So with Christmas falling in the middle of the week I expected to have a few children leaving early on vacation (hence why we opened our class gift last week!) But I can't say I expected to be down to just one child in class today!
As soon as M came in this morning I told her "Guess what! Today it's just me and you, we can do anything you want!" She looked around the classroom, taking it all in with her fingers on her lips as she thought. Then she asked "Why are the dishes over there?" "Oh I washed them all for the new year. Do you want to help put them away?' And that was what she chose to do. The possibilities were endless and she wanted to put dishes away. Her dad just laughed when I told him at the end of the day.
Not that we spent the whole day flying solo. She and I attended a little re-enactment of the Nativity Story in the other classroom. Another segment of sharing family traditions that has been going on for the last week. Afterwards a Kindergartner from the other room kept peeking in to our room and I finally extended her a formal invitation to join us for the morning. She was absolutely thrilled!
Together we three cleaned up the classroom; scrubbing the sink, dusting shelves, collecting ALL the laundry to be washed. M really enjoyed showing our visitor around the room, and our visitor was quite pleased that she already knew how to fold a dustcloth and could show it to M. I have to admit they were just adorable siting on the floor, the Kindergartner patiently showing each step and M copying her exactly. Unfortunately my camera was too far away to snap a shot, darn!
M was also happy to share our end of the day traditions. She let our visitor know that the clean up song was playing and they needed to put their work away, and she also showed her were the necklaces were so the two of them could be in charge of putting up the chairs...though who else was rushing to do the job I'm not sure ;) M was also quite proud to demonstrate how we put the bead on at the end of each day and together we all counted the beads for December to finish out 2014.
It bodes well for how M is going to help any new students settle in to our room, I can't wait!
Tuesday, December 23, 2014
Sunday, December 21, 2014
Montessori Sunday: Sandpaper Letters
I was trying to decide which material to highlight when it occurred to me that I hadn't yet showcased the sandpaper letters. I think it was my Montessori trainer who said that if she had to set up a Montessori classroom with only a few of the real materials it would be the sandpaper letters, the moveable alphabet and the golden beads. So obviously the sandpaper letters are of great importance.
The sandpaper letters are just what they sound like; letters (ideally cursive) cut out of sandpaper and mounted on wood. The consonants are mounted on pink and vowels in blue, which matches the scheme of the moveable alphabet that the children will learn to use next.
They are first presented to the child around 3 years old, when they begin to show interest in identifying the sounds of words. The directress will usually first introduce the letter that child's name begins with, as well as one or two other common sounds (like t, s, or b). The child is shown how to trace the letter with the pointer and middle finger. Near the end of the tracing the directress will say the sound of the letter, not the name. The child is invited to try and the sound is repeated. Together child and teacher think of some words which begin with the sound, and then move on to the next letter. Once the child has been introduced to all 3 letters a three period lesson is began, where the directress gives little commands to help reinforce the sounds that go with each symbol. Ex. "Trace 'c'", "Tap 's'", etc. At the end of the lesson the child is asked to trace each letter a final time and asked "What sound is this?"
Obviously is takes a long time to get through the entire alphabet of 26 letters, so it is important that the sandpaper letters are used often so ensure the child has a solid foundation to begin writing later. Because English is such a non-phonetic language there are also sandpaper letters for the more common phonograms in the language (ch, sh, th, etc.).
The reason the sound of the letter is introduced, rather than the name is to ease the child in to writing and reading easier. Knowing the sound 'b' instead of the name B, helps the child know what symbol make the 'b' sound in "ball", rather than having to go through the extra step of translating the sound 'b' into the name B and then trying to recognize the symbol.
Cursive is preferable for the same reason of making later writing easier. With cursive letters all the symbols are distinct, it's much harder to mix up b, d, p, and q when they are written in cursive script. The motion of forming cursive letters, with it's continues curves and loops, is also a more natural hand motion and so is easier to young children to follow. It also helps prevent letters being written backwards and upside down because there is a natural flow from the starting point.
