Yes, I got a new idea for a new series, called “In a Reframing State of Mind”. This series is dedicated to looking at children’s behaviors in such a way that we will discover positive intent rather than negative intent. And nine times out of ten, I am sure that they will detail some of my own personal experiences in the classroom. I hope you will enjoy.
Recently I began a new topic of study in my classroom: Houses. The story we are using to facilitate this study is The Three Little Pigs. I began reading the story to the children, but only got halfway through it when one of them suggested that we build a house. So we got up, moved some tables out of the way, and proceeded to build walls for a house.
Building a house with two- and three-year-olds is an interesting process because they haven’t developed the ability to think abstractly. When they think about a house, they visualize the outside of the house. Therefore, most of their building of a house involves the outside of the house. They don’t even think about the inside of a house.
Bear with me here. I am brainstorming as I type because this thought actually never occurred to me before. It occurs to me now because I have wondered how our beautiful house – complete with walls, a bedroom, a kitchen, a front door, and a garage – quickly became a swimming pool. But it makes sense. The square walls totally resemble a swimming pool to a three-year-old mind, especially now that it is June and swimming with families is becoming more frequent.
One child in particular was responsible for this change of direction involving our house building. Granted, it was probably way too early in the house-building process to start discussing rooms and such, but – like most teachers – I had a vision of what I wanted to do with this theme.
Swimming pools was not it. But I let it ride, mostly because I had a parent come to pick up in the middle of the process, and I was discussing with her some of the things I had seen her child do that day. And when I turned back around after the parent left, every child in the room had their shoes off and was wading in the “pool”.
Now, I don’t know about anyone else’s center, but in my center we have a policy that states that shoes must be left on in case we have to leave the building in case of an emergency. In my own space and on my own time, I would not have a problem with the shoes being off as long as we knew who’s shoes and socks were whose and could pair them back up with the appropriate children at the end of the exploration. But I was not in my own space or on my own time, so the long process of putting shoes back on began.
It was actually a pretty sobering experience, because all of the children let me know, with words that I had taught them to use in situations such as this, that they were very mad and did not like it. The child who came up with the idea began to cry, because it was a pool! We don’t wear shoes in the pool! And I totally got it, but rules are rules and we can’t have our shoes off in the classroom.
At the time I was very upset with the child who came up with the idea. At first because it messed up my plan, but when I finally came to terms that swimming in a pool was what we were going to be doing that afternoon, I got over that. But it was harder to get over the fit over the shoes, because this involved rules.
Later, when I got home and was able to reflect on the day, I realized something: this child has consistently shown amazing leadership. The fact that she came up with a plan to dramatize the pool so completely, and got her friends to go along with it when we were intent on building a house, showed leadership. She comes up with games all of the time, or new ways to dramatize ideas. She “bosses” other children constantly, but this can be redirected into constructive feedback and positive coaching. She can be taught how to be a constructive leader by being given leadership responsibilities (appropriate for a three-year-old, of course) that will teach her skills that she needs to be a productive leader. Words that she uses that could be construed as hurtful can be retaught to be constructive so that she learns how to be a leader without being hurtful to others.
I couldn’t believe that I hadn’t seen it before. I had taken so much time being frustrated by her attitude toward others, her use of language toward them, and her disregard for some of the rules of the classroom, that I hadn’t seen how she used her inner creativity and mixed it with her leadership abilities. But these traits only became obvious to me when I took a step back and looked at her in a different context. In the moment, it is sometimes hard for us to see what is right in front of our face, especially when we are so fixated on rules and safety. I thought that I had gotten myself past that by being able to ask myself why I was not allowing a certain behavior in the classroom – and if I wasn’t able to come up with a good enough reason, then allowing the behavior. But that was before some things changed. My intent changed because of outside circumstances. This affected the ability of the children to fully dramatize what they wanted to, the way they wanted to, and get the most out of the experience that they could. It affected their creativity and my sanity. And in the end – as I think back on it now – my little leader’s creativity and leadership may have suffered from it. She isn’t trying to flaunt breaking the rules. She is trying to express her ideas with her friends. And she should be allowed to do that, within reason. It is the “within reason” that I have to discover – what is reasonable? What can I allow? What suggestions can I make that will enhance their game the way that they want to enhance it but not cause a safety issue within the classroom? How can I frame the suggestion in a way that will be acceptable to everyone involved?
How can I allow her to be a leader and still keep everyone safe? That is the question.