ART LESSONS - For your children

Draw with Drew and Rosie: 

This is quality and fun! 

I didn't want this to get buried in a previous post, so I am highlighting this particular resource. It is truly a delight and can be so much fun for many of your kids. 

Drew Willis is a creative director for Time for Kids. He is also an accomplished children’s book illustrator.  Rosie, who is in 4^thgrade and is the daughter of the editor, has admired Drew’s drawing since she was little. The team has pared up to provide lessons that are as cute as a giraffe (the topic of the first lesson). 

Lessons can be accessed in two ways through the computer: (1) Live streaming in the actual art session where students can participate, and (2) The  accessing the session on-line at a later date. 

This is an opportunity to learn from a gifted artist. It is fun, educational, and engaging and so fitting for those of you who have young budding artists. The quality is much better than what I could find on You Tube. Lessons of this quality can cost a fortune. BUT THIS IS FREE.  

To access the first two lessons and learn more, see the link below. Time for Kids also has provided free resources for teachers. So, teachers, if you are interested, this link can also direct you to more information.

https://time.com/5820518/draw-with-us/

Something Hilarious – For teachers and parents

We’ve been so serious with suggestions about just how to cope and maintain during COVID-19. It’s time to take a break and look at the absurdity of the situation through humor. Here’s two links to something funny. One is directed to parents and one is directed to teachers. And like any humor, there is that grain of truth embedded in the laugh. Dr. Charles Lambert has a wicked sense of humor and shared the links below. 

Parents and teachers, you are on your own front line, a front line of a different kind. Doing work that is the hard slog, double duty in some cases, rising to the challenge. I think this is especially so for those of you who parent and teach children with disabilities. So, let’s take a break and laugh a little. Meet Gerry Brooks. He has something to say.

https://www.youtube.com/watch?v=fAgCvHTfY8I

https://www.youtube.com/watch?v=OS8Xlyz6kKI

And if you have just joined me and want some ideas that may keep your kids busy learning and having some fun. Go to the post of Resources! Resources! Resources! 

Parallel Play – Let the little ones lead us

Children play alongside each other, engaging in separate activities with occasional check-ins, but not necessarily interacting. Parallel play is not limited to just children playing together separately, but also can be children playing next to a parent while the parent is working. For example, a young child might build blocks while the parent pays bills on the computer. The parent becomes a model about what work looks like. This concept can be used with older students while homeschooling, across ages and grades. In this case, instead of parallel play, it could be called parallel work. So, how does this apply in this age of COVID-19.

Currently, most parents ask their children to work on their own, completing assignments for school and submitting on time. This is often the case when parents themselves are working from home or attending college on-line and cannot directly supervise their students’ schoolwork.  And I want to be clear that this oeprates just fine for many students. Some students can easily stay on task, take initiative, and can accomplish their goals. Each student in your family does not need the same amount of support. Be very grateful if you have one or more student like this in your family. In reality, however, a family is composed of different types of children. Some who need more social contact  and/or the ones who have some difficulty staying on task. In those cases, no amount of coercion, threats, and promises are going to keep that focus on schoolwork. One way that might be helpful is “parallel work,” thus, extrapolating concepts from early childhood parallel play. Most importantly, the model of parallel work is functions as a scaffold for students to eventually expedite working independently (i.e., goal setting and completion of work with focus and attention)

Some suggestions from early childhood literature that might be most helpful for “parallel work” are the following:

Set up workstations. Determine a place dedicated specifically for work. This place should be away from normal daily activities. It may be a room in the house or a spot in the corner of the kitchen. In one case, a family retreats to their RV, a perfect office away from home. Gather all materials needed for both you and your work partner (e.g., books, notepads, calculators, pencils)

Create a work environment.  Eliminate daily distractions, including cell phones, television, loud music. Keep the environment quiet and relaxed.  It is helpful also to schedule daily chores outside the working hours. For example, resist throwing in a load of laundry during working time. Keeping in mind, you are setting an example, model how work is done. This is very important for a student, so much more effective than lecturing, which often includes do as I say, not as I do. 

Set goals.  Set goals for yourself. Make it clear to the student what you will accomplish. Model it for your work partner, and helping them determine exactly what will be completed. Make sure that the goals are realistic and reasonable goals for the end of the work time, not too easy and not too hard. The goal might be to complete an English assignment and upload to the school platform. This helps the student see that there is an end to the work for that day. The number of goals the student sets will be based upon needs of the student. Some can handle two or three goals. Others only one. 

Limit choices.If there are too many choices for the student, it can be overwhelming. To be most productive, specifically choose one or two work options for that one time period and have associated goals. 

Set expectations. Make sure that you have set reasonable expectations for working together. Some expectations might be the following: (a) work until break time, (b) work quietly, (c) ask questions only after you have tried it first, (d) interrupt only when necessary.

