10) These tiny humans need direct instruction and continuous
feedback about self-control. They may need to be reminded every day before
every transition that you expect them to respect personal space. They may need
you to control the “traffic” flow in the classroom. They may need you to
scaffold their routines such as classroom clean-up so that not so many tiny
humans are moving chairs, or brooms, or materials at once.
9) Teach them to ask you if they want a hug, otherwise, you
will have little hands and clingy bodies in your personal space all the time.
They can say, “Excuse me, I need a hug please.”
8) Tiny humans have big feelings. And they often do not know
how to cope with them. This manifests in tears, outrage, raucous laughter, and
pushing/shoving/grabbing, etcetera – sometimes all at once. What can you do
about this? Well, just like your own children, they are entitled to their
feelings. Let them have their feelings, but teach them some strategies for
coping appropriately. At school, appropriate options might include “take a
break” strategies that allow students to leave the room for a drink, a walk or
some other change of scenery; using a tool kit with fidget tools or drawing
materials to calm down in a designated area of the classroom; and direct
instruction about how to use words to solve their problems or describe their
feelings.
7) Vigilant supervision is required if any of the students
demonstrate impulsive or mischievous behaviours. Constant vigilance is
exhausting and high-maintenance. Sometimes you will need help because some
groups require more supervision than possible with only one adult.
6) You run the behaviour plans, the behaviour plans don’t
run you. If the systems you use for encouraging desirable behaviours and
diminishing undesirable behaviours are too complicated you won’t use them
consistently and therefore, they won’t work. Keep it simple and select
strategies that you can actually maintain. I choose strategies that enforce
individual accountability (like 1-2-3 timeout) and group rewards (points to the
cleanest, quietest group).
5) Hands-on activities will go over best when you explicitly
teach the students the procedures for using the materials, and cleaning up
afterward.
4) A little goes a long way (also known as Keep it Simple,
stupid). I have found that a little bit of information or content can be
taught, retaught and approached in different ways throughout the week. For example,
we read stories, had discussions, watched videos, dramatically acted, and did
drawings all on the concept of push-pull forces. One idea. In many ways. Now they
truly get it.
3) Tiny humans don’t get your sense of humor…but keep
trying. I think it is important for a teacher to share their personality with
the class in ways that build bonds and allow students to see your humanity. We’re
not robots, so don’t act like one. I tell them about my weekend, my dog, my
family - and I am not afraid to make fun of myself occasionally. Little
students won’t get the joke as quickly as older ones, but if you keep being
personable, someone will eventually catch on.
2) Parents are your allies. Not long ago, these tiny humans
were even tinier. You have someone’s babies in your class. Talk to families
about what students are learning and doing. Talk to families when students are
not doing the right things. Talk to families when students ARE doing the right
things.
1) The one thing you can count on is change. I know I did
this to myself by changing provinces, but teaching Grade 1-2 has been
especially full of change for me. Two new grades, two new curricula, new
materials, new school, new principal, new reporting system, new e-portfolio,
new team and 20 students who are new-to-me. It has been…a lot. But it has been
a welcome challenge and a learning adventure. In the long run, I am not
destined to be a Grade 1-2 teacher, but I have been grateful for the
opportunity. My hat’s off to you lifers!
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