All of this in one single material in the classroom. Those sandpaper letters are so important for later work...now I feel like I should be working with them even more in the classroom!
The sandpaper letters are just what they sound like; letters (ideally cursive) cut out of sandpaper and mounted on wood. The consonants are mounted on pink and vowels in blue, which matches the scheme of the moveable alphabet that the children will learn to use next.
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| Using the sand tray to practice forming ta cursive 'o' (like in ostrich and on) |
Obviously is takes a long time to get through the entire alphabet of 26 letters, so it is important that the sandpaper letters are used often so ensure the child has a solid foundation to begin writing later. Because English is such a non-phonetic language there are also sandpaper letters for the more common phonograms in the language (ch, sh, th, etc.).
The reason the sound of the letter is introduced, rather than the name is to ease the child in to writing and reading easier. Knowing the sound 'b' instead of the name B, helps the child know what symbol make the 'b' sound in "ball", rather than having to go through the extra step of translating the sound 'b' into the name B and then trying to recognize the symbol.
Cursive is preferable for the same reason of making later writing easier. With cursive letters all the symbols are distinct, it's much harder to mix up b, d, p, and q when they are written in cursive script. The motion of forming cursive letters, with it's continues curves and loops, is also a more natural hand motion and so is easier to young children to follow. It also helps prevent letters being written backwards and upside down because there is a natural flow from the starting point.
All of this in one single material in the classroom. Those sandpaper letters are so important for later work...now I feel like I should be working with them even more in the classroom!
Thursday, December 18, 2014
We love our sand
Specifically in the sand tray...and that's where we're trying to keep it. Our classroom sand try is actually a mix of color sand and some salt. The children can practice forming letters and numbers in the tray with their fingertips.There's also a small dish with a cloth to wipe the extra sand off their fingers and I've really been trying to make sure they're only using their fingers, not their whole hand to ensure that the sand tray actually stays full of sand.
Making numbers has been especially popular. C especially loves to go through the entire box of sandpaper numbers, forming each one in the sand tray and then giving it a gentle shake to clear the sand before making the next number. Hopefully I can get them excited to start writing letters in the tray as well, it will making learning to write later that much easier if they have the muscle memory already. Until then we'll keep on plugging away with the numbers, especially 0, the current favorite number in the class.
Making numbers has been especially popular. C especially loves to go through the entire box of sandpaper numbers, forming each one in the sand tray and then giving it a gentle shake to clear the sand before making the next number. Hopefully I can get them excited to start writing letters in the tray as well, it will making learning to write later that much easier if they have the muscle memory already. Until then we'll keep on plugging away with the numbers, especially 0, the current favorite number in the class.
Wednesday, December 17, 2014
Painted Hands
Today our work was painting hands. Red ones, orange, yellow, green, and at least one blue for everyone (it seems to be our classrooms most popular color!).
And this project has been nearly 2 weeks in the making, talk about a long process for the children!
First the children helped me rip construction paper into confetti sized pieces (mostly at least). We soaked them over the weekend. Then, one by one, I showed them how to use the paper making activity. They scooped the sludge onto a frame, spread it out, used a sponge to soak up most of the water, and finally rolled it flat. Since they each were in charge of making 4 cards this was a pretty long adventure so it took the better part of the week to get done. Especially since I tried to make it as independent a project as possible. I also used a toaster over to help dry out the paper; the children all loved when it dinged at the end shouting "It's done!" They were quite amused that I was 'cooking' their presents.
Finally all the cards were dry with edges trimmed and ready to decorate. So myself and each eager child sat down and painted their hands to 'stamp' the paper with their personal signature. They were all very excited to do their 'fingerprints' as they kept calling it.
Note to mom: Gee, I wonder if they get told at home "Look at all those fingerprints you left on the window!", like I did a lot.
I was very impressed with their self control all morning. No one protested the ticklish feeling of having their hands painted, and in fact they all chose four different colors to stamp on. They mostly waited patiently for their turn, I had children simply checking in ever minute to see if it was their turn, rather than just hovering a couple feet away. Oh well.