Determine reasonable incentives and consequences.Students need incentives for accomplishing their goals. I mean after all, when you get off  work, you want to kick off your shoes and slouch a few minutes on the couch before tackling dinner preparations. So, at the end of work time, electronics (phone, tv, computers) or other forms of amusement might be reinstated. Also, keep in mind that students do not need to spend the entire time in parallel work. Your job or tasks might require six hours a day, but your student may need only one or two hours. So, adjust as needed. 

Happy working together for both young and old. 

I invite comments, suggestions, ideas. 

If you have questions that I might be able to answer generally, please email me. Please, keep in mind that this blog is for suggestions that may or may not work. Here is the disclaimer, professional advice requires much more in-depth information and contact and is beyond the scope of this blog.  email: gail.coulter@outlook.com.

One Room School House - Suggestions from a century ago

The one room school house has been around for over 200 years and some still exist today. And that for many of you is what you are managing with several children at home, all at different grade levels. Some methods used at the turn of a previous century can be helpful to make the day operate a little more smoothly and provide quality instruction in this current situation. The list below is an adaptation of common practices gleaned from a variety of sources used in one room school houses. I think many have merit:   

1.    Assign an older student to a younger student to provide assistance, keep on track, correct mistakes, and provide feedback,

2.    Engage as much as possible younger children in tasks and curriculum of older students. This provides younger children opportunities to stretch their skills and thinking, acquainting them with ideas and concepts that might come up in their later school career. Smallest members can contribute,

3.    Allow students to progress at their own level and at their own speed. Less stress upon completing in a time frame and more stress upon mastery of concepts, 

4.    Use what you have on hand, common household materials, games, and activities to reinforce lessons, e.g., 1/2 cup sugar, 1/3 cube butter, spelling words instead of numbers for hopscotch (I know that reference to hopscotch really dates me.)

5.    Share resources,

6.    Use Recitation – demonstrating proficiency in a task – younger children can hear and see work done at a higher level. Younger children need opportunities to share their work than older students because it provides feedback on what they have done well and what needs to be corrected,  “Let me see what you are doing. Fix this problem up.”, 

7.    Focus upon relationships and working together,

8.    Celebrate victories.

Again, be thankful that you are not dragging a bucket of water with you from home and building a fire in the pot belly stove. And be thankful that your skirts are not required to be more than two inches above the ankle. Things could be worse.

One Room Schools – Counting Blessings

Without minimizing the challenges and without glamorizing the current situation, it might be time for us to take that much talked about proverbial pause and consider one of the most important benefits of being trapped in an episode of a one-room school in the Little House on the Prairie. 

Highlighted  as the primary benefit is the uninterrupted time with children.  During the nine months of the school year, multiple hours are spent in activities related to school (e.g., getting ready for school, time in the classroom, participation in afterschool sports or other school related activities, and homework). This leaves families with few precious minutes, sometimes no more than an hour or two a day, to engage with their youngsters, in effect leaving parenting to a larger societal system.  

Parents have said that this simpler time, with fewer competing interests, have obliged families to play and work together as a unit instead of as separate entities flying frantically in multiple directions. This promotes feeling of belongingness and interdependence among children, stressing responsibility for each other.  And sometimes there is a tussle and disagreements, and the process of resolutions and problem solving are important aspects of socialization, employing skills that must be learned. It also provides the structure and opportunity to focus on family values. 

Furthermore, parents no longer ask the question, “What did you learn in school today.” Parents know exactly what was taught and learned, providing opportunities for broader discussions and interactions, enhancing life lessons. 

And just face it. Even though teachers are wonderful, caring, important adults in your children’s lives, no one loves your children more than you do. No one has their best interest at heart than the parent. This time as a family unit gives a chance to connect in ways that have not existed for years. For some parents, this time is a blessing for all the above reasons.

Besides, just think, in this modern one-room school, in contrast to earlier times, you as the teacher do not have to fill lamps, clean chimneys, bring a bucket of water and a scuttle of coal with you in the morning, make your pens sharp, and wear at least two petticoats. You are very fortunate, indeed. It could be worse.

I invite comments, suggestions, ideas. 

If you have questions that I might be able to answer generally, please email me. Please, keep in mind that this blog is for suggestions that may or may not work. Here is the disclaimer, professional advice requires much more in-depth information and contact and is beyond the scope of this blog.  email: gail.coulter@outlook.com.

Resources! Resources! Resources! – Something for the students to do and FREE

Many, many resources are available during this COVID-19 and for FREE.  I do understand that household revenues may be a little tight right now, so I am only investigating those resources that are free.  I am impressed at the generosity of individuals, companies, and universities who are sharing their expertise and content. All of the resources are some type of on-line learning. But just so that you know, I am not a real fan of on-line learning. I do think that the relationship between a teacher and student is highly valued. But, given the circumstances, I can adjust my thinking.

