The Science of Discovery

Recently, we were talking in one of my university classes about creativity in science. Our discussion led to how important it is to help a child 'discover' or learn about the world around her. In fact, in this age of technology and electronic gadgets, I think that many people fail to observe what is happening to the Earth around them. It usually takes something devastating, like the earthquake/tsunami in Japan, to bring people back to the reality of how our world functions. Providing science discovery activities in the classroom can help the child understand when events like this do happen.

To me, the biggest reason to provide great science discovery is to help the child enjoy and notice the beauties of the world. I think this discovery leads to more respectful citizens who value the earth and perhaps will be more inclined to care for our precious environment and resources. I also think that teachers who 'don't have time to teach science,' don't understand how science reinforces reading and math and science activities can be used just as effectively as activities we usually label math and reading. When I have children sort and classify seashells or leaves in the science center, they are using skills that will help them sort mathematical items and letters of the alphabet. All the world can work together if we just give it a chance.

A Sense of Security

I was talking to a group of teachers at the California AEYC Conference about children needing security when coming into the classroom. It was freshly on my mind because I had told my student teachers the same thing. We owe it to the children in our classrooms to have a consistent classroom management plan and expectations. When a child crosses the threshold into the classroom each day, she should feel the security of knowing exactly what to expect for the day. We may think that a challenging child wants to be out of control, but that is not the case. Each child wants to know what is expected and to feel the security of that knowledge.

Our society is so unpredictable right now. As my student teachers work with an at-risk child, I remind them that the school day may be the only dependable part of of that child's day. He may not know what will happen when he leaves school. BUT, for the hours he is in the classroom, he should have the security of knowing exactly what will happen. When a teacher is inconsistent in classroom expectations and consequences, it throws that security off balance. That lack of balance actually creates more negative behaviors. When a teacher says to me, "I just can get the class (or child) under control," my first thought is that she has given up and doesn't want to make the effort to continue to search for something that will work.

One thing I want my student teachers to do when they become the only teacher in the classroom is to maintain good classroom procedures and be consistent in their consequences and rewards. Not only will that curtail negative behaviors, it will also provide the warm security blanket each child needs while at school.

Multiple Intelligences

In 1983 Howard Gardner introduced his theory of multiple intelligences. The intelligences include:
Linguistic ("word smart")
Logical-mathematical ("number/reasoning smart")
Spatial ("picture smart")
Bodily-Kinesthetic ("body smart")
Musical ("music smart")
Interpersonal ("people smart")
Intrapersonal ("self smart")
Naturalist ("nature smart")
He has suggested additional intelligences over the years, but the bottom line is that we are all good at something and learn in different ways.
It is always interesting to have my university students do a multiple intelligence inventory. Some participants are surprised by the high and low scores that become evident during the inventory. Other students think the inventory does a good job of summing up their intelligence strengths. When we do this inventory, I always stress that the lower scores on their inventory are not weaknesses, but areas that may not play a key role in their daily lives. They also may be areas that have been difficult for them to use for learning. However, we know that intelligence can change. I know that my inventory scores are much different now than they would have been when I was in my 20s. This is mostly due to what I have chosen to do with my life. Linguistic and spatial skills have become more prominent in my life while logical thinking and music have become less of a focus for me.
We use the multiple intelligence inventory so that I can show my students that children have many learning styles and different opportunities to excel. When a child has a rounded view of life's choices, he can make educated life decisions in the future. Children who are not exposed to different learning areas do not understand all the choices that life can provide and they may have a difficult time learning new skills. This is another important consideration when working with young children.

Manifestations

I began teaching children's literature to college students in 1997. As the years have passed, I became convinced about how important it is for teachers and parents to read children's and adolescent literature. Whether you are teaching 5 year-olds or 15 year-olds, I don't think there is any better way to remind yourself how children function than by reading literature featuring young characters. Each time I read a new children's novel I feel a deeper connection to kids. I believe that good teachers read children's literature.
I just finished reading the current Newbery Medal winner, Moon Over Manifest by Clare Vanderpool. Abilene Tucker, the main character, is sent by her father to the town of Manifest for the summer. True to it's name, the town and citizens reveal to Abilene their unusual history and how her father fits into their existence. The town folk also have a few things manifested to them as Abilene searches through the history of the town. I think the manifestation that came to me during reading is how children interpret what they are told using what background knowledge they have acquired. It reminded me again that when you tell a child something, your interpretation of those instructions may not be the same translation in the child's head. Children can create an entirely different experience out of the simplest suggestion.
You learn a lot about children by reading. Check out Moon Over Manifest and see what is manifested to you.

Air to Breathe

It has been a cold and snowy winter so far here in Utah. The older I get, the more I dislike cold weather. The other day when it was 7 degrees overnight, I went out the next morning to break a hole in the ice of our pond. We keep a pump going, but I like to make sure there is an oxygen outlet for the fish and turtles deep in the water. It always amazes me how they survive the cold winter, but they seem to adjust fine as long as there is oxygen.

I have had the opportunity to work with at-risk children routinely throughout the years and I have always viewed school much like that oxygen outlet. For some children, school can be a safe environment in an unsafe and unstable world. The classroom can provide support for a child who does not always feel supported in life. School can also provide challenges and opportunities to think that may not be encouraged outside the classroom. When a teacher creates an inviting and supportive classroom, it can be a haven for a child until the harsh winter begins to subside. Good teachers make sure there is a hole in the pond when it is 7 degrees by:

-Maintaining a strong positive relationship with the child

-Providing comfortable and effective routines that help the child feel secure

-Routinely reinforce social and emotional skills that help children grow friendships and feel part of the group

-Giving extra support to children who seem to struggle with compliance and obedience.

I wish that every child felt love, acceptance and support in every aspect of his/her life. Unfortunately, that is not the norm for many children. Until that time, we all must continue to break a hole in the ice for the children who surround us. Especially when the outside world is lurking with icy fingers and a temperature of 7 degrees.

Making Music

During the holidays, I had the opportunity to be in California with all six of my grandchildren. After a rousing Wii music game, three of my granddaughters picked up the ukulele and some costumes, then proceeded to serenade the rest of us. One of the adults present called out, "That sounds just awful." Maybe it did, but the effort impressed me. Here were three girls who were not afraid to take a chance and exhibited great planning strategies. We know how critical it is to teach children thinking skills and to take a chance. Sir Ken Robinson, an expert on creativity, says, "If they don't know, they will have a go." Children are natural risk takers, but adults often shut down their comfort level for taking risks. This has great impact on thinking skills and creativity. To encourage taking risks and developing thinking skills, adults should:

1. Allow the "awful music," realizing that the process the child developed is what should be encouraged, not shut down. Don't worry about the product.

2. Look for toys and materials that need a process of development. Instead of a coloring book (no thinking there), provide construction paper, scissors and glue (endless process). The end product doesn't really matter.

3. Encourage an atmosphere of taking risks. Recently, a child I know filled the sink with water and started floating her shoe in the water. I applaud her mother who did not get upset and yell, "What are you doing?" She simply asked calmly, "So, what are you doing with your shoe." Her daughter said, "Sdeing if my shoe can float." "What did you find out?" asked her mom. After a great discussion they cleaned the mess and dried the shoe.

4. Do projects together. Routinely do projects with the child and allow him to suggest many of the procedures. Even if you know it may not 'work.' Trial and error is great for thinking. A wonderful resource book for doing projects is, "The Complete Book of Activities, Games, Stories, etc." by Pam Schiller and Jackie Silberg.

My granddaughters can serenade me anytime. It was music to my ears as I was thrilled they created a band. The right notes can come later!

Survival in School

In my classroom management course at the university, we learn how children must have their basic needs satisfied prior to establishing an attitude where learning can be nourished and supported. When we think of basic needs, we usually think of food, water, shelter, safety, etc. However, there are basic needs in the classroom, as well. Those basic needs include: security, association, belonging, dignity, hope, power, enjoyment and competence. Teachers need to routinely ask themselves, "Do my students feel safe? Can they associate with others comfortably and do I make them feel like they belong to the group? Do I treat them with respect? When they are here, do they feel hope associated with learning new things? Do they help make decisions so they feel a measure of power in my class? Do they enjoy being in our classroom and do they feel success on a regular basis."
Sometimes we educators are so consumed with teaching the appropriate skills that we forget there needs to be a fertile ground for those new sprouts of knowledge to grow. If the child feels uncomfortable about any part of the school day, he may not be learning at his capacity. In fact, he most assuredly is not. I hope those of us who work with children will take this holiday break to rejuvenate ourselves and be committed to creating the optimal learning environment. One where the children have basic needs met while expanding with new skills and knowledge.