Upon arrival to the morning program I was loaded with optimism, perseverance, and caffeine. I wanted to try some riddles with the children around community roles . There were only a couple of students engaged while rest went about their own business ate or played with something else. I tried my best to ignite a conversation about the children’s knowledge of what community roles were. This is definitely I need to be more inspiring and find that connection to continue this subject on community. I am learning that not everything we plan is going to work out the way we assume or think it is. I thought trying something other than a craft would of been new and exciting.
From the British Columbia Early Learning Framework(pg.74) one of the critical reflective questions is” What materials, invite transformation and inquiry? What materials inhibit transformation and inquiry? I need to add this inquiry to my goals for my last practicum as i need to always be thinking what is working. Today is also the Day Karolyn came to visit the before school program. I did not realize that what i was doing with my community project came off more a class lesson and not a invitation to learning or play. This will be taken deeply into consideration when i go into my next practicum. Also that when A.F. was pretending to stab D.M. with a toy knife from the dramatic play kitchen that I could of addressed in a more educational way than aggressively taking the knife and not turning it into a teachable moment.
“Time for engagement Educators and children experiment to reimagine routines, schedules, and transitions”
British Columbia Early Learning Framework page 75
Community in the classroom
In the morning first thing is carpet time. Each student is to get to their assigned seat with their carpet and be ready for the morning message. R.M. decided he was still tired . R.M. decided that he was going to lay down and get in peoples personal space . While he was laying down swinging his arms and legs around in his fellow classmates personal space. S.M. exclaimed” STOP ! I don’t like that!” while R.H. agreed with S.M. and told him same thing. Sadly our friend R.M. was not able to decide to let people be and continued to badger the other students personal space. Mrs. DE strake decided that she was moving the morning message to the coat room. This different way of doing carpet time was the teachers way of adapting to reimagining the routine for the struggle child and the class. R.M. soon got tired of being alone, he brought a chair into the coat room and finished the morning message with the class.