Nadirchat

How often do we hear teachers telling children to stop being silly? What's wrong with silliness? Isn't it the right of children to be silly? After all they are the masters of finding humor in the simplest of things; a funny face, an absurd noise, or a joke. They all evoke peels of laughter. As we age we forget how to be silly, often taking ourselves far to seriously. We become disconnected from our childhood and all the wonderful memories of our carefree days. All that silliness nourished our souls, allowed us to live abundantly and without reservation. I for one, at the age of 56, still have my sillies. This gives me the ability to connect with children. So stop taking yourselves so seriously and have some fun.

The first snowfall is always the most exciting. Loose parts combined with a splash of light. Simply beautiful!

I've just returned from London England and as I often do when I venture into the world to explore new cities and cultures, I can't help but stop to reflect on our educational practices in comparison to our European colleagues. As I meandered through the streets of London and into the many beautiful parks, countless museums and cathedrals, I couldn't help but feel a little envious of the richness of learning possibles that exist in this beautiful city. Imagine children sitting in the National Museum sketching artifacts, and children running through parks filled with monumental tributes to past Kings. My mind was racing with the what ifs for new projects and experiences. I was again reminded that we can not bring home that which does not belong to us but we certainly can learn from it. Before leaving on my trip I ran across several articles that more or less held the attitude of  "not caring about the Reggio Approach" because it has nothing to do with our context. I...

Teachers often ask for ways to document children's experiences, a method that isn't too complicated and doesn't take days to produce. Is there a right way to get the work done? The truth is there is no right way or wrong way and each teacher must find her own process. However I can offer these two handy words;  describe and interpret. Begin by describing what is happening in the experience using both words, pictures and video. Consider these terms; explain, illustrate, portray, depict and tell. Next consider what the child may have been thinking during the experience. With older children this is sometimes evident in conversation. With younger ones you may be making some assumptions. Once you have done this, take the information and attach it to a learning objective, or developmental milestone. Remember that posting documentation validates the children's contribution to the classroom. It lends a voice to their shared experiences and life at school. Even if you can't ...

It's a beautiful sunny day. The classroom is infused with splashes of light. It seems to follow the children about the classroom casting shadows, catching colors, playfully inviting them to discover new things-perhaps a rainbow machine.

You hear but do you listen? Herein lies the key to meaningful relationships, sharing extraordinary experiences, and making meaning of everyday living with children and colleagues. The ability to transcribe and translate what we observe children doing and thinking comes from our ability to listen. To see beyond the obvious is directly linked to the art of listening. How can a teacher, whose day is filled with "busyness" master this skill? Relationships are the key to a meaningful experiences and they are based on the ability to engage in the art of listening, respecting and caring for another. Here are a few tips. Take a moment before the children arrive and be thankful for the gift of teaching, gratitude motivates. Observe your environment and make any necessary modifications to accommodate the needs of the classroom-remember it is a living space that will foster or disrupt relationships. Greet the children when they arrive and depart; acknowledging someones presence validate...