Ms. Buckley notes on page 46, that "Teaching is not 'a matter of urgency' but rather a thoughtful and systematic development of an environment that supports learning." I wondered how often teachers felt the urgency, felt the pressure of the urgency, not to mention the pressures of being a teacher. What strategies do you employ that enable you to stay focused on the systematic development of a supportive learning environment? These can be personal strategies to help foster positive mental health and/or teaching strategies for the supportive learning environment.
November 2-8
Welcome to the 2nd week of Sharing the Blue Crayon. Thanks to those who posted during the 1st week, and we encourage you to keep sharing your thoughts. I was reading chapters 4 & 5, and some things caught my eye. First is the Chart 4.2; I wondered how, other
than time and maybe trial and error, the author paired the social/emotional
skills with the various aspects of literacy learning. I wondered how
others would match the S/E skills to the literacy learning skills.
Ms. Buckley notes on page 46, that "Teaching is not 'a matter of urgency' but rather a thoughtful and systematic development of an environment that supports learning." I wondered how often teachers felt the urgency, felt the pressure of the urgency, not to mention the pressures of being a teacher. What strategies do you employ that enable you to stay focused on the systematic development of a supportive learning environment? These can be personal strategies to help foster positive mental health and/or teaching strategies for the supportive learning environment.
Ms. Buckley notes on page 46, that "Teaching is not 'a matter of urgency' but rather a thoughtful and systematic development of an environment that supports learning." I wondered how often teachers felt the urgency, felt the pressure of the urgency, not to mention the pressures of being a teacher. What strategies do you employ that enable you to stay focused on the systematic development of a supportive learning environment? These can be personal strategies to help foster positive mental health and/or teaching strategies for the supportive learning environment.
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As I read some of last week's comments I have to remind people of Tony Evers Agenda 2017 with its recognition of the importance of social emotional development along with academics. Be sure to share this with anyone who might believe you are spending too much time with young children teaching social emotional skills!(link below)
http://dpi.wi.gov/sites/default/files/imce/statesupt/pdf/college-career-readiness-definition-handout.pdf
You might have missed that several people commented in the 10/11-10/18 section - Amber listed a lot of great books - we will add those to the Children's Books section!
I wanted to share an "ahaa!". I returned to my classroom this week after being out for six weeks recovering from surgery. It was kind of like starting the year over in kindergarten. I completed the " I am special" song ( pp 25-26) to begin teaching about friendship. The students understood the words in the song and relate it to how to treat others. The pictures of themselves are great and they love to sing the song each morning during crew ( our version of morning meeting)! I have heard them singing the song other times too! The book is not joking! Talk about a great beginning!
I was struck by Buckley's statement toward the beginning of chapter 5, "It is vital that students learn to recognize how their friends are feeling through body language and facial expressions, because many students do not have the words to express their needs clearly." I think those of us who aren't with little ones on a regular basis often assume that just because a child is able to communicate that they can read facial expressions. I think the way Buckley helped the students describe what emotions look like in the section "Learning the Vocabulary of Emotions" lays a solid foundation for a skill that will improve their relationship skills in the present and moving forward.
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