Tag Archives: joy

New Blocks

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An educator friend was getting rid of her wooden Cuisenaire rods. She wondered if I might have any use for them.

Lovely colored, wooden blocks?!?!!! OF COURSE I can use them!

Happily, my students are as excited by new materials as I am! As I put them into containers yesterday, this conversation ensued:

Them: “What are they, Miss James?!!”

Me: “New blocks!”

Them: “New blocks?!?!!! For us?!!”

Me: “Yes!”

Them: “What are we going to make with them?”

Me: “I don’t know. What are you going to make with them?”

As others gathered — helping to put the blocks into the containers — conversations and gasps of delight erupted around me.

I love when excitement, joy, imagination, creativity, conversation, problem solving, and possibility surround me. And when it’s precipitated by wooden blocks saved from the trash bin, it’s extra special.

 

 

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Kindergarten Creativity Does Not Disappoint!

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Wow.

My girls, the process, and me — we did not disappoint. Not one single bit! Look at the creative art products they made. Creative. Beautiful. Striking. Brave.

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They followed the rules, considered the suggestions, and bravely embraced their own ability to make good creative and artistic decisions. Although they all used the same materials, rules, and suggestions, their creative and artistic choices made each work unique.

It was an amazing experience for me! I worked hard to:

  • be cognizant of my words — and their power to teach and empower.
  • breathe and allow the girls to make their own decisions.
  • trust the decisions my young artists made — even if they were different than the ones I would make.

It was hard work! Some of the girls were a bit afraid to really jump in. One said she wasn’t going to do the watercolor. I said “Oh yeah, you are. It’s part of the process. Trust yourself.” She looked at me with big eyes, and didn’t respond. A few moments later she asked if she could get a drink. I chuckled to myself, fairly certain she was trying to escape. I replied, “Sure, you can get a drink. But come right back so you can start painting. Don’t run away from me!” She chuckled and said, “Ok.”

She came back quickly, and with incredible braveness, painted like a pro.

I am so impressed with all of us. I worked to create the environment that would support creativity, critical thinking, joy, trust and bravery. And my young artists … well, they were fantabulous.

I made sure to acknowledge their bravery, and the many times they used a technique that inspired me.

My heart, and mind, are full!

I Wonder …

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…what my Kindergarten artists will think, do, and feel when we work on this art process and product.

I am super hopeful …

  • their big beautiful brains will be filled with ideas and wonder.
  • they will jump in with confident hope.
  • they will experience the joy and excitement I feel when I create art.
  • they will know they are artists who can make decisions about their art.

 

These are my practice, and inspiration pieces.

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After making the first piece, I tried another using the new stamp pads I bought for my Kindergarten artists. As I prepped the page, I wondered what it would look like if I added a piece of tape down the middle.

I like it, and am adding it as an option for my Kindergarten artists.

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The boarders are created using frog tape. It creates a nice sharp edge, and even more importantly, can be removed without harming the paper. The circles are stamps created from some tubes one of the students brought in. I cut them on our bandsaw so I’d have enough to give each artist a small stamper and a large stamper.

My rules for the project will be:

  • Everyone needs a boarder.
  • Circles are colored with crayons.
  • The background is filled with watercolor.
  • Sign your work! (Which, by the way, involves many artistic decisions.)

My suggestions will be:

  • Consider overlapping the circles and letting the circles extend beyond the boarder.
  • Practice stamping on a scrap paper so you feel comfortable working on your piece.

My artists’ options and decisions will be:

  • What colors will I make the circles?
  • What color will I make the background?
  • Will my background be one color, or many?
  • Do I want a piece of tape to intersect my paper – creating two pieces?
  • Where will I put that piece of tape? (The options are endless!)

My jobs will be many:

  • To show the artists that unexpected things (tubes from shoes, painters tape) can be used to create art.
  • To expose them to the idea of combining various mediums into one project.
  • To encourage them to think.
  • To empower them to make decisions about their art.
  • To explain the rules … and the options.
  • To enjoy my artists, their process, and their products.
  • To document their process and work.
  • To be open to their interpretation of the process.
  • To be willing to allow them to modify the process … depending on their interpretation, desires, and/or needs.

All my jobs are important, but those last two, they are paramount.

If I want my students to know they are artists, and to actually BE artists, I need to give them the freedom and respect artists need, crave, and deserve. If I want them to learn to make decisions, problem solve, wonder, and create, I have to give them the space, empowerment, and opportunity to actually DO IT!

 

 

Beauty

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There were so many beautiful things to see at the museum. Spectacular paintings, sculpture, metal work.

