Let's think together for a moment to answer this question: What are those workbooks really for? What is the purpose?
If we are teaching with intention and purpose, would workbooks be the way in which we initially teach handwriting? If writing is the way that our students communicate with the greater world, is a workbook the way that we want them to engage in communication? What we are saying when we give a child a workbook in the first month of school is: Sit. Write. Quiet. Listen. Do this rote activity. This is how we learn at school.
We all know that this example is not what we want for our students. It's not something that we know to be developmentally appropriate. Let's pretend that those workbooks didn't come until November. What would you do until then? What experiences and opportunities could you provide to allow students to engage in learning at school.
In the beginning of the year, we want to create classroom culture and environment in a purposeful way. We want students to know that, in terms of handwriting, building fine motor strength and oral language skills are the building blocks for communication. We want to provide social opportunities to foster communication. We want to engage students in fine motor strengthening opportunities. Both of these foundational skills get at the greater purpose of why we teach: to prepare our students for the real world.
How can I do this? Here are some pictures of developmentally appropriate practices teachers can use at the beginning of the year to foster fine motor skills and social opportunities. These activities are letters specific.
See!? Students are engaged in a developmentally appropriate process of building social language, fine motor muscles, letter knowledge: the foundation of how they will interact with their world. No workbooks needed YET!
Thanks for being reflective,
Nina
No comments:
Post a Comment