Safe, Kind, & Responsible

Being Safe, Kind, & Responsible

One of our goals this year is to create a social moral classroom. Part of our unique constructivist education is that the teacher shares with children much of the responsibility and power to make rules. we like to refer to rules as agreements between the teachers and the children about how to organize and regulate the operation of the classroom, including interpersonal relationships. As constructivist educators, we believe rules made by the children are better accepted and more conscientiously followed than rules given ready-made by adults. We started to think about our agreements when we began conversations about what it means to be safe, kind, and responsible.

The children gave examples for each agreement and were written down to refer back when needed. When we see the children "breaking" an agreement, we ask, "Is it safe? Is it kind? Is it responsible?" If they answer, no to any of these questions, we brainstorm solutions to solve the problem. We also notice every time the children are following the agreements by acknowledging their actions and saying, "You are being safe(kind, responsible)!" Our favorite quote we hear the children saying during clean-up time is, "I'm being responsible and I didn't even make this mess!"

We encourage you to use the same language at home. If you would like to see how fast your child can clean at home, try using the phrase "Let's be responsible and clean-up!" We hope it works for you as it has been working in our classroom community.

Talking Table

The book Have you Filled a Bucket Today? By Carol McCloud helped us to develop common vocabulary about how to treat each other.  Very quickly the children were able to distinguish the difference between “bucket filling” actions and “bucket dipping” actions.  How to handle the “bucket dipping” was the question at hand.  I designated a small table with just two chairs in our classroom as a consistent place for children to discuss these incidences.  

We discussed that “The Talking Table” would be a place to talk about what happened, how we felt about it, and to figure out a solution to the problem.  The one who has been offended is invited to speak first and is encouraged to say how they feel.  “I don’t like it when…”

The offender then gets a chance to speak.  Very often they blurt out "I'm sorry." They are asked to explain what that means.  They are encouraged to think of it meaning that they will not do the offensive action again.  They are encouraged to think of that as a promise.  Often the child will explain that the incident was not intentional.  Together, we discuss how to prevent the situation from happening again.  “Are you o.k.?” or “What can I do to help?”

Then the offended child is asked to consider the apology or amends that the offender offers.  The children are asked to exchange something to show they are ready to try again (handshake, high-5, smile, or a hug).

Most children are using the talking table with an adult present and scaffolding the process, often including the invitation to go work it out. Some children are inviting the other child to “The Talking Table” on their own and the actual process is still executed with adult guidance.  A few are beginning to handle the whole process independently.  Developing very specific language for these social problem solving situations seems to have helped the children.  It has even been overheard in the midst of play where situations have been solved pre-empting more complicated mishaps.

Ms. Smith
Ms. Smith will be gone Wednesday, Thursday, & Friday next week. She will be presenting at a Constructive Teaching conference on documenting with children in New Jersey. Good luck Ms. Smith! In addition, we wanted to let you know Tuesday's are a late start for Ms. Smith. Because she does late stay on Tuesday's, her day will start at 8:30 a.m.

Planning Time
Co-teachers have planning time every Thursday afternoon from 2-5 p.m. We use this time to plan the lesson plans for the following week, review U of M-Dearborn student lesson plans, reflect on documentation to further support the children's learning and discuss your child's progress. While we are out of the classroom, Ms. Abby, Ms. Jennifer, and Mr. Sean are in the classroom as cooperating teachers. They are university students with experience at the ECEC and know the children very well. The children are also supported by our neighbors Mrs. McAuliffe, Mrs. Lamrock, Ms. Finkelstein, & Ms. Masserant who are certified teachers. Our planning room is down the hall and only a phone call away.

Upcoming Events and Reminders
 

• Plymouth Orchard & Cider Mill- We hope to see you tomorrow! 10685 Warren Rd.Plymouth, MI 48170 1:00-4:00 p.m.

• My Body is Mine- 'My Body is Mine' presentation is being presented next Wednesday, October 14th, 2015. Our classroom is scheduled at 10:30 a.m. Lia Simpson sent out an email with electronic permission slips to sign if you'd like for your child to attend. Some of you have already signed a hard copy. If your child does not attend at this time and you would like to come, you may meet us in the lobby before we go to presentation. Please sign ASAP.

• Families in the Art Studio- Friday, October 16 4:00-5:00
  p.m.

• Fire Department visit- Monday, October 12 & Tuesday, October 20 10:30 a.m.

• Halloween Walk- Families are welcome to donate treats that will be passed out during the walk. There is a collection box in the ECEC lobby. Thursday, October 29 4:00-5:00 p.m. No weapons or masks allowed.

• Ages and Stages- Please complete the screening by October 16, 2015.