This was the most beautiful.

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No, not the statue, or the paintings, or the stunning gallery — the woman and child huddled together.

They entered the gallery with quiet interest. The woman carried a folded stool which she casually opened out of the way of any traffic. I thought perhaps it was for her. I was wrong.

The girl scanned the gallery with a bit of child-like enthusiasm — notebook and pencil clutched in her hand. They whispered to one another. The woman moved the stool slightly, and the girl took a seat, opened her notebook, and began to sketch.

Their faces gazed up and down — contemplating the artwork of the gallery artists, and creating new work in the notebook.

The woman was always present — sometimes whispering, sometimes watching, sometimes gazing at something in the distance. The girl worked — her face buried in the notebook — for as long as I remained in the gallery.

For me, the beauty in that relationship far outweighed the beauty of any piece of art. I am not sure I can adequately explain why. But, I will try.

The girl was young and completely captivated by the art in the gallery and on her page. I don’t know if she was recording what she saw, or being inspired to make her own creation. It doesn’t matter so much to me. It was her joy, her passion, and her intentness that drew me.

And then the woman. She served as such a beautiful counterpart to the young artist. Everything she did appeared to encourage, empower and support the girl and her creative endeavors.

I hope to always be a beautiful counterpart to others. Might we all be!

 

 

 

Creativity and Leadership

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I recently had an article published entitled Cultivating Dynamic Leadership through Creativity.

I give three examples of leadership in a creative venue:

  • She leads through her curiosity and sensible risk taking, and all emerge with new understanding and innovative methods.
  • She leads with empathy, which drives her to connect and comfort others.
  • She leads through her belief in the power of possibility, discovery, research and experimentation.

When a friend of mine read the article, and these examples, she said “I wonder if people just read these examples, if they’d know who you are writing about.”

I wonder that, too!

So, who do you think she (or he) might be?

A teacher? An entrepreneur? An artist? An IT professional? A psychologist? A parent? A scientist? A researcher? A doctor?

While each are suitable guesses, they are not who I had in mind when I wrote.

I didn’t write of a professional, or even of an adult. Instead, I wrote of my kindergarten students.

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They are remarkable, strong, powerful children. While they are fantabulous, these characteristics are not unique to them. All children, have incredible strength, power and potential.

My teaching practice is informed by my belief in this profound power and potential of children. I try, as best I can, to allow my teaching, and my reflection, to be nourished and driven by the “joy, passion, wonder and conviction” of my understanding of the truth of the strong, powerful child. (Managing the Classroom for Creativity, James 2015)

Children are natural leaders. Placed in an environment that enables and encourages creativity, their innate leadership abilities germinate, increase and flourish.

Resources:

James, M. (2017). Cultivating Dynamic Leadership Through Creativity. KPS Voyager, 2017, 8.  (https://issuu.com/kentplace/docs/voyager2017_final?e=1889902/47525909)
James, M. (2015). Managing the Classroom for Creativity. Journal of Creative Education Vol. 6, No. 10, 1032-1043 (http://file.scirp.org/pdf/CE_2015061915593867.pdf)

Are They Listening?

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I was inspired by a colleague to truly make my word wall interactional – student driven and written. It’s a whiteboard, so it’s easy to revise. I erased everything I had on it, and moved it a bit closer to the floor. They would still need a chair to write at the top, but they could do it!

During guided reading, I rolled out the plan. Everyone was to write 3 words. They could be words they really liked, or words they used a lot in their writing, or words they wanted to use in their writing. They could be any words, BUT, they had to be written the way they are in library books. (Usually, when we write, the words need to be encoded so that the authors, and I, can read them.)

They got papers and set to work with enthusiastic determination. As each finished, they shared their list with me. We worked to spell each word the way it was in a library book. Sometimes we worked harder at hearing sounds and encoding them. Other times we recalled spelling rules and combinations. Still others times I asked permission to show them how it would be spelled in a library book.

Finally, they joined me at the wall and added their words. It took us a few days to get all the words written, but it was worth it! It was such a joy to watch them work, and to work with them.

They reached as high as they could to add their words.

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And the words they chose were …

I cannot think of an adequate descriptor …

…. amazing, fantabulous, wonderful, overwhelming.

Take a look at two of the word lists.

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Yes, there are sight words on the wall such as  — we, and, of — and other words they know and enjoy like — candy, cup.

But the wall is filled with things I have said, written and encouraged!

One student wrote “I’m possible!” as an Ii word. It’s a reference to the statement “Impossible just says ‘I’m possible.”

