so that all children see themselves as successful learners.
As a facilitator, you inspire and assist. The aware teacher knows when to ask an open-ended question or add a new material to inspire children to move to higher levels of thinking and problem solving. The teacher invites children to think creatively, fluently, and critically with question starters such as: "How many ways can you...?" or "What will happen if...?"
As a model, you demonstrate and surprise. The inspired teacher registers delightful surprise in learning from the simplest events and the smallest mistakes. The excitement a teacher shows when she finds a beautiful bug on the playground, or discovers how to balance a block, demonstrates the joy of discovering and learning. In addition, a willingness to show children that a teacher can make mistakes-then can ask the class for help in solving the resulting problem-can make children feel helpful and important. At the same time, they learn that making an error is not a "bad thing" and is an important part of the learning process.
Arranging Your "I Love Learning" Classroom
"Create learning centers that foster independence, yet encourage respect for materials and space. Keep materials interesting, with clearly marked containers for children to return those materials at cleanup time."
The way you arrange your setting has a strong effect on how strongly children fall in love with learning and life. If you strictly control how children use space and spend time, you limit their chances to make decisions and experiment with materials and ideas. But, at the same time, you want children to have a clear understanding of your expectations for using materials and space. To create this delicate balance, keep the following in mind:
Foster a sense of identity and independence
- Set up the physical environment so that it fosters independence and identity with picture/word cues and signs, and name/symbol labels on personalized spaces for children, such as cubbies, sign-in boards, and center markers.
- Place clear containers on easy-to-reach shelves for self-service activities in each of your learning centers.
- Put anything you do not want children to use freely out of reach, but keep plenty of materials for free exploration available in well-marked containers.
- Encourage children to use materials freely and even interchangeably throughout the room during activity time. Be sure they know where each item belongs when it's time to clean up.
Build a sense of safety and security
- Provide toys, books, and photos that children may be familiar with from a former class or from home.
- Define spaces with center markers and dividers so that children have the security of knowing where they are and what they are supposed to do there.
- Create comfort with quiet, soft places for children to rest and cuddle with a stuffed toy and a good book.
- Invite parents to stay, visit, and participate. It is amazing how secure children feel when they see a relationship unfolding between their parent and teacher.
Create centers that cultivate problem solving
- Use play furniture and storage shelves to organize your room into workable, welcoming learning centers.
- Imagine that you are setting up an apartment in a loft. Where would you put the kitchen (dramatic play), den (blocks), and library (book/meeting area)? Instead of putting all your tables in me center of the room, and learning centers around the edges, consider cutting the space up into these inviting "mini-rooms" that feel more like a home.
- Place a limit on numbers of children working in each center. It's much easier for children to practice negotiating and resolving conflicts with just a few other children at one time. Small, well-defined learning centers with a limit on the numbers of children playing at a given time help children learn important social skills.
Reflect the faces and cultures of the families
- Invite families to send in photos of family and friends. These photos help build an awareness of the diversity of the classroom community.
- Add children's books, dramatic-play a