One of the joys of working with children is watching their humor develop. For a young child, humor is typically simple. If I point to my nose (a label they know well) and call it my ear, they giggle. Playing dumb is rather fun: "Oh, that's my nose, not my ear? Oh, then this must be my ear!" (I point to my eye). More giggles. Eventually, one of the kids tells me that I am all mixed up. We laugh, and the game is over.
One of the boys in my class has picked up on this humor and tries to trick me into thinking my peas are blue. He laughs when I smile and tell him he can't fool me. My peas are green! He's the one all mixed up. Yet look at the picture above! Someone must have found (or made) blue peas. I'm not telling Dylan!
A few days ago, I enjoyed the simple humor of mislabeling from a different angle. Teachers at Park Place Children's Center are encouraged to sit down and eat lunch with the children to model manners and increase conversation. Rather than consume the children's milk, I brought a beverage for myself that day. I set my bottle next to my plate and announced, "Look what I have! I brought vitamin water to drink."
One of the boys looked at me strangely. "Spiderman water?" he asked.
This particular child loves pretending to be a superhero like Spiderman. Spiderman must have been on his mind. And one must admit that the cadences of "Spiderman" and "Vitamin" sound a bit similar.
I smiled and said, "No. My water is red like Spiderman, but it's VITAMIN water. Do you think Spiderman drinks vitamin water to keep himself strong and healthy?"
A confused look passed over his face. I'm guessing VITAMIN was a new word for him, and he had no idea what it meant. I didn't try to explain.
His confusion prompted me to think differently about vitamin water. Note the picture of Spiderman above. Do you see a mouth? Peter Parker may drink, but Spiderman must apparently rehydrate differently. But if there were vitamin water that gave Spiderman his "spidy" powers, I'd probably buy some and try it. Wouldn't you?
Some enterprising marketer has missed an opportunity!
Since March of 2017, I worked full-time as a rotating two-year-old teacher at Park Place Children's Center. Near the end of August 2017, the children moved up to their new classes, and I enjoyed getting to know three new groups of two-year-old children.
The rotator position is the best of all worlds: It demands flexibility (I haul my box of tricks from one room to the next). But I don't have to try to squeeze in monthly assessments, schedule parent conferences, or send out parent communications, as the lead teachers must. I am still free to come up with cool ideas for learning, but most of all I simply get to enjoy the kids. I'm the fun teacher, and the kids look forward to their "Mrs. Katie" days.
In February 2018, I accepted the position of lead teacher for the Goldfish class. Making each day interesting does take more effort on my part, but I enjoy the rewards. The children loved the day I brought lots of B-food items in my surprise box: broccoli, bananas, blueberries, brussel sprouts, beets. Some of the children ate broccoli raw and begged for more! The next week C-foods were equally exciting--carrots, cabbage (they felt how heavy), corn (they helped to husk it), and cranberries (small).
I've been rolling out changes:
- My train whistle means, "Line up! We're going out of the room!" A yellow train track marks the spot where they line up.
- I've added new items to the sensory table nearly every day (sadly, many teachers do not use the sensory table on a consistent basis): various forms of pasta, beans, green peas, and now sand.
- I managed to convince the administration to buy four new costumes (sturdy Melissa and Doug outfits that the children love--fire chief, police officer, doctor, and construction worker).
- And I introduced a new center--a store with a retro Fisher-Price cash register that the kids love. I used the Learning Resources Farmer's Market Color Sorting Set and A-Z Alphabet Grocery Set. I aim to order the Learning Resources One to Ten Counting Cans too.
Park Place Children's Center (where I work) offers a schedule filled with various activities. Each two-year-old class enjoys half an hour on the playground in the morning and in the afternoon. In addition, two-year-old classes enjoy twenty minutes outside the classroom for enrichment, Spanish, library, and gym. Of course there's breakfast, lunch, and nap time as well. The rest of the day is spent in the classroom either in circle time or free-play in various centers. I work to make that time interesting and relevant to the children.
