I have a (gorgeous/beautiful/smart/funny/amazing) 12 week old baby girl. She is awesome. It is hard being back at work while she is so young, but easier knowing she gets to stay home with her dog and her dad. Most days, she comes and visits me at school and on those days, she will sometimes still be in the classroom when my kids come back from one of their single subject classes, before they go out to recess.
It is fascinating to watch the way they interact with her.
- They are so loving and gentle and kind – even (especially!) the boys.
- They look for nice things to say about her: complimenting her smile, her strength when she grips their fingers, her awesome hair, her clothes, how awake she is, how curious she is, how cute she is when she is sleeping – or awake – …pretty much anything.
- They want her to be comfortable – they try not to crowd her, they want to hold her or tuck her blanket around her or get her a toy.
- Their sole purpose in those few minutes is to make a connection with her.
After seeing this happen a couple of times, I decided to bring it up to the kids – my observations. I told them what I had seen (the list above) and then I asked them to think about not when they first met Elisabeth, but when they first met each other. Did they treat each other the same way they were treating Elisabeth: with the sole purpose of making a connection?
It was interesting and a little sad to hear their reaction. The overall consensus was that she was a little baby and would be cute and nice no matter what they did (within reason) whereas they didn’t know when they met each other if they would be kind to each other or if the other person would make fun of them or ignore them or tease them.
This sentiment is mirrored by my hero Auggie, from the book Wonder by R.J. Palacio. When thinking about meeting new people, Auggie says:
The thing is, when I was little I never minded meeting new kids because all the kids I met were really little, too. What’s cool about really little kids is that they don’t say stuff to try to hurt your feelings, even though sometimes they do say stuff that hurts your feelings. But they don’t actually know what they’re saying. Big kids, though: they know what they’re saying. And that is definitely not fun for me.
Having Elisabeth at school reminded me of a program our friend Kate and her baby Eli had participated in at a school in Canada: Roots of Empathy. The premise of this program is to help children become more empathetic by engaging them in a series of ‘lessons’ with a parent and child in which they observe the interaction between the two, the way needs are met and communicated, and how the bonds are created. For more information on this program, take a look at the slideshow of photos from Kate and Eli’s year or read this article on her experience.
I am fascinated by how my kids react to my baby. And even more intrigued when I shine a mirror back to them of their behaviors and then sit back and observe their reaction. How do kids lose this innocence and how can we help them keep it even a little bit longer?
I have said before that the beginning of a new school year is one of my favorite times as a teacher. It also marks the time of year that I am particularly alert to how my kids learn. We do a lot of assessments at the beginning of the year to get a ‘snapshot’ of where students are at in their understanding, but I am more interested in how my students learn and what I can do to help them move on from where they are at.
Our first unit of the year is “Who We Are” and we will be looking at ourselves as learners and what helps us to and hinders us from, learning. I am looking forward to learning more about my students through this unit. In addition, I hope to learn more about myself as a teacher and the types of interventions I can put in place based on the behaviors I observe in my classroom.
At a recent faculty meeting, we were given a document titled Level 1 Interventions for Teachers. It was from the Palo Alto Unified School District in Palo Alto, California. The document describes typical behaviors that you might see in your class under different headings: behaviors to indicate visual perception problems, auditory perception problems, lack of self-control etc. Each of these bullet point lists is paired with a complementary strategies list: things that you can do in your class as soon as you see these behaviors popping up in your room. Here is an example:
What I like about the lists is that they give really solid ideas on what you can do quickly and efficiently in your room in order to help a child become a little more successful in their learning. The lists are long and there is a lot to them. As teachers, we might even find ourselves referring to these lists daily as we work with our student and look for ways to provide a learning environment that best helps them learn. This is a lot of work! Changing the way we do things in order to best meet our kids needs? Observing our kids and making changes to our lesson delivery – yes, a lot of work, but totally worth it because: