Day6Care

I am starting to feel a little out of place. I am not an official staff person, and I am a short-term volunteer. The director moved me to the toddler-2 class today (all of the previous days I have been in toddler-1 being one year olds). The lead teacher was a little startled that I was joining her room, because she wasn't aware that I would be there...

I almost wish I would just stay in toddler-1 because it creates consistency for the kiddos, and I can have more practical, hands-on experience with the various needs of the room.

The director's goal for me, or what I'm seeing at least, is that I can truly get a good observation experience moving my way through the age groups.

Time will tell, as always!

Day5Care

I took the reigns today. Sure, it might have been on a horse that is unnecessary, but I did it!

Last night, I had to make a conscious decision to get the most out of this whole "volunteer at daycare" experience. First, I admitted to myself that - so far - I've "just" been playing with the kiddos.

But, during my self-eval (something we do often as pre-service teachers), I asked myself:
-How do I lead my own mini-centers? Especially when all the kids want to play with the lady who gets down on their level and offers her attention?
-How do I lead my own centers...with collaboration of the lead teachers?...maybe this will take more communication to them.

And so, today, I experimented during outside play time. If you had walked by our day care, you would have seen one crazy lady with a herd of 15 toddlers following her around the playground for an hour. An HOUR. We went on a repetitive adventure around the playground, lookout at the same birds, planes, flowers, etc. all the while Miss Liz makes everything look new. Some friends came and went and came back again...some friends stayed by my side for the whole play time...I can tell you that there was a LOT less action on the main ground...and I have to think I kept some kiddos out of trouble!

Day4Care

...See that clever title pun I made? It's Day Four at DayCare! :) I think I'm going to start a trend...I also think that I'm lacking on sleep, but that's besides the point.

Today?

I'm slightly perplexed by "Kyle". I have yet to find out if he has siblings or not - because this is always one of the first questions I ask a lead teacher in regards to a child who is acting out behaviorally. I'm really trying to implement the Nurtured Heart Approach with this child in particular by:

-ignoring bad behavior
-giving attention given to the little victim of the moment's push, shove, 'robbery'...all of these things are big deals to a 1-year old!
-giving attention to positive behavior (this one is emphasized the most, and probably happens the least)
-give one-on-one instruction (today, we worked on "please")

And it went well...
But alas, one step forward, two steps back...I observed today that head teachers seem to be unfamiliar with this kind of approach and I can't say that I expected them to be.

Where is my place in a volunteer position such as this?

Friday the First

Day Three.
What can I say for this beautiful Friday that's been given to us?
Three things: one question, one connection, one suggestion.

One question: Can I continue using developmentally appropriate practice without burning out?
     It takes a lot of time, energy, and attention to hold the attention of 5+ children. The animal box was "open" (the term that the lead teachers use to describe which set of toys can be played with at a time) and the kids were just being kids...of course, what would be your first instinct when tons of new toys are dumped on the floor in front of you? This not taking into account that all of your friends are around to play, too. Needless to say, the littles were interested...some for longer seconds than others. When it had gotten a little more chaotic, and the kids a little more distracted by other toys that, they were to be told, were "not open", I decided to close off the "not open" toys by shoving the shelf. I gathered the kiddos 'round and played an impromptu game of "This is the noise this animal makes and it goes "neigh! neigh! neigh!" to name of child."
   I got into the swing of this game, but it still took some energy out of me!

One connection:
   I want to get to know the other lead teachers. On a human-adult-relationship level...so that I can be more personal to them and them to me...so that I feel less like a stranger and more like a coworker.

One suggestion:
    Bring a couple tissues when the kids play outside. Cole, our friend who is visually-impaired, tends to have a very boogery nose outside...and all the time...now that I think about it.

**Portable tissues!**

Kleenex, you are genious! "Handy Packs" indeed!

The Problem with Motivation

"But what do you do with the kids that just don't want to be there? Don't want to learn?"

I've been considering this question a lot lately, as I write a paper on intrinsic vs. extrinsic motivation.

The short answer is

"You give them a reason to want to learn"

But what does that look like?

A popular (or maybe just popular to me) song by Ben Rector (if you've never heard of him, seriously look him up), called Wanna be Loved is one of my favorites. Besides the catchy tune and gentle, flowing rhythm, the song has a powerful message, which you might have guessed.

Everybody wants love.

It's why my heart beats when the telephone rings, and why I try to say funny things. He sings.

And it's true. Everyone wants to be loved.