In the end we had a lovely row of hand stamped cards drying to go home. I don't know how those normal preschool teachers do these types of projects day in and day out. Whew!
And this project has been nearly 2 weeks in the making, talk about a long process for the children!
First the children helped me rip construction paper into confetti sized pieces (mostly at least). We soaked them over the weekend. Then, one by one, I showed them how to use the paper making activity. They scooped the sludge onto a frame, spread it out, used a sponge to soak up most of the water, and finally rolled it flat. Since they each were in charge of making 4 cards this was a pretty long adventure so it took the better part of the week to get done. Especially since I tried to make it as independent a project as possible. I also used a toaster over to help dry out the paper; the children all loved when it dinged at the end shouting "It's done!" They were quite amused that I was 'cooking' their presents.
Note to mom: Gee, I wonder if they get told at home "Look at all those fingerprints you left on the window!", like I did a lot.
I was very impressed with their self control all morning. No one protested the ticklish feeling of having their hands painted, and in fact they all chose four different colors to stamp on. They mostly waited patiently for their turn, I had children simply checking in ever minute to see if it was their turn, rather than just hovering a couple feet away. Oh well.
In the end we had a lovely row of hand stamped cards drying to go home. I don't know how those normal preschool teachers do these types of projects day in and day out. Whew!
Monday, December 15, 2014
It's not just for girls
A lot of people think Montessori is really more for girls. They can't imagine getting little boys to sit quietly and concentrate on something for an extended period of time. They don't think the practical life exercises like sewing, preparing food, taking care of plants or dusting will appeal to boys.
That's just being stereotypical.
I'm very lucky that right now there's no stigma of "That's for girls/boys!" in our classroom (even with colors which for obvious cultural reasons seems to get drilled in very early on). So I had no problems showing O how to arrange flowers. It's a presentation I've been meaning to give him for a while, but one that needed to wait until we had a fresh delivery of flowers. No point showing him how to cut and put them in a vase if there was only one or two flowers to use!
I'm so glad that I finally got around to this today because he absolutely loved it. This is the same little boy that came in to the classroom in September and was so unaware of his movements that he would move the tables a foot or two as he tried to see what someone else was doing. Today O stood quietly and observed with his hands at his side as I demonstrated how to cut the stems underwater and them place them in a vase. I felt no qualms about handing over the gardening shears to him. I knew he'd taken to heart my message that they were sharper than scissors and we needed to be extra careful.
I helped him through the process one time, making sure he didn't skip any steps and reminding him gently if he did. O was more than happy to try and do it the way and I had shown him and happily went to get another bunch of flowers when the first set ran out. He did come to me a bit later, upset that the flower kept falling out of the vase but perked right up when I told him how he needed to cut the leaves so it would fit inside the mouth of the vase.
O made a few arrangements, then neatly cleaned up...well at least I think he did. I know I saw him drying things and folding the apron neatly. But M had been shadowing his work station, just waiting to pounce on it to arrange some flowers herself. So she was already hard at work before I had time to go over and inspect.
Now after this whole little tirade of how much a boy enjoyed flower arranging I have to admit that I have been a little biased by only showing the girls the button sewing activity in the classroom. But NOT because the boys weren't interested in it. In fact I had one little boy that for weeks kept taking out the basket and asking for a presentation....but he wasn't ready for it yet. It's commonly recognized that boys mature more slowly than girls, and that includes the fine motor control necessary for sewing on a button.
I purposely made an activity for threading a needle, the primary step in learning how to sew a button, to help gauge when children might be ready. I told C that he needed to master that work first and then I would show him how to sew a button. He's still working at it- and so are the other boys.
There are no 'pink' or 'blue' areas in the classroom. Everything is for everyone and that's the way we like it in our room.
That's just being stereotypical.
I'm very lucky that right now there's no stigma of "That's for girls/boys!" in our classroom (even with colors which for obvious cultural reasons seems to get drilled in very early on). So I had no problems showing O how to arrange flowers. It's a presentation I've been meaning to give him for a while, but one that needed to wait until we had a fresh delivery of flowers. No point showing him how to cut and put them in a vase if there was only one or two flowers to use!