- For Valentine's Day, I taught the children how to set a table. They used plastic tableware and some old place mats and napkins that I inherited from my mother-in-law. The kids were so excited about helping their parents! They did pretty well learning too.
- Tomorrow I am bringing in the new ukulele my husband very kindly bought me for Valentine's Day. I hope to enjoy more music with the children (nursery songs and folk songs).
Am I tired at the end of the day? You bet! I don't typically have much energy left to pursue my writing interests. But it's a satisfying kind of tired.
All summer and then some I took a break from blogging. In late May I attended my granddaughters' dance recitals. In June I enjoyed spending time with my family at a mountain resort in North Carolina. I finally got around to planting my flower garden in late June. We chilled at home and watered it during July and August. In early September, I attended my niece's wedding in Minnesota and enjoyed visiting with my brother and sister and nieces and nephews.
Most of the summer, I worked, of course. I love the children in my classes! We play trains together, enjoy playdough, and sing silly songs like "On Top of Spaghetti." Most of all, I love reading to the children and watching the stories develop their brains. One of my summer favorites was Rikki-Tikki-Tavi (Rudyard Kipling's classic story as illustrated by Jerry Pinkney):
The two-year-olds had grown in their ability to listen to stories (by this time in the school year, most of them had actually turned three years old). So although the book is longer, I was able to read the story to them in two pieces (first Rikki Tikki Tavi's arrival in the garden of the English family to the killing of the little poisonous brown snake Karait--then later the scary but brave battle against the cobras).
The illustrations are fabulous! The children enjoyed identifying Darzy and his wife, Chuchundra the Muskrat, and Nag and Nagiana. They also enjoyed repeating Rikki-Tikki-Tavi's war cry (Rikki-Tikki-Tikki-Tch!) and mimicking his perfectly balanced dance and jump. Needless to say, I read the book to the two-year-olds more than once, as they revel in repetition.
My other summer favorite was Margot Fonteyn's Swan Lake, a re-telling of the story behind Peter Illych Tchaikovsky's classic ballet.
The plight of the swan-queen and the transformation of Count Von Rothbart into the evil owl-magician captivated the children. The concept of malicious deception (tricking Prince Siegfried into thinking Odile was really Odette) seemed new to them. To me, this is a valuable lesson to learn in life--one better learned vicariously through this story than through real-life circumstances.
I was able to read this story to a group of four-year-olds and two groups of three-year-olds without much modification.
- I occasionally rephrased sentences knowing that the children would not understand "Prince Siegfried was transfixed by Odile" (he couldn't take his eyes off her) or "the maidens were distraught" (the swan-girls were crying, so upset that they couldn't answer Prince Siegfried).
- The book refers to Prince Siegfried's mother as a princess, a name the children found confusing. and so I called her the "Queen Mother" instead.
- For the two-year-olds, I glossed over a lot more, particularly the tragic ending. I focused instead on moral: The power of their true love was greater than all the forces of evil added together.
The three-and-four-year old classes enjoyed making a ballerina craft, which we glued to skewers so that they could make the ballerina twirl. That turned out to be a popular craft even for the boys, some of whom drew or decorated male dancers instead. Parents were impressed with the tactile use of the craft; however, I did not attempt the craft with two-year-olds.
The children also enjoyed listening to clips of Tchaikovsky's music and trying to guess where the swans were dancing and where the evil owl-magician comes in. The turbulent music scared a few two-year-olds, so I had to limit the clip. Overall, parents enjoyed having their children exposed to the idea that music can tell a story.
We tried a bit of dancing too, but alas! How I wished my daughter-in-law or granddaughters had been there! I was never trained in dance and served as a poor illustration. (No video clips are allowed in preschool classrooms, or I would have shown the children clips of the ballet.)
From Rikki-Tikki-Tavi the children learned bravery. From Prince Siefgried and Odette they learned both wisdom and love. Valuable lessons in life, and they had fun learning. That's the best part. See why I love teaching preschool?