Are they listening? Yes, they are! 

Note:

You might be wondering about the word fantabulous. You may not find it in a dictionary, but it is a word in our classroom. I made it up a few years ago. It’s a combination of fantastic and fantabulous — two words I say with some regularity. One day, while chatting with the kids I said it’d be great if there were a word that was both fantastic and fabulous … like … FANTABULOUS! 

It has joined the lexicon of our classroom, and appears to be moving on with the students and their families. Soon, perhaps, it will be found in the dictionary! 

Hey, Kindergarten!

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Our supermarket build is in full swing, and it is spectacular!

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In this build, perhaps even more than in our other builds, communication and collaboration are key!  (So too is breathing, lol, but that is for another blog post!)

As we prepped for the build, my builders, engineers and architects had tons of ideas, but they directed them only to me – the teacher – even though their peers were sitting with us. So many awesome ideas, and so much potential for collaboration and elaboration, were being wasted!

I couldn’t take it anymore! I said “Eee gads. May I say something!”

They looked at me. The looks on their faces said “Eee gads? Did you just say, Eee gads!?” but no one spoke, they just waited.

I continued, “You have so many fantabulous ideas. But, when I call on you, and you look at me, and tell ME, instead of telling EVERYONE, no one else realizes you want THEM to listen, too! But they should! Everyone needs to hear your ideas. That way we can talk about them, or change them, or use them just like you said them!!!”

I paused, just for a moment, to let that sink in. Then I said, “So, can we try something?”

“Yeah.” “Yes.” “Sure.”

“Ok, so, if you have something to say, and you want only me to listen, say Hey Miss James! But, if you want everyone to listen, say Hey, Kindergarten!”

They seemed excited by the plan. They asked, “So we say Hey, Kindergarten! if we have an idea of how to do something, or if we something we want to tell everyone?”

“Yup,” I responded. “And when we hear it, we’ll stop what we’re doing, look at you and say Hey (your name)! Then you can tell us your idea. OK?”

“Ok!”

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We had at least 8 announcements of “Hey Kindergarten!” in that 30 minute building period. It was a bit overwhelming (at least for me, lol). I thought I might have to figure out something to say to rein them in. But, as the days went by, they began using it more judiciously all on their own.

Sometimes I forget and just say “Kindergarten” or some other attention getting rhyme we have established, and get no response. Then one of them says “You should try saying ‘Hey, Kindergarten,’ Miss James!”

The first time they said that I laughed out loud and said “You’re right! I should!!!” So, I did, and they responded immediately  – “Hey, Miss James!” It was awesome.

There are so many things I like about “Hey, Kindergarten!”

  • I love that they are teaching each other by sharing their ideas, reflections and wonderings.
  • I love that they are listening to each other.
  • I love that “Hey, Kindergarten!” shares classroom control with them.
  • I love the joy they express when using it.
  • I love hearing them say it, and responding along with their peers.

But, i think what I love most is how it empowers them. Their ideas are being told, heard, respected and valued. And, THEY are calling their friends — and teacher — to listen. We are partners in this learning journey. I’m glad to give them a way to experience and express the partnership.

The things they have shared after saying “Hey, Kindergarten!” have been remarkable. I don’t think it is coincidental. I think they feel the value, power, liberty, and awesomeness of “Hey Kindergarten!” and it opens them.

Card Carrying Members!

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If you read my blog with any regularity, you know I’m a fan of the cloud – blogging about it least 5 times! (In the Cloud with Uri Alon, The Cloud in the Classroom,  Yes And In the Classroom, Little Tweaks Big Results, The Cloud Appreciation Society)

The reality of “the cloud” is super helpful to me as I think creatively, venture into new arenas, learn, create, and live.  About 2 weeks ago I blogged about being a proud card carrying member of the Cloud Appreciation Society!

Remarkably I realized I didn’t think my students were card carrying members of the Cloud Appreciation Society. Crazy, right? I love the cloud. I know it’s helpful. I believe Uri when he says the cloud “stands guard at the boundary between the known and the unknown.” I believe the cloud is a fundamental and essential part of learning.

WHY hadn’t I ever talked to my students about it?

I have no idea. But, I’ve changed all that!

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The other day I shared the secret of the cloud with them! I drew a cloud on the board and we talked about clouds and fog. Then I told them there are a lot of times when learning is all about being in the cloud, and being brave enough to stay there – even though we can’t quite see where we are going. I shared that I am often in the cloud when I am learning new things. I said I’m even in the cloud sometimes when I’m preparing a lesson for them!

Then, I told them I believed in them so much I was going to throw them right into the middle of the cloud!

