kevin knew it was there- it was his.  He walked out onto that stage with tall shoulders.  In his performance he was no longer the shy boy.

Owen often asked when his Mom would pick him up or how many hours there were in camp.  Swimming wasn’t his favorite activity, especially with the big water slide and cold water.  He didn’t have a large circle of friends at camp.  Yet when the children planned the play, he wanted to be ‘head of the cheetah family’.  There are six days in a camp session, and by day four he cried.  Day five was too much, and at drop-off Mom just took him home.  Oh, we had talked about the play on and off, and he really wanted to do it.  We even talked about his tall orange socks and how they would be a perfect cheetah costume for the play.  Day six, the last day of camp and ‘play day’ arrived.  Owen came to camp, a little unsure.  He was a star in the play!  Boy, did he pull it off with a huge smile.

I have learned along the way not to assign parts or give costumes or even have a say in the play.  Children always come up with something amazing and far more interesting than I could.  I never underestimate young children.  And, I always support their ideas.  That’s why our play performances are incredible.  When children are empowered and encouraged to do something on their own, they rise to the occasion.

Just ask Timothy, Kevin, and Owen.

Jennie

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