I'm so glad that I finally got around to this today because he absolutely loved it. This is the same little boy that came in to the classroom in September and was so unaware of his movements that he would move the tables a foot or two as he tried to see what someone else was doing. Today O stood quietly and observed with his hands at his side as I demonstrated how to cut the stems underwater and them place them in a vase. I felt no qualms about handing over the gardening shears to him. I knew he'd taken to heart my message that they were sharper than scissors and we needed to be extra careful.
I helped him through the process one time, making sure he didn't skip any steps and reminding him gently if he did. O was more than happy to try and do it the way and I had shown him and happily went to get another bunch of flowers when the first set ran out. He did come to me a bit later, upset that the flower kept falling out of the vase but perked right up when I told him how he needed to cut the leaves so it would fit inside the mouth of the vase.
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| M with all her arrangements. She was so focused on making them they she didn't want to waste time spreading them around the room for display! |
Now after this whole little tirade of how much a boy enjoyed flower arranging I have to admit that I have been a little biased by only showing the girls the button sewing activity in the classroom. But NOT because the boys weren't interested in it. In fact I had one little boy that for weeks kept taking out the basket and asking for a presentation....but he wasn't ready for it yet. It's commonly recognized that boys mature more slowly than girls, and that includes the fine motor control necessary for sewing on a button.
I purposely made an activity for threading a needle, the primary step in learning how to sew a button, to help gauge when children might be ready. I told C that he needed to master that work first and then I would show him how to sew a button. He's still working at it- and so are the other boys.
There are no 'pink' or 'blue' areas in the classroom. Everything is for everyone and that's the way we like it in our room.
Thursday, December 11, 2014
We're teaching....physics?
What is the maximum weight a 5 year old can pull? Does friction have any impact? What about the slope? What if the 5 year old is sitting or standing? What if a 4 year old helps?
Ok, ok so not exactly the most advanced physics questions but the children were quite eager to find out the answers anyways. A large group of the children spent most of recess making a sled train. They'd have 3 or 4 sleds with a rider in each holding on to the rope of the next and try to move them. Unfortunately what mainly happened was the person in the first sled (the one who ended up pulling most of the weight) would slide right out of their sled. So they'd start all over again.
They experimented with different people pulling, taking away the last sled, and then just as they'd get the train going someone else would jump on and the entire thing would fall apart. No one got mad though, they'd just up and try again. Foot by foot they moved the little train along.
Then they got to the sliding hill....
I'm not quite sure what happened. All I know is the next time I looked over all the sleds were at the top of the hill, children were swarming around, hopping in and out, pulling one another a little ways and stopping, turning sleds around, all sorts of commotion. I felt kind of bad breaking it up with the call to go inside.
Oh well, tomorrow they'll get to experiment again.
Wednesday, December 10, 2014
One of those "is it time to go home yet?" days
Montessori has connection of freedom and responsibility. The children are allowed freedom, but only if they can show they will be responsible enough to handle it. And I had to take away a lot of freedoms in my class today.
1) One child was brandishing a knife at someone else...twice
2) Another couldn't keep his hands off everyone elses work
3) Another couldn't decide what he wanted to work on (all morning long)
4) Yet another child drew until we were out of drawing paper (and did just a little scribble on each piece)
So, their freedom to work on what they wanted without adult interference was taken away. Not handling the responsibility that goes with freedom of choice? Sorry guys, but I'm going to have to take that away.
1) Not treating potentially dangerous objects with respect? Well I guess you aren't allowed to do that work until I have time to re-present how to do so carefully again. Which might not be for a while because let's be honest, I'm tired of cleaning up the egg crumbs on the floor after you leave.
2) If you can't stop touching work, then you may not observe. And it's still observing if you're standing 5 feet away. And no, you can't observe someone else. Or that person either.
3) Can't decide? I'll decide for you then. Don't want to do that? Sorry, make your own choice next time.