Here it is--May 2017! March and April have flown by without a word from me. I have been busy playing trains and reading stories to young children. I love watching how stories affect them and develop their thinking skills.
The younger children (two to three years old) really love listening to Mary Engelbreit's Nursery Tales and Fairy Tales. They love the large, colorful illustrations, and the wording typically doesn't drag or dawdle on details. Repeated lines attract. But the children also love participating in the storyl. They love when I let them play a character and unanimously chant "Not by the hair of my chinny-chin-chin!" or "Rapunzel, Rapunzel, let down your golden hair." They love sniffing the bears' porridge with Goldilocks, huffing and puffing with the wolf, and giggling with the gingerbread boy.
I also work with a four-year-old class (many of whom have just turned five). They were captivated by the wordless picture books by Aaron Becker (Journey, which won a Caldecott Honor Award, and its sequels Return, and Quest). I "read" it with them by pointing to details and asking questions ("What is the girl doing? Is she happy? Where is she looking? What do you think she is saying to her father?"). The story has to be teased out of the pictures. Kids are so used to being told a story that discovering it for themselves becomes a refreshing change for most of them.
Today I finished reading a fantasy novel that one of my sons recommended: The Name of the Wind by Patrick Rothfuss. I thoroughly enjoyed reading it, but I was amazed at how snobby and hateful some of the reviews on Goodreads.com were. Though his books have some of the highest ratings (lots of 5-stars), they have also garnered a collection of 1-star or 2-star ratings.
Why? Some reviewers slam his writing style, saying that it's full of cliches and riddled with "telling" not showing. Some criticized him for a lack of action and world-building, complaining that the story was slow a read. I disagree. I don't read a ton of fantasy, but I thought the author's creation of "sympathetic" magic and the herbivorous dragon both original and clever. The Arcanum (university) appeared a well-thought-out new world to me, and I loved the elegance of the author's wording and the pacing of action. I rather like stories that provide insight on life.
What an eye-opener on how harsh readers can be! Patrick Rothfuss published his first book The Name of the Wind around 2007. The sequel The Wise Man's Fear was released in 2011. Readers are anxiously awaiting the third book in the series (Doors of Stone), and several have lost patience, rudely slamming him for the six-plus years of delay. I wonder if they have ever attempted to write a novel.
Do these critical readers know how difficult it is to create an original yet consistent new world with a compelling yet coherent plot? Creating unique yet believable characters and weaving them into crucial points of the plot is not easy either. Choosing the right phrasing can be tedious too, not to mention seemingly revisions required by editors. Do they understand that producing a quality book is an extended process?
Analysis and evaluation are so much easier. Reviewers should remember that.
Last month I had the unprecedented pleasure of accompanying my granddaughters on their first trip to the Magic Kingdom. I'd never been to Disneyworld before, and our one day of extravagance was packed full: seven princesses, at least twelve different rides, and over 23,000 steps. Here's one of the rides I enjoyed with the girls:
Remember that roller-coaster feeling? You go up with nervous anticipation and down with a scream. A ton of giggles follow because you're embarrassed that you reacted in such a way. But it feels so good to be free to react rather than gripping the safety bar with rigid terror that you don't really care what people think after all. Your senses are on overload. You slow down to enjoy some scenes but whip past others. And before you know it, the ride is over.
A lot like life, isn't it? I'm thankful there's more to life than just the "down" episodes (one of which I experienced recently). I'm thankful that God gives bits of small encouragement... the mom who dropped her young son off one morning and announced he was so excited about school because he knew Mrs. Katie was there on Tuesdays--that I'm his new favorite teacher. Or the mom who picked up her son one evening and was delighted to find us playing alphabet bingo. The child who hugs me in the hallway even though I haven't visited her class in weeks...
Such good moments are sweet. Will they stay? Perhaps not. This too shall inevitably pass. But while it lasts, I'll enjoy the affection of little friends and the opportunity to amuse them with stories, songs, and games.