Can we be golden?

I've just read a post about one way to introduce the concept of classroom community to kindergarteners. It was a strikingly visual moment, and I wanted to remember it (and pass it on!).

I've linked the post (Organized Chaos We-are-golden) where the author did a MUCH better job of telling us about it, but here is a quick synopsis.

The classroom in question is a kindergarten class which is having a little difficulty remembering some of the good classroom behaviors that are expected of them. The teacher puts up a shiny gold poster. Over the course of the discussion about bad behaviors, each time one is memtioned (not sharing, calling names, etc...) she puts a piece of black paper over the gold until all they shiny gets covered up. It's a powerful way of showing kids what will happen if we don't treat each other with respect and kindness. Our class goes from being happy and shiny to dark and sad.

Acronyms

I caught myself using some of the acronyms that my Master Teacher was using when I was with her in September. They were meant to help the students remember certain habits and ideas, but I guess they worked on me, too!

Here are a few of them. If you have anymore, please share!

ABCD -when referring to drawing diagrams in their science journals
A- accurate
B-big
C-colorful
D-detailed

CUPS-what to look for when editting your work
C-Capitals
U-use of grammar
P-punctuation
S-spelling

CAN-this is how you should be able to describe your work
C-complete
A-accurate
N-neat

SLANT-how to participate during discussion
S-sit up
L-listen carefully
A-ask and answer questions
N-nod when appropriate
T-track the person talking (look at)

Three Before Me

I was responding to a blog from someone in our cohort on the idea that students learn more from each other than from the teacher, when I realized that it's something that I should put on my own blog before I forget (which I will)!

I was reading the blog of a kindergarten teacher lately and she mentioned a class rule that is still ringing in my head and I can really see myself using it in the future. "Three before me". In her instance she was referring to the fact that if someone needed to have their shoelace tied or coat zipped, they needed to ask 3 friends for help before coming to her. She said that the "non-tiers" and "non-zippers" were much more likely to pay attention to their friends teaching them how than they would from her!

This is something that I had also observed in another kinder classroom in the past. The teacher had basically told me the same thing, just without the catchy quote (she said they had to ask 2 friends, which doesn't quite have the same ring). This was brought to mind recently as I was stooping to tie the tenth shoe during a day in a classroom where the teacher doesn't have this rule and the kids seem to be making no effort whatsoever to learn how to do it themselves. It's her classroom, her choice of which battles to pick, but when comparing the two situations and their outcomes, I think I'll give the first example a tie, I mean a try.


I can also see how this would be a good rule for older kids, too, when they are working in groups or on projects. Not only are they working on communication skills, they are allowing the "teaching" student to work through their own thoughts well enough so that they are able to explain it. If the student can get through 3 friends without getting an answer that makes sense to them, then I guess I didn't do a good enough job explaining in the first place! Time to revisit!