4) Out of paper? Oh look! You have this entire side still that you haven't colored on, and plenty of space still on the other side. Let's see what you can find out.
As you might be able to tell from my responses I was a bit worn out today...maybe even before the day really started. In my defense there were quite a few things working against me. The heat wasn't working so we had the little space heater going in the doorway between the classrooms and the hustle/bustle from next door kept filtering in and adding to our normally quiet community. I was also attempting to make paper with each of the children to use as their holiday presents. It's an activity really designed for an older child, or a teacher being more hands on.
So yeah. It was one of those days were I'll admit I was pretty glad when the day was over.
Until I came home to an impatient dog who didn't want to listen as well!
1) One child was brandishing a knife at someone else...twice
2) Another couldn't keep his hands off everyone elses work
3) Another couldn't decide what he wanted to work on (all morning long)
4) Yet another child drew until we were out of drawing paper (and did just a little scribble on each piece)
So, their freedom to work on what they wanted without adult interference was taken away. Not handling the responsibility that goes with freedom of choice? Sorry guys, but I'm going to have to take that away.
1) Not treating potentially dangerous objects with respect? Well I guess you aren't allowed to do that work until I have time to re-present how to do so carefully again. Which might not be for a while because let's be honest, I'm tired of cleaning up the egg crumbs on the floor after you leave.
2) If you can't stop touching work, then you may not observe. And it's still observing if you're standing 5 feet away. And no, you can't observe someone else. Or that person either.
3) Can't decide? I'll decide for you then. Don't want to do that? Sorry, make your own choice next time.
4) Out of paper? Oh look! You have this entire side still that you haven't colored on, and plenty of space still on the other side. Let's see what you can find out.
As you might be able to tell from my responses I was a bit worn out today...maybe even before the day really started. In my defense there were quite a few things working against me. The heat wasn't working so we had the little space heater going in the doorway between the classrooms and the hustle/bustle from next door kept filtering in and adding to our normally quiet community. I was also attempting to make paper with each of the children to use as their holiday presents. It's an activity really designed for an older child, or a teacher being more hands on.
So yeah. It was one of those days were I'll admit I was pretty glad when the day was over.
Until I came home to an impatient dog who didn't want to listen as well!
Sunday, December 7, 2014
Montessori Sunday: Classified Cards
This week's Montessori Sunday focuses on the classified cards, or as they are sometimes called, 3 part cards. These picture cards are in the language area and help build up the child's vocabulary; both in spoken language and later in the area of reading/writing. Each set of cards usually has a common theme, such as fruits, farm animals, kitchen objects, etc. This is done to intentionally introduce children to the idea of classifying objects based on their similarities.
The cards are sometimes refereed to as three part cards because they are commonly made having 3 separate parts including: a card with a picture, a label that matches the picture, and a third card with both the picture and its corresponding word (called the control card). For a child who is reading they can spread out the pictures, find the corresponding label and then check their work with the control cards. This allows them to build their reading vocabulary. The label must match one of the pictures and so even if the child isn't able to completely sound out a word, they have a certain context in which to guess based on the parts of the word they do recognize. The matching control card allows the child to be independent in checking themselves, a key part of being a Montessori child.
My Montessori training presented the making of the cards just a little bit different, though how they are used is identical. We were taught to make 3 sets of cards. The first set is simply the cards with pictures on them. The second set is the pictures with corresponding labels that are separate. The third set is a card with the picture and corresponding word both. This allows there to a be a set of cards for children who cannot read yet, as well as a separate (though matching) set for a child who is ready to read the words and label the pictures.
The previous classroom I worked in had only the original 3 part cards and the younger children where forever getting out the labels and control cards as well as the picture cards I would be trying to use with them. This led to a lot of lost labels and bent cards that frustrated the older children who wanted to use them for reading. A minor change, but in my mind well worth the extra paper, ink and laminate to have an extra set of the cards just for spoken language.
