February 4, 2013
In this article the author sites a cognitive approach called double-loop learning. In this mode you question every aspect of your approach, including methodology, biases and deeply held assumptions. This more psychologically nuanced self-examination requires that you honestly challenge your beliefs and summon the courage to act on that information, which may lead to fresh ways of thinking about your lives and your goals.
If you apply this to your teaching- question what you do- your approach, methods, bias, and assumptions- what happens? Do you feel as unsettled as I do? Do you find it exciting, challenging, and a strategy to work in new ways with children? I know I have. It’s hard to apply this to even small things in the classroom. For example, what if instead of instructing the children to make a person with a heart shaped head for Valentine’s Day you sat down and talked with them about love. If you spent time, listening to their thoughts about what love. Asking them: How do you feel love? Where does love live? How do you show that you love someone? Does everyone show love the same way? Do you always love ? It seems to me that by questioning the approach to something like Valentine’s Day it leads to a deeper understanding and expression of love. Don’t stop there, begin by questioning your approach to the daily life in the classroom. I’d love to hear your thoughts!
Secret Ingredient for Success – NYTimes.com
July 18, 2012
What are the standards of experience that we want all children to have? Lilian Katz gives us something to think about in this article. It was helpful to the staff at the Preschool to copy this and keep it handy when talking with parents about “readiness.”
July 4, 2012
Working in a Reggio Emilia Inspired Preschool, we are trying to use reflection as a tool to better our practices. Maybe you could spend some time this summer reflecting on the past year…
July 2, 2012
After you read the article, reflect and write down what this means to you and your practice of working with young children.
June 28, 2012
When we know better – WE DO BETTER. – Maya Angelou
Young children learn new vocabulary at light speed! The learning is dependent on the range of words they are exposed to. How do teachers facilitate building vocabulary with very young children? A number of strategies can be employed. We know that conversation rich environments are vital to cognitive development. We know that asking good questions can lead to deeper learning. We know that young children listen to adults for clues to pronunciation, tone, and usage. Now we know better so we can do better!