I had a child in my room last year with a severe peanut allergy, so I know how severe and real this can be for educators and parents! To make matters worse, he also experienced allergies to other common foods and irritants found outside. The dangerous part for this child was that he also had asthma, so any inflammation was dangerous for him.
However, that said, as this article points out, food allergies are far less dangerous than many other issues facing children and their families. Food allergies are real, but the research certainly has some disturbing holes in it.
Monday, August 31, 2009
Sunday, August 30, 2009
Hold the Mac-n-Cheese, please
I love Mother Jones, and encourage you to check out their online reporting. They truly address the reporting that doesn't appear anywhere else. Processed mac-n-cheese: could anything represent an American childhood more? I remember making my very own vat for dinner, and know this is one of the staples many of my students eat. Read more about why we should be wary (or insist on different regulation, at the Europeans have) here:
http://www.motherjones.com/blue-marble/2009/08/mac-n-cheese-safer-please
http://www.motherjones.com/blue-marble/2009/08/mac-n-cheese-safer-please
The power of choice
As an early educator, I think of ways to empower my students to make daily choices. I know both the anecdotal evidence: children are engaged far longer than I often believe them capable of when they CHOOSE their "choice time" or center time activity. We also know that it's important for preschoolers to engage in choice so they develop a sense of their own initiative according to Erikson's levels of development (preschoolers = initiative vs. guilt).
This article points to the power of choice at other levels of education: can/should/how can middle schoolers pick their own books to read? Read more here: http://www.nytimes.com/2009/08/30/books/30reading.html?emc=eta1
This article points to the power of choice at other levels of education: can/should/how can middle schoolers pick their own books to read? Read more here: http://www.nytimes.com/2009/08/30/books/30reading.html?emc=eta1
Beginning of School Nerves
My students come tomorrow, and I wish I could say I was thrilled and excited. I am, of course, excited for my new 2, 3 and 4 year olds to come start a new year. I've spent time preparing for them, I've even dreamed about them. But I also get nerves, just like when I was a student starting out! I know my students' year is high stakes--for me, for my life, but mostly for theirs. It matters what they learn, how they interact with their peers, what connections they make. It matters what words they know, what experiences help make them curious about the world. Here we go! :)
But you don't have to take my word for it.....
My husband and I both credit our love of reading to many things: parents who read nightly to us, great teachers and schools and just a little bit innate nature of both being Gemini-reading-and-talking-about-everything people. As children of the 80s, we both literally grew up with Reading Rainbow. It was very influential in how I imagined how books could come to life. My husband loves the episode where they go to the diner to explore the themes of the "The Robbery of the Diamond Dog Diner." One of my favorites involved going to a hat shop.
This article talks about some of the pressures, including the Bush administration's (lack of?) priorities which contributed to the ending of the show. The conflict seems to be between the goal of teaching kids to read --which Reading Rainbow didn't do. As quoted, it teaches kids "why to read." From our now adult perspective, the show built schema and background knowledge which helped young readers explore the possibilities of reading.
Check out the below referenced article, if only for the awesome title song clip!
http://thinkprogress.org/2009/08/28/reading-rainbow/
This article talks about some of the pressures, including the Bush administration's (lack of?) priorities which contributed to the ending of the show. The conflict seems to be between the goal of teaching kids to read --which Reading Rainbow didn't do. As quoted, it teaches kids "why to read." From our now adult perspective, the show built schema and background knowledge which helped young readers explore the possibilities of reading.