The children in my class really enjoy fetching the cards. They'll spread the cards out at a table, then come over so I can tell them which card to get. They're all pretty good with the fruit cards we have, but for something more difficult (like dinosaurs) I'll often get out the matching control cards so I can show them the picture of what I'm asking for. Then when they return with their card I'll ask them to tell me what they brought, and supply the name if they've forgotten. Once they get more practice I'll be able to just tell them the name of the card and they'll have to go and find it without looking at the picture. Then when they return I'll flip over my copy of the card and have them check if they match.
They like this little game so much that they've started doing the fetching with another classmate if I'm not available. They usually don't know the name of what they're sending the other child to get, but it's a good opportunity for me to see which ones they really do know!
The cards are sometimes refereed to as three part cards because they are commonly made having 3 separate parts including: a card with a picture, a label that matches the picture, and a third card with both the picture and its corresponding word (called the control card). For a child who is reading they can spread out the pictures, find the corresponding label and then check their work with the control cards. This allows them to build their reading vocabulary. The label must match one of the pictures and so even if the child isn't able to completely sound out a word, they have a certain context in which to guess based on the parts of the word they do recognize. The matching control card allows the child to be independent in checking themselves, a key part of being a Montessori child.
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| Spoken language cards for different farm animals |
The previous classroom I worked in had only the original 3 part cards and the younger children where forever getting out the labels and control cards as well as the picture cards I would be trying to use with them. This led to a lot of lost labels and bent cards that frustrated the older children who wanted to use them for reading. A minor change, but in my mind well worth the extra paper, ink and laminate to have an extra set of the cards just for spoken language.
The children in my class really enjoy fetching the cards. They'll spread the cards out at a table, then come over so I can tell them which card to get. They're all pretty good with the fruit cards we have, but for something more difficult (like dinosaurs) I'll often get out the matching control cards so I can show them the picture of what I'm asking for. Then when they return with their card I'll ask them to tell me what they brought, and supply the name if they've forgotten. Once they get more practice I'll be able to just tell them the name of the card and they'll have to go and find it without looking at the picture. Then when they return I'll flip over my copy of the card and have them check if they match.
They like this little game so much that they've started doing the fetching with another classmate if I'm not available. They usually don't know the name of what they're sending the other child to get, but it's a good opportunity for me to see which ones they really do know!
Wednesday, December 3, 2014
Eggs!
"Teacher Alex the egg's funny." C came up to me with a very puzzled look on her face.
"Let me see," I said, thinking she was just having trouble peeling the hard boiled egg. She led me over to her table and I knelt down to look at the egg in the little cup. "You're right. That egg's not cooked."
Earlier O had noticed that there were no more eggs for peeling and I told him he could take the bowl and go out and ask the other adult out in the hallway if he could have some more for our classroom. He came back in a minute or two later and I didn't think anything of it until C showed me the raw egg she was trying to peel. Kind of a really difficult trick to pull off!
So we laughed about it a little bit, luckily she hadn't cracked it too hard and had even had the good sense to put it back in the little cup once it started leaking. So I went out to get the hard boiled eggs, checking with the other adult in the hallway who told me "Yeah, O didn't ask me about the eggs, I just saw him walking back to class with the bowl. Though I was curious why there were only 10 eggs in the carton when I went to boil them...."
Apparently O had gone out, and lacking an adult for direction decided to help himself to the eggs. He knew they were in the fridge and must have recognized the carton and helped himself to a couple. No problem. That's what Montessori kids are supposed to do after all; solve their own problems.
"Let me see," I said, thinking she was just having trouble peeling the hard boiled egg. She led me over to her table and I knelt down to look at the egg in the little cup. "You're right. That egg's not cooked."
Earlier O had noticed that there were no more eggs for peeling and I told him he could take the bowl and go out and ask the other adult out in the hallway if he could have some more for our classroom. He came back in a minute or two later and I didn't think anything of it until C showed me the raw egg she was trying to peel. Kind of a really difficult trick to pull off!
