Carol Vaage Teaching Thoughts

Carol Vaage's Web Site
Teaching Thoughts

I returned to teaching after a long break of raising four children and upgrading my education with an early childhood specialty. I came back with the ideal in my mind of making a difference in the lives of children, of helping them learn to learn.

Most of these past years have been spent in kindergarten, but lately I have returned to Grade 1 and love the emphasis on literacy development. Every time I get a student teacher, I explain to them my approach and beliefs and what they will learn from spending time with me: constructivism, inquiry, project-based learning, individualized learning, balanced literacy. They will see threads of Reggio Emilia philosophy and practice running through my program. They will notice that technology is integrated and used as a tool to access the most current and interactive sources online. They will learn that children learn to observe by making visual representations and trying to explain what they've created. They will notice the amount of literature I have in my classroom: non-fiction, fiction, poetry, nursery rhymes, author's collections, classics with different versions, concept books, big books, leveled books, teacher resource books, and my own books created by need.

Elsewhere on this site, I have created a page to describe Literacy Centers that I have been using more each year to build in the responsibility of learning in the child's hands.

I believe in having parents involved as much as they can be to support and enhance the programs.

Kindergarten

I was very honoured to receive an Alberta Excellence in Teaching Award in May, 1998! It was a humbling and sobering honour. Humbling because I don't think any teacher ever reaches the point where they know "everything" that there is to know about teaching and learning. Sobering because it set an ideal that I must strive to maintain each and every year.

The kindergarten program has changed so much from the time I began been teaching it. Cutbacks with funding, insecurities, changes to teacher education have all influenced the flavour in Alberta.

On this page, I want to share some things that I have done in my program, in hopes that it may spark an idea for someone working "all alone out there" in the world of kindergarten - an entity of its own.

I have assembled many suggestions on a handout I've used when presenting to beginning kindergarten teachers. Click here to view.

Program Organization:

Classroom Set-Up: I believe in having materials available for children to access throughout the entire program. It takes a few months for them to become aware of what all is available, then the next few months to imagine and integrate their use. They learn about sorting and keeping things organized very early in the year. In the "Centres" section that follows, you will see how I organize children's materials and resources for their learning.

Centres:

		Story Corner: stuffed toys, big books, shelf of front-facing books, tubs of graded emergent readers, non-fiction, fiction, anthologies, teeny books, poetry, Nursery rhymes, class books, theme books, author collections (Franklin stories, Clifford stories, Marc Brown, Marcus Pfister books...), rocking chair, benches, posters, and good lighting
		Writing Centre: a variety of writing tools (felt pens, etc.), journals, pads of paper, white board, class books, shape books, reuse office stationery, old ledgers, envelopes, cards, experience chart paper, alphabet wall, name cards, theme words, key words, word wall,....
		Block Centre: Variety of blocks, unit blocks, hollow blocks, ramps, small colored blocks, building materials, props for adding to play (wild animals, farm animals, small and larger vehicles, gears, train sets, ...), Fisher Price castle, farm, garage, town,... Store materials so that blocks stack neatly and smaller materials are in tubs.
		Domestic Play: Adding real materials to any centre enriches the play. Fabric, artifacts, rocks, multicultural props, and posters all add to play. Likewise, remove play materials that distract from quality play or encourage aggressive play.
		Cooking: Besides the regular monthly Kindercook, we usually prepare a turkey and pies for a Family Pot-Luck Supper each year. The children can manage just about everything on their own. My job is to encourage and support their efforts. I don't know if the toughest job is carrying the turkey to the staff room oven or chopping the onions? Parents love it!
		Creativity Centres: The same types of materials, but no two things the same. Children create using the materials they wish. Choice, availability, unique material and terrific opportunities all combine to inspire the most wonderful creations. Think big! Making large projects inspires children, and often you can incorporate music into the learning to make a production for the parents. The bottom photo here shows the mermaids, sailors, sharks, whales, fish, fishermen, sea stars, etc. at our Sea Concert. The Yellow Submarine is in the background.
		Nature and Children (or Science): Children are so curious at this age. They question how things work, what are things made of, how do things change, what effect do we have on things in the world, where do things live, what do animals need, why do some eggs hatch and others not, why do ducks swim but not chicks... and so on. The questions never stop. But sometimes these little children do not have the opportunity to experience nature. By bringing nature to the children or children to nature, we create a lifelong bond of respect and appreciation.
		Other Centres: The Kindergarten program is based on children being actively involved in their learning. Each program needs to have a rich variety of materials for children to explore and discover. Accessories for each main centre make it interesting or humdrum. Change materials to stimulate curiosity and to change the focus of learning. The computer should be considered another center for exploration and problem-solving.
		Prop Boxes hold themes/topics/supply materials. Clearly label.
It is always a challenge to merge my early childhood beliefs and philosophy into a Grade 1 curriculum-laden program. I have found that by focusing heavily on literacy and math in the mornings, I can work in rich and diverse project work into the afternoons. Rather than dividing the day into 30 minute blocks for different subjects areas, I focus on a social or science idea for a few weeks at at time. This way we can study African animals, for example, for several weeks in-depth and by using inquiry. I find this a much better use of time with richer learning and more child interactivity. Some of my grade one projects can be found in the telecollaborative pages.