Saturday, October 10, 2015

Teaching Number Sense in Kindergarten

Kindergarten Number Sense Outcomes
1.1: count in a variety of ways
1.2: explore a variety of physical representations of numbers 1-10
1.3: count to determine the number in a group
1.4: create sets of a given number
1.5: show a given number as two parts concretely and name the two parts
1.6: determine which group has more, which has less, or which are equivalent
1.7: use symbols to represent numbers in a variety of meaningful ways
 While our understanding of number sense begins at birth, when we count our baby's fingers and toes out loud (1:1 correspondence), as Kindergarteners, we are still in the early learning stages of number sense. With this in mind, we attempt to make our learning as holistic and realistic as possible. So we sing songs, we use concrete objects. It's a very hands on, brain on, learning process, but one that will take us a long way in understanding numbers.
Teaching and reinforcing number sense in the classroom is always embedded into our daily routine. From singing songs, to predicting how many people are present and absent, to playing a game, to reading stories, to our "Countdown to 5/10" at the end of the day, we are constantly exposed to number sense. It's through these real life experiences that we truly begin to see that numbers do make sense in our everyday life. By using routines to reinforce number sense, we allow the students to make their own connections, and when they can make their own connections, the learning is more authentic. If it's through our life experiences that we learn, then how much more important is it that our teaching give our students life experience?
While singing the song, "Farmer Brown Has 5 Green Apples" we use props, and we have a "Farmer Brown". Through this song, we are reinforcing the idea of 'taking away', and we have real life examples right in front of us.
While singing songs like, "Farmer Brown Has 5 Green Apples" we use props, and we have a "Farmer Brown". Through this, we are reinforcing the idea of 'taking away', and we have real life examples right in front of us.
Usually, during the hockey playoffs, we will take all of the teams that have made it and we keep track of the wins and losses of each series.  Since, right now, it is baseball playoff time, and both my favourite team, the Chicago Cubs, and Canada's favourite team, the Toronto Blue Jays, are in the playoffs, I decided to keep track of each one's wins and losses. It helps that baseball playoffs go to 5 games since we are learning about numbers 1-5 right now. Through this activity, we are reinforcing outcomes 1.1, 1.2, 1.3, 1.4, 1.5, and 1.6 Unfortunately, I'm going to have to add a loss to both the Blue Jays and the Cubs. Hopefully, before the weekend is over, I'll be able to add some wins to them!
Usually, during the hockey playoffs, we will take all of the teams that have made it and we keep track of the wins and losses of each series.
Since, right now, it is baseball playoff time, and both my favourite team, the Chicago Cubs, and Canada's favourite team, the Toronto Blue Jays, are in the playoffs, I decided to keep track of each one's wins and losses. It helps that baseball playoffs go to 5 games since we are learning about numbers 1-5 right now.
Through this activity, we are reinforcing outcomes 1.1, 1.2, 1.3, 1.4, 1.5, and 1.6
Unfortunately, I'm going to have to add a loss to both the Blue Jays and the Cubs. Hopefully, before the weekend is over, I'll be able to add some wins too!

Friday, April 3, 2015

The Joys of Kindergarten

I love that e-Card. It was sent to me by one of my second grade teaching friends. I've been accused of crazy before, especially in relation to teaching Kindergarten. But I've never understood why it seems so daunting to others. Teaching Kindergarten is always a pleasure. The challenge to meet their needs, the fun because you never know what will come out of their mouths. Kindergartener's are awesome for your self-esteem because Kindergarten kids don't care if you sing on tune, they always like your clothes and shoes, and if you play an instrument, they will think you are the most talented person who ever existed!

When you've been teaching long enough, you begin to realize something. Each class is it's own organic creation. Each class is special and unique. Now I know that each child is unique and has their own personality, but those personalities work together to give each class a group personality.

One year I felt like I was white knuckling it through the entire year. I had 2 boys diagnosed with Autism that year, and a little girl with "developmental delays" (a classic case of Fetal Alcohol Syndrome if you ask me).  Then there was the class with lots of "energy", you never knew what would happen from one day to the next. One year I had "that class". You know the one, the kind that has 'behaviour issues'? Took a lot of understanding and deep breaths to make it through each day. And then last year I had a class of comedians. They were hilarious and cracked me up every day, lots of one liners were thrown around. We had a lot of fun.

This year is no different. If I were to classify this class, though, I'd say we are young, we are curious, and we are used to speaking our minds. Have you ever read Junie B. Jones? My own kids used to love reading those books. I remember thinking having a Junie B. in my class would be lots of fun. Little did I know that, this year, the class personality could be described as "Junie B." And let me tell you, it's exhausting. Fun! But exhausting.