Many, from damaging experiences, don't know what real love looks like, or how to achieve it, but everyone tries their utmost to gain that love from others. 

This is especially true for kids. Which is where my musings on the subject come in.

We all know that kid who does everything they can to get on your bad side. These are the kids who are defiant, break things, get into arguments with other kids, distract others from their work, and generally seem to make it their goal to be a nuisance to the classroom. 

They're really kind of my favorite kids, to be honest.

Even though they drive me crazy sometimes, I can't help but see the same desire in them as everyone else, and my heart breaks for them, because they are just as lost as the rest of the world.

They just want to be loved. 

This manifests itself as a drive to gain attention, usually in any way possible. If doing the right thing doesn't get attention, then why not do the wrong thing?

They don't know what real love, or even real attention looks like, so they settle for a cheap substitute.

Does that sound like any adults you know?

Kids are pretty straightforward. If they don't like something, they'll tell you. If they do like something, they'll ask for more of it. Most kids, especially the littles, haven't yet perfected manipulation or are even cognitively ready for the idea. 

Most of the time, they simply understand how to get what they want in the fastest way possible. 

If that means getting attention by throwing books on the floor, then so be it.

As I work with kids of various ages, in my current job at a tutoring business, I'm beginning to realize that it's not my job to fix ingrained habits of these kiddos. Even if it was, I would be unsuccessful. 

In fact, the fastest way to help kids who are struggling with motivation, interest in learning, and a myriad of other problems, is to simply give them the love and attention that they so desperately crave, before they have to "ask" for it in the disruptive ways.

If I can show them that I operate differently, and that I will help them get what they want, their guards will (hopefully), slowly begin to lower. 

That is when the real life learning can begin to take place. 

Miss Hanna

The Possible Power of Example

They say it all the time: 

Today I may have caught a glimpse of it...which, as teachers we often do. The good, the bad, the beautiful, the ugly...you name it, the students have probably imitated it. That's my theme for today.
Because I spend a lot of time living in the world and not much time on the planet of the interwebs (besides the ever-too-often daily vacation there during my summer job), I don't have much time tonight to talk about day 2 in DayCare2.

• I'm easing my way into the room. In regards to yesterday's goal of  probing the lead teachers for a general direction of my job in the room...the conversation went like this: 

Me: "So, is there anything specific you need my help with today?"

Miss L: "Um...not really...*looks around the room* Just...play with the kids I guess :)"

Slightly-disappointed-yet-intrinsically-optimistic me: "Sure! I can do that!"

...I was slightly disappointed because I am THAT person who can do most anything but is much much happier when she knows what needs to be done.

• I suppose I may have led by example today because the lead teachers began the same read-aloud technique I was with a group of 5 or 6 kids. What this technique looks like mainly consists of the child's interest in the book and basically everything not worth mentioned is mentioned and talked about.
• I very much took on the role of assisting the two children with special needs. I don't mind just being with these two children. Especially Cole, who is severely visually impaired. Cole is very sweet and he sat with his head on my leg for at least 15 minutes. I'm becoming move and more interested in why he does the things he does. 
• I was too afraid to ask if the room was always chaos like today. 

More background to come later. Until then,

-Miss Liz

Going Slowly

"It doesn't matter how slowly you go as long as you do not stop." - Confucius

Because I feel as though I'm moving slowly. Because I feel as though the day is slugging its way along past me without my even trying. Because I'm exhausted and would rather be sleeping.

My mother suggested to me to keep a journal of my experiences at DayCare2. Even if it's a sentence a day.*

Today?

• The kids flocked to me. This happens every time I: 1) am the "new kid" at the day care, 2) get down on their level and show even the least interest in what's on the floor. If ever you feel unloved and unwanted, just sit down on the floor of a room in a daycare, ask one child what he/she is doing in the most genuine and gentle way, and wait 30 seconds. You'll have at least five children eating out of the palm of your hands (especially if you have food, I'm sure...however, I wouldn't suggest doing this as it may be uncalled for in a licensed day care).
• The morning was chaos, I'm sure it's partly that I was in the room.
• Due to the swarm of children and chaos, I wondered why the other two main teachers were not engaging the children and leaving me to fend for myself.
• And then I thought: "Hey. I'm here as a volunteer and an observer...tomorrow, my second day in the classroom, I'm going to observe...maybe they don't engage the children much at all - in which case, my presence and energy would be new and unfathomed, only awakening in them this desire for attention.

*She also proposed that I use this time as an "experiment"...however, I'm not quite sure she knows herself what that would entail.