Reaching all students

As I was monitoring my Facebook feed the other day, a friend of mine shared a blog post written by a parent about what one teacher does to monitor her students' feelings of belonging and inclusion. The mother talks about how the teacher has the students anonymously list three students who they would like to sit by the next week, and how she studies those requests to see which students are not being requested to sit by who may be lonely and may need some intervention. The author artfully threw in that this teacher had been doing this with her class (I think 4th or 5th grade) every Friday since Columbine in an attempt to prevent something similar from happening again by helping lonely students before it reaches a critical point. Although the blog post provided an impressive and insightful way of information gathering, it didn't go in to much detail about how the teacher actually goes about using the information she finds.

After I read the post, I tried to comment to try to get more information, but the site continually said it wouldn't post my comment because there was some sort of error (and now, as I try to go back to the post, the host says that page doesn't exist). So, I turn to you, my cohort and other small pocket of readers, to help me think about how to answer what I would have asked the original author.

Here is what I would have commented had I been able to:
"Wow. As a preservice teacher, I found great ideas in this post. I would be very interested in hearing what she does next with those students next. How does she arrange her room to try to make those who are outcasts more involved? How does she approach those who seem to be lonely? How does she actually go about using those lists to actually help the children in need?"

So what do you think? Once we discover which students are lonely, what can we do about it as teachers?

Teaching Metaphor

Teaching is a jigsaw puzzle.

The parents, the principal, the volunteers, the superintendent, the curriculum, the other teachers, and the community; these are the exterior pieces. The ones who help frame and hold the puzzle together.

Each student is an interior piece in the puzzle with its own unique picture and shape. Each piece has its own unique interaction/fit within the puzzle that can be replace by no other piece, yet its fit may change with wear and time.

The teacher is the puzzle master, trying to figure out where each piece goes, how each piece interacts with the others, and how the pieces fit together to make a beautiful picture.

The entire picture/finished puzzle is a collaborative, functioning classroom. The pieces are interacting in their optimal capacity. Each child is learning and growing through the help of one another. The teacher can see the whole picture, see how the pieces fit together, and adjust the pieces if the picture or optimal fit needs amending or adjusting.

The puzzle is incomplete without any one of the pieces and will never be complete without a competent puzzle master.

Pretend Play

In week three of my courses, I came across a quote in an article that said "'pretend' play among young children is actually a rehearsal for later activities in life" (Tenorio 1994). This idea has had me thinking about some of my readings and the activities of the children I supervise in a new light. 

For example, the next week we had another reading which described a group of preschool boys pretending to have babies and care for them, and they pretend to be seahorses in order to be able to be the ones having the babies (Pelo). So what then are these young boys rehearsing for? I would think that they are trying to express their knowledge of how to raise a baby and practice for caring for younger siblings and/or even their own children, although they probably don't conscientiously think this. But the part about transforming into seahorses so they can have the babies themselves, what are they rehearsing with this? Are they expressing a want of independence, or just coming up with a creative solution for a problem at hand?

Another example in the Pelo came in the form of a young boy and an even younger girl playing daddy and baby. The teachers dislike that the boy carries the young girl around and manipulates her body as if she is a helpless newborn. They see this as more of a rehearsal in dominance where the pretend play is teaching the girl to be submissive and teaching the boy to be dominant. But what else could they be trying to rehearse or express? Could it be more of an expression by the boy to be a caring father? The children did call the game "daddy and baby," so wouldn't what they are rehearsing be more about age difference and caring for another? One of my classmates asked the question, what if telling the two children not to play that game reinforces in the boy that caring for a child in this way is not what he should be doing? It's interesting to consider that this boy may stop trying to express his paternal instincts later in life due to the negative feedback from this rehearsal.