Sometimes when you share little happenings during your day with others they say, "You should write these down!" So I thought, why not share them on my little blog. They are pretty funny, and they do say a lot about what it's like to teach Kindergarten.

The first one I like to title-
How conversation evolves in a kindergarten class:
Principal (on the announcements): Boys and girls, I know that many of you saw the fox watching as you came in to school today. Remember, if you are outside at recess and the fox comes over, just walk over to a teacher and tell them.
Me: yes, just tell a teacher. Remember, foxes aren't pets, they're wild animals.
Student 1: my nana feeds the foxes.
Student 2: foxes are carnivores, just like dinosaurs were. I'm an expert on foxes.
Student 3: carnivores eat meat.
Student 4: humans are meat!
Student 1: humans are NOT meat!
Me: well, yeah we are. But foxes won't eat you.
Student 5: then why can't we pet them.
Me: because they are wild animals, I told you that. They aren't trained like your pets, you don't know how they will react.
Student 6: they might bite you, or try to eat you.
Me: they won't eat you.
Student 7: last night I went for a ride in a buggy pulled by donkeys.

We've all been there, right? In the middle of one conversation and then a student contributes something random that has nothing to do with what you were talking about (and I can guarantee that student 7 did not go on a buggy ride pulled by donkeys).

The second is a conversation between one of my students and myself:
Me to a student at the end of the day: You need to finish getting ready. Everyone else is, and we need to get to the busses.
Student: (wailing at the top of her lungs)
Me: Why are you crying?
Student: No one gets me!
Me: What do you mean "No one gets me"? Do you mean they don't understand you?
Student: YES!
Me: OK, does that mean they don't understand your words, or they don't understand who you are as a person?
Student: They don't understand me as a person!
Me: ?

Teaching Kindergarten means you are always "on". Your brain is functioning at 100% from the time you get there until the time you leave. There are some perks though. You get lots of love and hugs, they are always excited on Monday mornings, and they love to laugh. If you have a bad day, you generally get a do-over the next day, because they really don't carry grudges (just don't take advantage of this feature, because eventually it stops). Other teachers always say they think the kids are cute, but they'd never want the job. Kindergarten teachers are usually the opposite. Older kids are great, but teaching Kindergarten is where it's at. I guess we are our own special breed. I'm glad to be a part of it!

Wednesday, February 11, 2015

"Purposeful Play"

There was a time where children played all through summer. They came home from school and they played. They played in their 1/2 day kindergarten classes (if they even went to kindergarten). They played, and they played, and they played. And guess what? They managed to get a man on the moon. They managed to build cars, and factories, and machines. They managed to harness electricity, and they managed to invent indoor plumbing. And they didn't have adults asking them what they were doing. They didn't have adults directing their every move. They were able to play pickup baseball, basketball, football, hockey games. And they were able to solve problems on their own. Interesting, I know!

There's a term that gets thrown about in education circles, and it sounds so rational, so reasonable, so "important", but it really bothers me. It's the term, "purposeful play". I understand where the sentiment is coming from, though I don't agree. In theory, when you read articles about "purposeful play" it sounds great. Children are in charge of their own learning (YES!), children have large blocks of time devoted to play (YES!). But then, when you read further, there is still the adult standing in the corner asking the questions, "What do you think will happen next?" "Why did you chose to build it that way?" All of these questions getting in the way of individual discovery. Though the questions aren't bad, and it is good to reflect on our learning at all ages, it's more of the push to get adults involved in the children's play instead of allowing the children their own time and space in which to play. If the children want the adult to become involved in their play, it should be up to the child to invite the adult. Too often what happens in children's play is the adult gets involved and pushes their own agenda (asking the questions instead of allowing the discovery). Too often uninformed people become involved in the classroom and push their own agenda on the children (reading by Instructional C by the end of Kindergarten- oh wait, lets push them up to a level D instead; writing at a certain level; understanding math facts).

Please don't misunderstand. I don't think children should have free reign to do whatever they want, whenever they want. Not at all. But what I do think is that children will learn what they need to learn when they are ready to learn it. It is my job to create the atmosphere and environment to facilitate that learning. There is still much room for direct instruction from the teacher. There is still a time for children in kindergarten to do specific work on reading, writing, and mathematics. But there is also time for children to do other learning- and that is through their play.