The resources are divided into two categories Academics and Extension. The academics are sites that teach content in a systematic order found typically in schools, such as reading and math. The extension sites provide enrichment information that I think is quite interesting and well-done. Some sites have content for early learners others are designed for middle school and high school students. I have tried to include a balance of sites that address the needs of a variety of grade-ranges. Some sites have activities and content that can be downloaded.

I have looked at each site to ensure that parents can access them easily without an additional step of contacting the school/district. Some require an account and sign-in, others do not. If the site does have a log-in, I deliberately chose those that were fairly simple. I have also ensured that the links are viable. 

The sites were chosen based upon my personal definition of quality. (You can disagree with me.) A brief description is provided to help you choose what might work for you and your student. Finally, there are many, many sites out there, I have chosen just a few in order not to overwhelm you and create mass confusion. 

I hope these are helpful. Enjoy learning!

Academics

Achieve 3000: Literacy packages can be accessed through computer or can be printed. Nicely designed. Interesting articles and relevant multiple questions that follow. Appropriate for  1^stgrade through high school. Has a variety of levels. “Chilling out”, “Cruising Along”, and “Challenging Myself.”  Answer key is at the end of the packet. The students are reading about the same topic. So, if you wanted to, you could design some art activity or other extension for your first grade student and your fourth grade student because they would have the same background. These are quality materials and very expensive if you were to purchase them. But for us, they are FREE!

https://remotesupport.achieve3000.com

Bright Fish Learning: This is a systematic reading program that has a placement test and lessons based upon the students current reading skills. I am NOT usually a fan of computer based software programs for reading. I do feel that the teaching is best done by a qualified, live teacher. With that being said, however, during this time of homebound instruction, this program may be a good option. And luckily it is FREE!https://www.brightfishreading.com/membership/

Calvert Homeschool: This is a full curriculum for homeschool for three months and up to three children in a household. It has videos and activities. It has free placement tests. For those of you whose schools have provided suggestions about what to do at home without concrete assignments and accountability, this might be an reasonable option to explore. The content covers multiple subjects, including math, geography, language arts, science, and spelling. You NEED the promo code Calvert90 to enter into the promocode field. And absolutely wonderful. It is FREE!https://www.calverthomeschool.com/freetrial/enterpromocode

Delphian School: This comes from a private school in Oregon. Students can join through Zoom as participants in live lessons, or they can access at a later time through You Tube. This source has a variety of lessons that are well-done and ranges from writing to art history. Definitely worth a look. It has 25 classes a week. This is especially nice for students who like to see a REAL teacher.  There are two links below. One to the virtual classes and one to the YouTube. And, YES! It is FREE!

 https://www.youtube.com/user/TheDelphianSchool/videos  https://www.delphian.org/webinar-information

CarnegegieLearning MATHia: This is an individualized math software program until the end of the school year. It is quality and is very appropriate for middle and high school students. 

https://discover.carnegielearning.com/MATHia-At-Home-Learning.html

Extension

Draw with Drew and Rosie: This is quality and fun! A father who is an art director and his daughter teaches how to draw students favorite things. The first lesson is a giraffe. Any other time, lessons like these would cost a fortune. The lessons are at a specific time of the day and are interactive. Your students will LOVE this. And best of all, they are FREE!

https://time.com/5820518/draw-with-us/

American Museum: This is wonderful. It has virtual tours and a lot of interesting topics. Make sure you scroll down the homepage to the section for Families and Students. That is where you will find some interesting materials. Especially OLOGY! Very cool. After you check out that location, then explore further. You will find some wonderful things including art, science, history. The T-REX conversations and videos are really great. And right! IT IS FREE! 

https://www.amnh.org/explore

B & O Junior Junction: This site as video and downloadable activities. It’s nice quality and appropriate for students in grades 1 – 4. Very cute! Your students will love it! Easy to access. New content added weekly. And again. Yes! It is FREE!

http://www.borail.org/JrJunction.aspx

League of Young Inventors: This is an opportunity for students to DO something, not just sit and learn. Projects, using common household items can be done with parents grades K-2 or independently grades 3 – 5. Get students involved. Lots of fun. AND, by the way, it is FREE.  

http://yileague.org/online/

Harvard: You want your kids to go to Harvard? Well, here’s your opportunity. This content is engaging, beautifully designed. Check out both sites. The LabXchange is wonderful as well as the on-line courses (both Free). Parents, you will find it fascinating, also. You must be at 13 years old to access it. One of the best things about this site is that it does not magically disappear at the end of COVID-19. It will still be available for FREE. You will need to create an account, but that’s easy. Very nice. And need I say it again: And WOW! It is FREE!

 https://www.labxchange.org/   

https://www.edx.org/school/harvardx

I invite comments, suggestions, ideas. 

