Enero fue un mes de, volver a visitar las rutinas del salón, y el aprendizaje social emocional. En contrario a los meses pasados, no saqué tantas fotos que antes, pero las que hay son de nuestro crecimiento en la área de ser buen amigo y buena persona. Hemos pasado mucho tiempo sobre ¨llenar las cubetas de tus compañeros.¨ ¨La cubeta¨ significa el corazón y los sentimientos, y en vez de ¨tomar¨ de las cubetas de nuestros compañeros, intentamos todos los días a llenarlas. A los niños les encantan este concepto y cada uno tiene su propia cubeta. Unas veces a la semana los niños piensan en quien ha llenado sus cubetas y pueden poner las etiquetas moradas adentro. Hemos practicado situaciones cuando hay oportunidades de llenar cubetas, como ayudar a alguien en los centros, invitar a alguien a jugar, ayudarle cuando se caiga, y decirle algo bonito. En kindergarten a veces los niños se preocupan mucho sobre sus propios deseos, y menos sobre como sus acciones afectan a los otros. ¨La cubeta¨ es un bonito concepto que enseña los niños a pensar de los sentimientos de las otras personas.
También hemos aprendido mucho sobre la diferencia entre acusar (“tattle tale” en inglés) y avisar. ¨Tattling¨ no ayuda a nadie, ni resuelva el problema. ¨Avisando¨ la maestra es ayudante y puede resolver el problema. Hemos hablado, leído, hecho listas, y actuado situaciones para entender la diferencia entre los dos. Ahora los niños saben que, por ejemplo, decirme que alguien no cortó la fila es ¨tattling.¨ Deben saber, también, que si alguien les lastima o molesta y no pueden resolver el problema solitos, que me deben avisar. Ahora en nuestro salón pueden ver todos los artefactos de estas dos lecciones.
January was a month of rejuvenation, revisiting classroom routines, and social emotional learning (SEL). Unlike previous months, I didn’t take as many photos, but those I did upload showcase our hard work to become good people and good friends. We have spent a lot of time learning to “fill the buckets” of our friends. The bucket symbolizes our hearts and feelings. We are learning that instead of “dipping” from buckets, we should fill them with kind words and actions. The students love this concept and each of them has their own “bucket,” which in reality is a paper pocket on the door. Several times a week we gather on the carpet to share who has filled our buckets and how. When someone fills their bucket they get to put a purple ticket in their pocket to symbolize the good deed. We have read books, discussed, nad acted out situations that fill and dip from buckets. Filling a bucket could mean inviting someone to play at recess, helping your partner with center work, or giving a compliment. Developmentally, kindergarteners are still very self-involved and need guidance to empathize with the feelings of others. The bucket system has been an effective way for students to care for each other.
We’ve also been focusing a lot on the difference between tattling and telling. The kids should know by now that tattling doesn’t help anyone nor solve problems. For example, if someone cuts in front of them in line, they should confront that person rather than tell me, and get back in their spot. “Telling” solves problems and helps prevent danger. Obviously I need to know if a child gets hurt physically or emotionally. As with the bucket system, we have read, acted, written, and drawn about the differences between tattling and telling. Hopefully your child can explain the difference between the two! Right now in our classroom you can see our SEL artifacts on display!
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También hemos aprendido mucho sobre la diferencia entre acusar (“tattle tale” en inglés) y avisar. ¨Tattling¨ no ayuda a nadie, ni resuelva el problema. ¨Avisando¨ la maestra es ayudante y puede resolver el problema. Hemos hablado, leído, hecho listas, y actuado situaciones para entender la diferencia entre los dos. Ahora los niños saben que, por ejemplo, decirme que alguien no cortó la fila es ¨tattling.¨ Deben saber, también, que si alguien les lastima o molesta y no pueden resolver el problema solitos, que me deben avisar. Ahora en nuestro salón pueden ver todos los artefactos de estas dos lecciones.
January was a month of rejuvenation, revisiting classroom routines, and social emotional learning (SEL). Unlike previous months, I didn’t take as many photos, but those I did upload showcase our hard work to become good people and good friends. We have spent a lot of time learning to “fill the buckets” of our friends. The bucket symbolizes our hearts and feelings. We are learning that instead of “dipping” from buckets, we should fill them with kind words and actions. The students love this concept and each of them has their own “bucket,” which in reality is a paper pocket on the door. Several times a week we gather on the carpet to share who has filled our buckets and how. When someone fills their bucket they get to put a purple ticket in their pocket to symbolize the good deed. We have read books, discussed, nad acted out situations that fill and dip from buckets. Filling a bucket could mean inviting someone to play at recess, helping your partner with center work, or giving a compliment. Developmentally, kindergarteners are still very self-involved and need guidance to empathize with the feelings of others. The bucket system has been an effective way for students to care for each other.
We’ve also been focusing a lot on the difference between tattling and telling. The kids should know by now that tattling doesn’t help anyone nor solve problems. For example, if someone cuts in front of them in line, they should confront that person rather than tell me, and get back in their spot. “Telling” solves problems and helps prevent danger. Obviously I need to know if a child gets hurt physically or emotionally. As with the bucket system, we have read, acted, written, and drawn about the differences between tattling and telling. Hopefully your child can explain the difference between the two! Right now in our classroom you can see our SEL artifacts on display!
!
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