If someone were to come into my classroom at choice time, and if you'd asked them what the children are doing, they might say they are playing. They might think what they're doing is "cute" (another pet peeve of mine) . But I would imagine the first thing they might not think is that the children were "learning".  It isn't "purposeful play" you know,  they aren't doing a fun activity directed by the teacher.

In education, and in early childhood development, we know that young children (like all animals) learn best through play. What is unfortunate though, is that people who don't understand early childhood development, who don't understand play (and many of those are in positions of authority over education--- umm politicians and business leaders...) feel the need to impose their opinions and ideas on our children. They think we are "falling behind the rest of the world" and we need to get these kids "learning" at a younger age. So those of us in education, because we have to defend our practices, begin to doubt our own knowledge. We try to synthesize what we know with the expectations of those outside our field. And we call it "purposeful play". But it really isn't play. It's still an adult, forcing their own agenda, while trying to make it "fun".

Each year I get to this point, where I think it's important to pass on what is actually happening when we play. Because I am such a strong proponent of block play, I generally use that as my example. Perhaps some year I will choose a different one, but I haven't tired of block play yet...
Here is the documentation I put up today regarding what we learn through block play:

(I apologize for the quality of the pictures, I know it's hard to see what is written)

What I put up here are pictures of my students building and creating in the block area, pictures of them drawing what they've built. Then I put up quotes from "The Block Book" put out by the NAEYC (it's a classic), as well as which Kindergarten curricular outcomes are met through block play (hint: each of our curricular areas have at least one outcome met, and over 29 individual outcomes are met). All without me getting involved in their learning. I provide the materials, I encourage cooperation, I might suggests they draw their buildings and maybe write about them. That's as far as I get.

It's my job, as their kindergarten teacher, to defend their learning. It is my job to champion Developmentally Appropriate Practice. It is my job to inform those who may not know that ALL PLAY IS PURPOSEFUL. It all meets the needs of the individual wherever that individual is.

Silly people, what makes you think children aren't learning?

Saturday, November 1, 2014


Not about teaching Kindergarten today. But I saw this and it reminds me of my husbands grandmother. She passed away 5 years ago today. She was the definition of a classy lady. She proved that money doesn't give you class, education doesn't give you class, it's who you are on the  inside.
She was born on a farm in Central Illinois, into a family that spoke only German until the First World War. As soon as the US declared war on Germany, her family began to speak English only.
During the Depression she and her brothers would hunt squirrel in the timber for supper.
She married a carpenter who refused to let her make macaroni and cheese because that was what they fed him at the Orphanage he grew up in. They lived in a small town and had 2 daughter’s together, and he passed away about 20 years before she did.
But that is her history, it isn’t who she was. My husband refers to her as a “feisty old bird” who loved nature and animals. She created a natural habitat in her yard for the birds and squirrels. As long as she had her health, she would go out and bird watch in the country.
This farm girl was outspoken about her beliefs that crop-dusting and pesticides were ruining the environment and all our health and would tell any farmer she came across what she though.
When you became a part of her family, you stayed a part of the family. It didn’t matter. When her youngest daughter divorced, Grandma still kept contact with the ex-husband. He was one of the pall bearers at her funeral, right alongside the daughter’s current partner. When her grandson (my husbands cousin) divorced, his wife still came to help Grandma clean her house. The ex-wife’s daughter (cousin’s step-daughter) was still very much a part of the family, even though there were no blood ties.
She was feisty, a hard worker, fiercely loyal, and outspoken. Everything I aspire to be. Man, I miss her. I am so glad I knew her.

Wednesday, October 29, 2014

What's Good for the Goose is Good for the Gander. or: If Two Children Have to Learn English, We Should Have to Learn Some Mandarin