I told them I was going to ask them to do some math, and not just any math, but math that is even hard for some adults! It’s a math puzzle called the Tower of Hanoi. (You can play it here if you’d like to give it a go.)

I grabbed 3 blocks and a 3 square template, and explained the rules. My kids asked some great questions – showing me they were already thinking of ways to solve the puzzle.

I assured them they would all be able to figure it out. It might  not be easy, but they could do it. If they got stuck they should just remember they were in the cloud – and that was GREAT! If they needed help to guide them a bit in the cloud they could talk with a teacher or a friend.

I challenged them to stay in the cloud. “If it’s hard, don’t fret. Stay in the cloud. Take a breath. Believe in yourself. Keep going. … If working with 3 blocks is easy, throw yourself back in the cloud by challenging yourself to do 4 blocks!”

It was FANTASTIC!!! It was hard for some of them. And the fact that it was hard, was frustrating and discombobulating to some who felt it shouldn’t have been hard.

I’m glad! That in itself is learning. Thinking is hard. Math is hard. But it’s also good, and possible, and fun … exhilarating even … as you struggle through the cloud.

We worked on the Towers for 3 days – reworking the ones we had figured out the day before, adding blocks and trying again. Each day we talked about the cloud. Each day I told them how spectacular it was to be in the cloud with them.

After our inaugural jump into the cloud, we each signed an “I love the cloud! I am a learning superhero!” sheet. On Friday, I presented each of them a laminated card (a reduced copy of their signed sheet) and welcomed them as “card carrying members” of the I love the Cloud Club. It was awesome.

One of the girls asked if she could make an announcement during closing circle on Friday. I said “Sure.”

Confident in her thoughts, but unsure what she would share, I listened attentively. I nearly melted as I heard her thoughts.

She extolled the greatness of being in the cloud, the joy of thinking you couldn’t do it, but then realizing you could.

It was amazing.

Seeing Spelling With New Eyes

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I read this the other day. When I reached the end and read buttufele, I had an epiphany about spelling!

Spelling is a remarkably daring journey into  possibility thinking, creativity and design!

When trying to share our ideas, encode sounds and/or spell words we all go through the following steps:

Possibility thinking: How might we use what we already have/know in a new way? What letters or letter combinations are possible?

Creativity: We have to be brave and take risks.We use what we know to make something new and useful.

Design: We define a design challenge. ( For instance, write the word – beautifully.) We ideate. (butfoolee, beyuootefooly, beeyutyfuly, buttufele), and prototype (see illustration above). Then we test. (Can I read it? Can someone else read it? Can the person I wrote it for read it?) Our test provides us with data, and perhaps, new understanding. The process then begins again for this, or some other, word.

I love this understanding of spelling. It brings an element of play, and ease into the process of spelling. It embraces the fact that the spelling process, like all other design processes, often includes failing.

I’m wondering if approaching spelling this way, might make it easier for our students. Understanding they are choosing a design (spelling) challenge might empower them. Being creative might infuse joy into the process. Embracing failure as a natural part of spelling might diffuse some fear, and increase learning.

I’m going to work on my language and give it a go with my learners. I’m hopeful!

And just a note: Conventional spelling can also be approached as a design challenge. except now the challenge might be “Spell beautifully as it is found in library books, or on dictionary.com.”

Translation in case it is needed: She is very pretty. She is funny and she is goofy. She is a kind princess. She lives in Westfield. She sings songs beautifully.

 

Little Tweaks, Big Results

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Innovation is not about the stuff; It is a way of

Our number of the day routine includes writing, spelling, and making a given number. We build math-muscle as we explain our thinking to each other – answering questions raised by our partner.

I love math and want my students to love it, too! Hoping to infuse a bit of passion into their routine, I tweaked the process last Friday.

Me: “Pick a number, over 20, and complete your number of the day booklet.”

Them: (with equal amounts incredulity and excitement): “Any number?”

Me: “As long as it’s greater than 20.”

Some jumped head-first into the cloud – challenging themselves more than I might have challenged them. They worked with excitement – fending off any negative feelings – as we sprawled on the carpet, and navigated the cloud together.  

Others chose safer numbers. But, they too were stretched and challenged as they wondered, discussed and devised methods to show numbers greater than 20 given only 2 ten frames and blank space.

At first glance perhaps it seems like a very small innovation. Choice. But, the result was stupendous. Trust, freedom, choice, joy, thinking, learning and growth experienced by all. What could be better?

My thinking cap is on, imagining ways to continue to tweak and innovate within our routines!