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The Next Step

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The Next Step Let's discuss the "So What" It is here that teacher's must think deeply about "what" will make the topic choice a rich and meaningful project. So many ideas float around in a day and its impossible to pursue them all. We must look for ones that will leave the children enriched. We look at what we hope the children will gain on the journey. If we can validate the choice then the topic is worth exploring. That is the so what.  Like the children, each time we encounter a topic we expand our knowledge base. The So What of the community project In order to thrive everyone must feel connected to other people.  Communities are part of life. More that just a place to live it is a place of people, voices, shared space, rituals and customs. Coming form the Latin term  meaning "with gifts" the term suggests a general sense of humanity, reciprocity and a shared practice of doing good for others that comes from working together for a joint purpose...
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Smoke and Mirrors

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I often wonder when I look at Instagram, Facebook and blog posts how much is authentic and how much is smoke and mirrors. I know firsthand that teachers face many challenges in working in a Reggio Inspired context. The smoke and mirror happens when the fundamentals are missing. Not only is the understanding of the guiding principles and processes involved falling short but the ability to BE a teacher is falling short. The question is, is it happening at the college and university level? Why aren't graduates ready to delve into their work? Let us consider that to know a practice, trade or skill you must live it. Only a surgeon who has performed open heart surgery can teach another how to do it.  This must also be the case with teachers of teachers, not only those who educate us in colleges and universities, but also those who seek to support teachers through workshops, courses and mentoring. They should have been or be practitioners of what they are seeking to teach. Only ...
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Let us Wonder Together

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This week I found myself redesiging the JK-Sk classroom. While I was in the room, I kept my ears on the children's conversations and my eyes on their experiences. As I often do, I was listening for possiblities to move in new directions. I glanced over at few children who were erecting a structure in front of the projection screen. There was no conversation between them as they were focused on their task. I couldn't help but marvel at the shadows that were being cast. In fact, even Oliver's glasses were distinguishable on the screen. I made my way over to them. "Your shadows are amazing!" The children looked at me as if to say, "Would they be anything short of amazing?" Then, I posed a question. "Do your shadows do the same work as you?" They did not respond to my question. Instead they turned to the screen to reflect on their shadows. They moved their arms up and down and jumped. Oliver turned to me and said, "They do the same as we do!...
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