Rights and Wrongs

Today was a day spent listening and talking, reflecting and remembering as we sat together, myself and colleagues, to talk about our Kindergarten program and about the now almost completed Ontario Kindergarten program document and Kindergarten addendum to Growing Success (Ontario’s assessment policy document).  For those of us who have been going to these meetings since the Spring of 2010, it was more of a re-framing and a revisiting but I was reminded today of how we felt at those first meetings, of the excitement, certainly, but also of the tension.

I can remember that in those early days we were asked to create a mock schedule for what we thought a typical day in Full-Day Kindergarten might look like.  Our group, in a moment of tongue-in-cheek, submitted what we called a John Cage schedule… i.e.: a blank page.  It was our way of saying that we had no idea what this new day would look like because, well, how could we? No one had tried it yet; it was, like the program itself, emergent.  We didn’t want to create something that might actually block the emerging wisdom of the people working in the classrooms (kids included!) and we didn’t want to pretend.  We didn’t know, we knew we didn’t know, and we were okay with that.

It’s in that place of not knowing that I find one of the most challenging aspects of helping teachers to work in an inquiry-based, play-based, emergent environment.  We live in a consumer society; one in which I can order virtually any book I want at the touch of a couple of buttons, one in which we are accustomed to easy answers.

Last weekend, I had to organize a dance costume for my son so that he would have something to wear that would compliment the glittery polka-dots of the girls in his class.  I decided to appliqué a tie onto the white t-shirt he’ll be wearing.  I’ve never appliqué-ed anything in my entire life. I don’t sew. I can’t find my iron. So, what did I do?  I went on YouTube, of course!  In 5 minutes, I learned how to appliqué.  One quick trip to the fabric store, a borrowed iron, and several hours of work later and ta-da!  I had my glittery tie and my children finally know what that funny-looking table in the basement is for.

glitter tie

How do you appliqué?  There’s an easy answer to that.  It’s easy to find and it’s relatively easy to follow.  How do you teach in an emergent environment?  There aren’t any 5-minute YouTube videos for that.

The challenge of getting this message across was brought home to me recently in a conversation with a new teacher.  She slid in beside me at a recent in-service day and asked for my opinion about something she had been working on in her class.  She had put out some materials for her students, Cuisenaire rods and photocopied sheets with Cuisenaire-shaped rectangles in the various sizes traced onto them.  She then sat at the table and observed what the children did with the materials, asked questions, and played with them herself as the children interacted with her.  Some of them began to realize that they could, for instance, fill the 8cm traced box with either the brown rod or with two purple rods (or four red rods, for that matter).  They could also use a dark brown rod (6cm) and a purple rod (4cm) to fill the longest traced box (10cm).

I thought this was a great way to use the material and I was really impressed at how deeply this young teacher had thought about the mathematics learning in her classroom.  She, however, was worried.  “But, it’s a photocopy” she said “another teacher said I can’t do it because I used a photocopy… is that true?”

Ah, I thought to myself… here’s the rub.  She’s right, we have tried very hard to get the message across that we want to move away from photocopies, particularly of worksheets.  But here was that message being interpreted in such a way as to exclude even the most thoughtful use of a photocopy.

And that’s the challenge ahead of us.  As we move out of this implementation phase, there will always be teachers who are at the beginning of their journey and for whom the John Cage schedule is still very relevant.  They need to know that it’s okay not to know.  In fact, they need to be encouraged to sit in that uncomfortable place of not knowing, of questioning everything, and of being unsure about what’s “right”.  If we expect there to be a sound-bite out there waiting for us, a succinct list of dos and don’ts, or a packaged resource that will answer all of our questions, we will be disappointed.  If, however, we come to the process fully expecting complexity and knowing that there will be just as many moments of confusion as there will be moments of triumph then we have a good shot at getting it right… whatever that means.

 

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One Comment Add yours

  1. jlfatgcs says:

    Yes, it is okay not to know. Learning along with the students takes a little bravery, yet when you are that fully engaged with the students and they see you as a learning partner, the students’ learning (I hate the word performance) is expanded. Emergent curriculum is incredibly powerful. I get the rub about the photocopy. Construction paper in the same colors, cut to the correct length, with the teacher using them at a Morning Meeting ahead of time… that might work. Thank you for this post! -Jennie Fitzkee-

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