Label Your Build

Labeling is part of every build in our classroom. Sometimes my request for labeling is met with a bit of grumbling. “Labels? Do we have to label? Why do we have to label things, Miss James?”

I always respond the same way. “Yes, you have to label things. Everyone find at least three things to label.” and “Why label?!?!!! You have to label things because when you label them, everyone else gets to know and understand your great ideas and creations!” Once they get over the need to stop building in order to label, and any hesitancy they have in their ability to write things that others can read, the labels begin popping up all over the build site.

Here are a few from this year’s Thanksgiving build.

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(bed, home)

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(bed, pillow, home)

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(food place)

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(person, Lilly)

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(mountain)

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(person)

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(crib)

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(trap door)

There’s tons of value in each of their labels. I can assess their phonemic awareness, and their ability to encode the sounds they hear. I get a deeper understanding of their thinking and building. And, perhaps best of all, they get to share their thinking and work with everyone who visits the build.

My favorite thinking shared this year (and mind you, they are ALL fantabulous and bring me great joy) was this one.

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(For you, Mayflower. This corn is for you.)

We learn that the passengers of the Mayflower stole corn from the Native Americans. At first, the girls respond with outrage. “That wasn’t very nice! Why did they do that? That’s mean!” I acknowledge their observations and feelings, agreeing that it does sound mean, and not very nice. But then, I encourage them to think a bit about what the passengers of the Mayflower might have felt — and what we sometimes experience in our own lives.

“How do you think the Mayflower passengers felt when they arrived?” I ask. “They were on the boat for 66 days. The Mayflower wasn’t very big and there were a lot of passengers.” My students are silent, clearly trying to figure things out. They begin to share their recollections and thoughts — “There were storms. People died. A baby was born. Maybe they didn’t have enough food. They were probably cold. Maybe they were hungry.”

One asks “Why didn’t they just ask the Native Americans for some food?”

“Good question.” I respond. “Why didn’t they?”

At first they are silent again. Then I ask them. “Did the Native Americans and the passengers of the Mayflower looked alike? Did they dress the same? Do you think they spoke the same language?” They quietly and thoughtfully respond “No.”

Now I am silent. For a moment or two I let them sit with that information. Then I ask them “How do you think they felt?” With a greater of empathy they respond, “Maybe they were scared.” I shake my head, “Yeah, maybe they were scared.” Wanting to bring the two ideas together, I continue “It wasn’t nice what they did. They shouldn’t have stolen the corn, but it’s good for us to remember they might have been afraid, and hungry, and didn’t know what else to do.”

When the girl made those bags of corn, she showed them to me. “I decided to make these for the Mayflower. I’m going to leave them by the boat so they see them. Then they can just have this corn, and not steal ours.” I responded, “That’s a great idea. I bet they’ll be happy to find it.”

There is so much I love about her thoughts and work. Kindness. Empathy. Problem-solving. Offering without being asked. Leaving it with a note — therefore forgoing a thank you. Believing this will help them, and keep them from taking your things — without telling them not to take yours. Lastly, I love that the build, and the labeling, allowed this student to show the depth her understanding, empathy, kindness, and problem solving. May she keep it, grow it, and use it all her days!

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Firetrucks Fuel Thinking!

My Kindergartners visit the local firehouse each fall. Prior to going, we do a bit of research, share knowledge, wonder, ask questions, and make our own fire trucks!

This year we made our trucks out of shoe boxes. Using the boxes was super fun because by their very nature, the boxes opened up new avenues of creativity! The cardboard offered structure and strength, but also yielded to scissors, serrated knives, and hole punchers. Glue, paste, paint, crayons, tape and markers all adhered to the boxes with some ease. And, spectacularly,  the lids – connected or free – invited the kids to engage with the outside AND the inside of their truck.

Once we began creating, I allowed my students a great amount of freedom. I didn’t do much directing, but instead offered myself as a resource. Sometimes they borrowed my hands to hold things, my strength to cut or hole punch, or my brain for some brainstorming and collaborative problem solving.

I did my best to allow the ideas and suggestions to come from them. In this way, they are able to take ownership, learn about themselves, and really show me (and themselves) what they are able to do, what they know, and how they think.

Making the firetrucks was a fun and fascinating process. The creations displayed a depth of knowledge and understanding. The students displayed an eye for detail and a willingness to work to achieve their vision.

Take a look at this firefighter.

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She is decked out in firefighting gear, and most amazingly, she is in a seat with back bracing AND a working seat belt!

Some students engaged deeply with the open-ended part of the creative process, but not as deeply with the critical thinking part of the creative process. Their trucks were filled with a plethora of beautiful creations that didn’t immediately suggest a firetruck.

To encourage the critical thinking piece, our creative process includes adding labels, and giving tours of their truck. During the tour we look at what they’ve made, and talk about what the firefighters might still need.

Take a look at this truck. During the tour, the student told me these things were “decorations.”

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Decorations? Hmmm. Where did I take that? I didn’t want to belittle her creative work, but I did want her to remember the goal, and work towards it. So, I decided to embrace every piece of her creation, and push her towards figuring out what each thing might be on a firetruck. What do the firefighters need? How could her creations fill those needs.

My approach invited her to look at her own work with new eyes. It was a form of possibility thinking. She had to move beyond what each item was. She had to think about what she knew firefighters need. Then she had to look at each “decoration” and consider what it might be. She did an awesome job.

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Decorations turned into motors, sirens, buckets, hoses and windows!

I learned a lot from that encounter. I was affirmed in my choice to trust myself, my student, the creative process, and possibility thinking.

There is such awesomeness and power in each one of us – especially when we trust and engage in creativity and possibility thinking.