Emergency Drills

We have a fire drill every month at our centers.  You know, set off the alarm, get all the children out of the building in as much of an orderly way as possible, each classroom gets their children assembled together and counted to make sure they are all there.  You know all that fun stuff?

In the preschool classrooms, as you know, it’s not that easy.  You have some children who just want to run around the yard, some children who follow all directions, and then those children (mostly the newest or the youngest) who scream their heads off because they are so scared of that loud noise.

The more you practice, the easier it gets for those criers.

I had once heard, and follow, this one tip:  When you gather the children, sit them so they are facing away from the building.  Their backs should be to the building.

Why?  Because this way you minimize them witnessing something drastic happening to the building…their safe place, the place where they come everyday and nothing drastically bad happens to them.

Let’s minimize that in an emergency, right?

The thing is, however, you need to practice this during drills as well.  You should also have a bag right by the door that has a couple books in it just so you have more things to distract their attention away from what’s going on behind them.  Sing, dance, read books!  Whatever you can do to keep them distracted and NOT afraid of what is happening.

Advocating for children

A few days ago I had to talk to a newer assistant teacher.  She thought that one of the teachers was being too rough at naptime with one of the children.  She didn’t want to say anything because she didn’t want to get someone she works with upset with her.

I learned about this ongoing occurrence from someone else who wanted  me to know that the newer assistant had a concern.  The assistant had already left for lunch.  I went and peeked into the classroom and saw exactly what the assistant teacher was not mentioning to supervisors the concern.  A teacher was being too rough at naptime with a child.  I immediately went in and took over. 

  

I later took issue with this teacher outside of the classroom to deal with her mannerisms at naptime.

I then later took issue with the assistant teacher.  We are advocates for these children.  They can’t say out loud (especially the young toddlers) when they are being mistreated.  The ONLY way we can protect the children is to speak up for them.

I had really hoped that I had at least empowered her to speak up when she saw something that wasn’t right.  I got my answer about three days later.

I happened to be at the same center and she approached me (the assistant teacher).  She said, “You told me I needed to speak up, and so I’m coming to you.”  She then proceeded to tell me of another behavior that needed to be stopped.

Albeit this particular behavior that needed to be addressed was not one that was putting a child in danger, however it was inappropriate.  I am a huge believer in NOT stressing children out intentionally.  Keeping them from their favorite teacher is putting stress on a child that doesn’t need to be there.  Let her be with that favorite teacher, then, slowly build your own bond with that child and help her branch out…keeping her away from the ONE person she trusts…well, that’s just mean.

So, I am proud of the assistant teacher for speaking up that second time.  I know that it was difficult for her.  I am glad that my message got through to her and that she was actually able to put it to use.

However, I do see too often teachers and assistant teachers keeping their mouths shut just so that they don’t make waves with co-workers.  Were the children’s health, safety, and well-being are concerned, make all the waves you want…it makes YOU the better teacher.

Book of the Week-Working Cotton

Title: Working Cotton

Author: Sherley Anne Williams

Illustrator: Carole Byard

Summary: A young black girl relates the daily events of her family's migrant life in the cotton fields of central California.

Review:

I picked this story up the other day at one of the centers to read.  I saw that it was a Caldecott Honor award and I looked it up to see when it won.  It was awarded this honor in 1993.

I was a bit shocked that it was an award winner until I remembered that this was awarded for the ILLUSTRATIONS…from illustrations this really does deserve the award.  They are gorgeous and I’m actually surprised it didn’t win that year.

These illustrations make you feel like you are there and really portray the feeling of the times that the book talks about.

The idea of the story is a great story line; however the way the book is written is off putting.  I like to consider myself a pretty good story teller.  When I sit with a group of children I can usually keep their attention through 4 or 5 books (I rarely do because that would break into their work time; but I can spend a good hour in the library at free choice time reading book after book on request).

This book is written from the perspective of the child in the story…and is written as a child would talk, especially a child from a cotton picking family would talk.

Now, I’m not opposed to having things quoted once in a while in the dialect of a culture or time period; but for the entire book to be written this way is a real struggle, not just for me as the reader, but also for the children.

I also think that children need to be hearing real language.  They are already struggling to learn to speak properly, this is just that much more confusing for them.

Would I say not to have it?  NO!  It shows cultures, the story plotline is valuable, and the illustrations are beyond words! 

Illustrator: Carole Byard

Author: Sherley Anne Williams