Check out the below referenced article, if only for the awesome title song clip!
http://thinkprogress.org/2009/08/28/reading-rainbow/
Thursday, August 20, 2009
Co-Teaching as Marriage Analogy
Two teachers in a classroom are, to me, in an arranged marriage! I am so grateful and lucky to have a talented co-teacher, but it is difficult to well with someone over so much time! I just did a workshop for first year teachers about working with co-teachers. I used this collaboration model from the Thomas Kilmann Conflict Mode Instrument to talk about how we want to build a relationship with our co-teacher, but we also want to work towards our goals. It was a tool presented to me as a pre-marital strategy, but it works for teachers to think about their level of compromise and/or collaboration with their teaching teamCitation: http://en.wikipedia.org/wiki/Thomas_Kilmann_Conflict_Mode_Instrument
Lisa Guernsey at The Early Ed Watch Blog on Chuck Norris on Obama legislation (Check it out here: http://www.newamerica.net/blog/early-ed-watch/2009/bring-pain-chuck-norris-home-visitation-plan-13865). This is an especially great blog, enjoy when they have a sense of humor about public discourse and media coverage of early childhood.
Tuesday, August 18, 2009
Barriers to Accessing High Quality PreK
Check it out at: http://www.racewire.org/archives/2009/08/an_early_start_for_children_of_1.html
I love the picture of these students in the article---happily reading one of my students' favorite stories, "Go Away Big Green Monster"! This article is interesting, since it reveals the layers that prevent all families from equally accessing opportunities for PreK. While not very heartening, it reminds us that even in a city like Chicago, which is considered a leader in early childhood opportunities, we gotta close the access gap!
I love the picture of these students in the article---happily reading one of my students' favorite stories, "Go Away Big Green Monster"! This article is interesting, since it reveals the layers that prevent all families from equally accessing opportunities for PreK. While not very heartening, it reminds us that even in a city like Chicago, which is considered a leader in early childhood opportunities, we gotta close the access gap!
Home Visits Are Essential! Do Them!
Check out this article: /05/tln_ferlazzo.html?tkn=OOXDetwFBuBH4ZKBsE5Xbdnt42VwVp1Zd9gs
This educator amazes me, since he tries to visit so many of his large caseload of high schoolers' homes! I try to make sure to conduct home visits at the beginning of the year-- if before school starts, it puts students, parents and myself at ease. Most I conduct throughout the fall as I am able, especially after I've explained the benefit to families who are often wary. The trust that can be built between you and families at the beginning of the year sets the right basis for a wonderful year!
Elements of a good home visit:
1. Ask questions to understand the family: where are you from? Habits/routines of the home? What is important to you? Meet a family member who doesn't drop off?
2. Spend 80% of the time listening! At school conferences, teachers often do most of the talking and informing of a child's progress. This is a great opportunity to really relax and be a good listener.
3. Use your knowledge for good communication throughout the year. You now know what this family's interests are (can you come help us cook a chili in our classroom?), struggles are (how is your other daughter feeling?) and concerns are (I really think your child is interacting more with other students).
4. Share appropriate information of yourself. Teachers are people, with families, spouses and interests. Sharing these stories helps families feel you are approachable.
5. Show interest in student/child if present. Remember bumping into your teacher at the grocery store, the shock of the knowledge teachers leave school? I'm always amazed by how different students will be in their home than at school, giving greater insight into their whole being, not their school facade.
Another resources that have helped influence my home visit philosophy and views: Black Ants and Buddhists by Mary Cowhey
This educator amazes me, since he tries to visit so many of his large caseload of high schoolers' homes! I try to make sure to conduct home visits at the beginning of the year-- if before school starts, it puts students, parents and myself at ease. Most I conduct throughout the fall as I am able, especially after I've explained the benefit to families who are often wary. The trust that can be built between you and families at the beginning of the year sets the right basis for a wonderful year!
Elements of a good home visit:
1. Ask questions to understand the family: where are you from? Habits/routines of the home? What is important to you? Meet a family member who doesn't drop off?
2. Spend 80% of the time listening! At school conferences, teachers often do most of the talking and informing of a child's progress. This is a great opportunity to really relax and be a good listener.
3. Use your knowledge for good communication throughout the year. You now know what this family's interests are (can you come help us cook a chili in our classroom?), struggles are (how is your other daughter feeling?) and concerns are (I really think your child is interacting more with other students).
4. Share appropriate information of yourself. Teachers are people, with families, spouses and interests. Sharing these stories helps families feel you are approachable.