If you have questions that I might be able to answer generally, please email me. Please, keep in mind that this blog is for suggestions that may or may not work. Here is the disclaimer, professional advice requires much more in-depth information and contact and is beyond the scope of this blog.  email: gail.coulter@outlook.com.

Jack and Jill – Preschoolers in the age of COVID-19

Parents of preschoolers can encourage a foundation for early reading at home by promoting an atmosphere, fostering phonological awareness. What! What did I say? What does that mean?

In short, phonological awareness is the understanding that spoken language has certain elements (e.g., words, phrases, rhyming, syllables, alliteration) and is a necessary building block linked to reading. For example, the word “baseball,” apart from the meaning of the word, has two syllables “base” – “ball.” Recognition that there are separate parts to the spoken word  is a type of phonological awareness. Here’s another example of phonological awareness, alliteration. Alliteration is the use of the same sound at the beginning of words. For example, Peter Piper picked a peck of pickled peppers. So, phonological awareness can be understood as sensitivity to the sounds and larger units of language, apart from reading words. And the development of this aids in the reading process. Finally, NO! Young children do NOT need to know the definition of the terms phonological awareness, alliteration, or syllabication. They just need to do it! 

So, what do we do to develop this very necessary phonological awareness? (It must be easy.) The answer is to play with spoken language. And Mother Goose is a great source for this because the meanings of the rhymes are so obscure. To children, in most cases, they are just silly words strung together.

I’m sharing this next information with you because there has been some discussion and misunderstandings about Mother Goose, giving her a bad rep. In addition, it is not a good idea to “throw that baby out with the bath water.”

Mother Goose is a collection of rhymes, mostly French and English, some dating back several centuries. The origins, including authorship, and the original meanings of the rhymes are pure uncorroborated speculation. Rhymes and their ascribed meanings have changed over time. Here’s an example: 

Ring around the rosy

A pocket full of posy

Ashes, ashes,

All fall down.

The reference to this verse has been attributed to the Great Plague. The rosy was thought to be a rash. The posy was thought to be flowers that were carried to ward off disease, and the ashes referried to bodies burned. Makes sense. (Yikes, I wouldn’t want my young innocent child singing THAT song.) But what historians found is that this version of the song was actually Americanized and had morphed from earlier versions that had nothing to do with ashes. In addition, the reference to this dark interpretation did not even appear until around the 1950s. Furthermore, there are many, many versions of the song (e.g., German, Indian, British, even Maori). The “best guess” of historians is that this verse was a children’s game dating back several centuries.

Likewise, Baa Baa Black Sheep has been vilified. 

Baa Baa Black Sheep, 

Have you any wool?

Yes, sir, yes, sir, 

Three bags full;

One for the master,

And one for the dame,

And one for the little boy

Who lives down the lane.

In the 1980s, some thought that this verse had racist undertones. (And who would want to teach their child to be racist.) In actuality this verse is one of the more stable of the Mother Goose rhymes, with few changes from the early 1700s. It is speculated that it is an observation regarding unfair taxation of wool in England. At that time, black wool was highly prized because it did not need to be dyed.

Even though the exact meanings of the verses are speculation, one of the things that we do know is that the rhymes commented on daily life, were used for entertainment, and were used as moral lessons and for teaching.

Mother Goose is perfect for the development of language in young children because the verses are short and silly, have a sing-song quality, and employ multiple opportunities for playing with language. For example, let’s look at Jack and Jill, a verse coined before the 16^thcentury, even referenced by Shakespeare.

Jack and Jill

Went up the hill

To fetch a pail of water.

Jack fell down and broke his crown,

And Jill came tumbling after.

Both the words Jack and Jill evidence alliteration, beginning with the same sound. In addition, the words Jill and hill rhyme as well as down and crown. And this verse has little to do with comprehension. 

So, how do parents teach this phonological awareness. Very easy, just spend a few minutes with your child each day, playing and singing verses, such as, “Patty cake, patty cake, bakers man. Bake me a cake as fast as you can.”

Using Mother Goose as a vehicle for development of phonological awareness in preschool children is part of teaching sensitivity to language. It’s just a start, but something that is meaningful, fun, and simple to do without a lot of preparation and teaching skill. 

These verses can be accessed in multiple ways on the internet. I especially like this resource .

The Project Gutenberg eBook of Mother Goose’s Nursery Rhymes, by Walter Crane at

 https://www.gutenberg.org/files/39784/39784-h/39784-h.htm#Page_156

Best of all, it is FREE! 

I invite comments, suggestions, ideas. 

If you have questions that I might be able to answer generally, please email me. Please, keep in mind that this blog is for suggestions that may or may not work. Here is the disclaimer, professional advice requires much more in-depth information and contact and is beyond the scope of this blog.  email: gail.coulter@outlook.com.