This year, I have 2 students who immigrated from China over the summer. I can't imagine the stress they must be under. To leave a place where you know people, speak the language, understand the culture, and to up and move somewhere totally different. I am not sure if they came from a city or a small community, but if they came from a city... well add that culture shock to it! Because the province I live in has under 200,000 people province wide!
Today I decided if they have to learn English, well we can learn some Mandarin. Please don't ask me why it's taken this long for that epiphany to hit me, but at least it came! Our Kindergarten math outcomes go up to the number 10, so I thought we could at least learn to count to 10. Well, let me tell you! The boy just stared at the video- stared like, "they are speaking my language for once!" and my little girl giggled and giggled at my pronunciation.  She would just say, "No Mrs. Marshall! No!" which reminds me of my daughter when I try to speak French (No, mom, just don't even try...). All in all, I thought the video worked well. The English speaking students enjoyed trying a new language, and the Mandarin speaking students had something they could (finally!) identify with.
Well, riding high off the success of this, I decided I needed to learn how to say "hurry up!" in Mandarin as my boy likes to take his own sweet time getting undressed from recess. So, I Googled it, practiced it, and waited for my moment... It finally came... He was dancing around just enjoying life and I said, in Mandarin, hurry up! Well! I have never seen him react with such speed. He stopped, looked at me, and went right to work!
Little did I realize that this would open the door to a whole new relationship. It is customary for our Chinese immigrants to take an English name (I don't know why), so my friend tried to teach me to pronounce his Chinese name (I got a lot of No Mrs. Marshall, NO!). But the best part was the end of the day as we were lined up to go out to the busses. He stopped me and explained, very carefully, how to say, "See you tomorrow!" in Mandarin. And then he tried to teach me "car" -he loves cars. Loves them!
What did all of this teach me? All it took was a 2 minute video of counting to 10 to open up a whole new relationship with 2 of my students. Two students I have been trying to connect with since September. I've been planning to speak with the parents of these two, hoping to set up a time where they can come and speak to the Kindergarten classes about China, moving to Canada, and just some really cool Chinese things. This has just spurred this idea on. I'm looking forward to parent teacher interviews next week.
And tomorrow? I have a feeling that tomorrow, I will learn many new words.

Thursday, October 16, 2014

So this happened today

So, this happened today. During learning centre time I told 2 of the students that they could read the book on my teacher cart if they wanted to. The best part is this picture is in no way staged or teacher directed. I told 2 students they could read a book and soon that turned into a small group of children taking turns being the teacher and reading the book with the class.

Teaching kindergarten, or any of the primary grades isn't always easy- this morning and this afternoon were worlds away from each other behaviour-wise. But teaching primary is always rewarding and fulfilling.
What is my "assessment of learning" here? Well, I can tell you that these students met 6 of our Speaking and Listening outcomes, and 7 of our Reading and Viewing outcomes. And they didn't even need me to tell them to do it!
Damn I love kindergarten!

Saturday, October 4, 2014

Teachers Are People Too!


It's another #kinderchat blog challenge! And I am up for it! Especially since it's about my favourite topic- ME! OK, just kidding, just kidding! I do think this is such an important topic for teachers- who are we? What is our story? We spend so much of our time telling our students stories, telling the stories of the day in the classroom, because teaching is such an all-encompassing profession.  It's time others knew about the Real Lives of Teachers!

Just this past month, in Hollywood, there was a big photo-leak scandal that affected the lives of 100 or more actresses (someone broke into their iCloud accounts and leaked their photo's - many nudes- online). It got me thinking about what would happen if, instead of actresses, these hacked accounts were teachers? I think, in many cases, those teachers would not only lose their jobs, but they would have no careers. Why? Because of the old prejudices about teacher's behaviour's. There are plenty of stories to back up my assumption here (I am thinking of one in particular of a jr. high school teacher who posed for Playboy before she was a teacher and was fired when her school board found out about it).

I have been out for dinner, or have been seen coming out of the liquor store and had parents side-eye me- because heaven forbid, a Kindergarten teacher, who is obviously of legal age might purchase an alcoholic beverage (one teacher I know was actually sent a note on Monday asking her if she enjoyed her 12 pack!).
Those are just 2 examples. How many of us have had the "how's Johnny doing" conversation in the most unexpected places? My friend was in a terrible accident. As she was being rushed into X-Ray at the local hospital to see if she had severed her spinal chord (no I am not joking), one of the X-Ray techs asked if she was a teacher at our school. She said yes, and the tech actually asked if she knew if her son would be in my friends class in the fall! And when she went in a week later for a follow up E-Ray, was asked if she knew again! This same friend was on the phone calling for a sub that night- because ONLY TEACHERS have to do this stuff! Here she is, in the emergency room on a stretcher calling for a sub. Another teacher friend thought she was having a heart attack and called for a sub from the emergency room. We can't even get sick or have accidents without worrying about our class and students. This is who teachers are! This is what we do!
Our school calendar has been shifted a bit to accommodate family lives better. Which is great, except it doesn't help families of teachers! We can't take the day off after a holiday because we aren't allowed to extend our vacation time. Yes, we have "summers off" and "Christmas off" and "Spring/March break", but we don't get paid for them. And my children don't go to college/university in the summer. So, in order to get them home for holidays, or watch them graduate, I am forced to do so without pay, take them back early, or not see them graduate.
So, yes, I am looking forward to reading about these real people we call teachers. Real people with real lives and real stories that I know will inspire us. October is always such a great month, now it will be even better!