5. Show interest in student/child if present. Remember bumping into your teacher at the grocery store, the shock of the knowledge teachers leave school? I'm always amazed by how different students will be in their home than at school, giving greater insight into their whole being, not their school facade.
Another resources that have helped influence my home visit philosophy and views: Black Ants and Buddhists by Mary Cowhey
Preschoolers' Mental Health
Check out the article: http://www.nytimes.com/aponline/2009/08/03/health/AP-US-MED-Preschoolers-Depression.html?emc=eta1
This article brings up the expectation vs reality of children and their mental health. We expect young children to be resilient to family stress or even chemical predisposition, but this is often not the case. Good for early educators like myself to be aware of when working with children exhibiting signs of depression or who are under stress.
This article brings up the expectation vs reality of children and their mental health. We expect young children to be resilient to family stress or even chemical predisposition, but this is often not the case. Good for early educators like myself to be aware of when working with children exhibiting signs of depression or who are under stress.
Article: Your Baby Is Smarter Than You Think
Check out this article from the NYT: http://www.nytimes.com/2009/08/16/opinion/16gopnik.html?emc=eta1 - "Your Baby Is Smarter Than You Think" by Alison Gopnik. I love this article and hope you'll check it out for a few reasons:
1. I love pretty much anything in the mainstream media that brings the importance of early childhood to the forefront of daily and political discussions.
2. Articles like this make lots of theory accessible and fast to read, making it perfect to pass out to my busy classroom parents.
3. She has GOOD practical ideas. You don't need Baby Einstein to make your kid smart, you need to talk to your child! If your preschooler moves around all the time, that's normal!
4. We need more discussion and awareness of how early childhood discussion DOESN'T start at preschool, but at birth. I would love to work in the future with a more baby and toddler setting, I think it is so important!
1. I love pretty much anything in the mainstream media that brings the importance of early childhood to the forefront of daily and political discussions.
2. Articles like this make lots of theory accessible and fast to read, making it perfect to pass out to my busy classroom parents.
3. She has GOOD practical ideas. You don't need Baby Einstein to make your kid smart, you need to talk to your child! If your preschooler moves around all the time, that's normal!
4. We need more discussion and awareness of how early childhood discussion DOESN'T start at preschool, but at birth. I would love to work in the future with a more baby and toddler setting, I think it is so important!
An Urban East Coast Teacher's PreK Journey - Join in!
Welcome!
I'm a PreK teacher of three and four year old students at a small public school in an East Coast city. This is my fourth year teaching, and my second year at my school. I'm passionate about my classroom, my students and their success. I'm excited about all the attention that early childhood is getting locally and nationwide, but I want to ensure that preschoolers are receiving high-quality, developmentally appropriate programming.
I've started this blog to put out my experiences in the classroom, while trying to respect my school's and students' privacy. I want to share my successes, but don't want to sugar-coat the realities of the day-to-day struggles I face while teaching. I read a lot of early childhood blogs and articles, and plan on sharing my thoughts on policy. If you blog, let's link to each other's blog. If you teach or read, please comment. If you care about making early childhood a vivid part of the American politcal discourse, chime in. The blog attempt starts now, join in!
I'm a PreK teacher of three and four year old students at a small public school in an East Coast city. This is my fourth year teaching, and my second year at my school. I'm passionate about my classroom, my students and their success. I'm excited about all the attention that early childhood is getting locally and nationwide, but I want to ensure that preschoolers are receiving high-quality, developmentally appropriate programming.
I've started this blog to put out my experiences in the classroom, while trying to respect my school's and students' privacy. I want to share my successes, but don't want to sugar-coat the realities of the day-to-day struggles I face while teaching. I read a lot of early childhood blogs and articles, and plan on sharing my thoughts on policy. If you blog, let's link to each other's blog. If you teach or read, please comment. If you care about making early childhood a vivid part of the American politcal discourse, chime in. The blog attempt starts now, join in!
Subscribe to:
Posts (Atom)
