The 3rd Teacher... Always Transforming...

This past September, I found it exciting to change the spaces within our Learning Environment.  I was inspired by a wooden kitchen set donated by a family last year, the desire to create a larger space for dramatic play and a need to find a better location for structure building.  The classroom space is always transforming as I need to respond to the way children are using materials and the inquiries being presented.  A few invitations were set out for the beginning of school and the environment has slowly evolved into a space that is "ours."

Here are a few images of the initial setup and some collaboration pieces designed to bring us together as a family and enhance our family's space.

Seeing Curriculum In Play

One of the biggest challenges for teachers is to see that the curriculum is within the play and that it occurs naturally.  I think teachers often look at what students are doing and think only of reading, writing, and math.  Yes, these things do take place when we let our students explore/inquire/direct their learning but they may not occur every second.  We forget that there is so much more curriculum than those three things.

When you allow students to freely move throughout the classroom, work on their own or with peers and use materials to express, create, play... the curriculum does come alive!  It becomes meaningful for the students and you often see them apply what has been taught/discussed/explored as a class (ie. do a morning survey to provoke, then during Learning Places put out paper and clipboards as an invitation for students to conduct surveys).

We need to remember that Learning Skills are important to our curriculum.  When we give students the opportunity and time to play, we can see the Learning Skills in action.  We see students collaborating, communicating with one another, taking turns and listening to each other, regulating themselves, showing initiative, organizing their ideas and taking responsibility for their play.

We also have lots of opportunity to hear children using narrative storytelling in their play (i.e. at the dramatic play station, while building at a structure centre, playing with dolls at a doll house), representing (math behaviour- "this blue block is the water"), role playing (dramatic arts), and expressing their ideas creatively with music, visual arts, drama, dance.

The Reading and Writing comes when you place these materials out at the station.  Some students will naturally start writing their ideas and diving into the books.  Some students, may need you to encourage them by asking them to tell you orally what their painting is about then you saying "Wow.  That is really interesting.  Do you think you could write that down so that others will know what you were thinking?"

Here are a few invitations from our Grade One room last week.

STAR WARS INVITATION (in response to student interest)... leads to dramatic play, structure building, drawing and writing

DINOSAUR INVITATION (in response to student interest)...leads to collaboration & communication between peers, narrative storytelling, sorting, discussion on what living things need to live

FALL INVITATION of pumpkins and gourds (curriculum invitation)... leads to using our senses, describing words and writing

A spontaneous decision to make paper airplanes... leads to comparisons of distance travelled, discussion whether weight affects flight and measurement using metre sticks

I know it is hard for us as teachers to "let go" and not be in charge of every station and what the students are to do there.  It was a process for me as well.  But, I have truly learned that when I just focus on the materials, listening to students and how to respond/extend/challenge, the learning happens.  I have faith that the learning environment will engage students and I have faith that my students will learn.  It is such an exciting time to be in education!