So we laughed about it a little bit, luckily she hadn't cracked it too hard and had even had the good sense to put it back in the little cup once it started leaking. So I went out to get the hard boiled eggs, checking with the other adult in the hallway who told me "Yeah, O didn't ask me about the eggs, I just saw him walking back to class with the bowl. Though I was curious why there were only 10 eggs in the carton when I went to boil them...."
Apparently O had gone out, and lacking an adult for direction decided to help himself to the eggs. He knew they were in the fridge and must have recognized the carton and helped himself to a couple. No problem. That's what Montessori kids are supposed to do after all; solve their own problems.
Monday, December 1, 2014
Just a regular morning
E, M and J are sisters who attend our school. J, the youngest, obviously adores her older sisters and they are all obviously very close. This year M moved up to join E in the elementary class and it's obvious that J misses having her in the Children's House all day. She's grown used to it as the year has gone on, but still tries to spend as much time with her older sisters as possible during before and after school care.
This morning E was busy knitting on the couch, and J was watching her like most mornings. She was happy just to sit next to her sister, holding the ball of yarn and watching E knit. J's friends weren't quite as keen on this idea. They wanted her to come and play with them, they wanted her to color by them; but J just said "No, I want to watch my sissy!"
Did they just accept this answer and go off to amuse themselves? Of course not! They decided that they would all watch E as well. Now E's a pretty easy going and quiet girl, and even though I could tell she was enjoying the attention she's not really one to take advantage of it and act all silly or anything.
This wasn't quite true for the children watching her. The little pack got louder and more rambunctious as they jostled around in the small space. First they discussed whether it was 'knitten' or 'knitting'. The loudest voice was winning until I broke in with a simple "E is knitting." and quieted the kindergarten who was convinced the word was 'knitten'.
There was some bouncing up and down as they shifted from standing to squirming on to the couch, to jumping up again. J accidentally dropped the yarn ball. It bounced around, rolling farther and farther away despite the many eager hands trying to stop it. Next thing I know, 4 different little girls are holding a section of yarn, waving it up and down and giggling hysterically. The line got longer and longer, while the ball got smaller and smaller.
I stepped in again, reminding them not to tangle up E's yarn, and suggesting they find something else to do. They happily complied, one of the older ones staying behind to wind up the fallen yarn a bit. Throughout this whole thing E had just kept sitting there quietly, knitting away. When it was clean-up time she silently rolled up the rest of the yarn the younger girls had been playing with, gathered all he knitting supplies and walked off to class. Just another regular morning in a mixed age school.
This morning E was busy knitting on the couch, and J was watching her like most mornings. She was happy just to sit next to her sister, holding the ball of yarn and watching E knit. J's friends weren't quite as keen on this idea. They wanted her to come and play with them, they wanted her to color by them; but J just said "No, I want to watch my sissy!"
Did they just accept this answer and go off to amuse themselves? Of course not! They decided that they would all watch E as well. Now E's a pretty easy going and quiet girl, and even though I could tell she was enjoying the attention she's not really one to take advantage of it and act all silly or anything.
This wasn't quite true for the children watching her. The little pack got louder and more rambunctious as they jostled around in the small space. First they discussed whether it was 'knitten' or 'knitting'. The loudest voice was winning until I broke in with a simple "E is knitting." and quieted the kindergarten who was convinced the word was 'knitten'.
There was some bouncing up and down as they shifted from standing to squirming on to the couch, to jumping up again. J accidentally dropped the yarn ball. It bounced around, rolling farther and farther away despite the many eager hands trying to stop it. Next thing I know, 4 different little girls are holding a section of yarn, waving it up and down and giggling hysterically. The line got longer and longer, while the ball got smaller and smaller.
I stepped in again, reminding them not to tangle up E's yarn, and suggesting they find something else to do. They happily complied, one of the older ones staying behind to wind up the fallen yarn a bit. Throughout this whole thing E had just kept sitting there quietly, knitting away. When it was clean-up time she silently rolled up the rest of the yarn the younger girls had been playing with, gathered all he knitting supplies and walked off to class. Just another regular morning in a mixed age school.
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