I've been blessed the past five years to live and teach in a community where children have a rich and stimulating environment (for the most part) before entering Kindergarten. This makes my job all the easier when the students I get already have the background knowledge to understand what a story is, what it means to sit politely and listen to a story and what manners are , generally, needed to make and keep friends. Last week I began a new assignment as both Kindergarten teacher in the morning and Vice Principacl in the afternoon. While I knew the teaching role was going to be a serious departure from my past experiences because of the socio-economic and cultural differences in the "clientele", I have to admit that I was a little dismayed at the students' lack of ability to do something as simple as sit for a few minutes to listen to a story. In one read-aloud alone, it was necessary for me to stop the story no fewer than four times to deal with disruptive behaviour. This weekend has given me the opportunity to reflect on my changed role, and to contemplate the adjustments necessary to allow the students in my class to become successful learners. First things first: they need the opportunities to experience oral language; practice it, hear it, speak it, listen to it. Many of these children are ELL students. To this end I'm planning on lots of fingerplays, very short poems as shared readings, and other activities that are short in duration. Tomorrow brings a brand new week. Any suggestions, particularly relating to the stories "The Kissing Hand", and "Chicka Chicka Boom Boom" will be greatly appreciated. Pete
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