If one of the keys to avoiding burnout is embracing change when the opportunity presents itself, Michelle Portera is doing something right. Changing grade levels is a common move on the south campus, sometimes initiated by the interests of a given faculty member and sometimes triggered by necessity, the ebb and flow of class sizes. So what revelations emerge when we change contexts? I asked our wise TEAM alum to share what she’s been noticing this year after making the transition from kindergarten to first grade.
Okay, so Michelle, what has stuck out to you this first year in the ECC?
| The ECC has its own set of norms, many of them unspoken. The best way to learn is to ask or make a mistake and then learn! A new role is excellent practice for those who don’t enjoy asking for help. So many things contribute to the vibe of a space and whether it functions more cooperatively or independently. I realized the way supplies are allocated and stored is a big one. In first grade, teachers took what was needed and pooled everything else together in the workroom. K teachers have a closet and cabinets so that’s not necessary. There are pros and cons to both, of course, and I had to choose to embrace a new norm. |
What has been similar between teaching first grade and kinder?
| A big part of the job is coaching children on how to resolve conflict with one another and asking a lot of questions to build on what they already know. |
What has been different?
| Parents ask me to monitor students’ eating habits and bathroom habits more often. The overall dynamic between teacher and assistant is different, due to the age of students and the fact that K assistants stay all day (which is SO necessary and for which I am grateful!) |
What is it like working with younger students?
| At best, it’s like visiting another country with tiny, drunk people as citizens. By that I mean students are uninhibited, honest, and here for fun! Part of why I love my job is that I get to relearn how to play. It requires that we as adults suspend our worldly stresses and choose to immerse ourselves in the present moment. So it can feel like therapy sometimes, too. At worst, it takes all the reserves of patience and acceptance you possess on a given day. For example, they can be nose pickers or may be unaware they are talking with food in their mouths at lunch. A teacher spends all year trying to change these habits. To survive, we choose our battles and plan activities according to our level of energy and patience. The key for me has been to plop down on the floor with a few students and play a game or to put on music and dance. When you identify things at work that actually replenish your energy, it is easier to keep going and giving of yourself. Working with young children’s behavior is about considering how they feel in the moment, empathizing, and guiding their thinking. |
What is it like working in a brand new space/classroom?
| Organization is essential to getting into teacher “flow.” Kinder requires many more props and real-life objects for exploration than first did. If what I need isn’t easily accessible, it can tank a lesson. I love having a closet and I’m still learning what it actually contains. Sometimes I have to remind myself that finding an organizational system that works for me might take all year and that is ok. My classroom in the ECC is the realization of a career dream. It’s top notch with spaces allowing for play and exploration. My struggle working at former schools has been figuring out how to create a space where students can talk without the noise level becoming disruptive. Thank you, high ceilings! I now have a space for home living and dress up (loft) and a space where students can build and not have to clear away their creations immediately (under the loft!) I have a back porch with a sand and water table and art easels. Painting doesn’t just happen on days I feel like hauling out the materials. Students can access and set up art materials as well as learn how to clean up afterwards. I have a room set up for student choice and independence. Theoretically, these have always been goals in kindergarten, but few schools are able to offer a space to make these things possible logistically. |
What have you learned from your colleagues? (K or 1st or anyone at SA you’ve worked with)?
| I learned that After School Care is an important piece to the puzzle of student progress and behavior. It’s important to know who is at school until it closes at 5:45. It’s important to find out who their ASC friends are, how they behave, and what kinds of activities they choose to do. The more I collaborate with ASC staff, the more successful I have felt in solving problems. |
How have you shifted, grown, (insert other verb) as a teacher this year?
| I am learning to assume positive intent when there is a problem or something doesn’t make sense. Every single person in the building cares about our students. No one comes to work here and thinks, “I don’t care what happens today.” When it appears that a colleague or parent has dropped the ball in some way, it’s more than likely due to miscommunication or misunderstanding. |
What do you wish first grade knew about kinder?
| The summer slide is real. Many kindergarten students can recite the months, days, seasons, etc in class right now. These same children might not be able to do that in the fall. It’s not for lack of teaching. This is one of the first things I mentioned to my first grade fam because I remember thinking last year, “Don’t they do calendar time every day in K? Why don’t kids know this already?” |
What do you wish kinder knew about first grade?
| It is important that students are familiar with the spacial awareness that worksheets require. Top, bottom, left, right, knowing a blank line means you should probably fill it in, etc. The first grade list of new skills is long, and a familiar format means there is not an extra hurdle to face. |
Got any funny teaching stories to share from this year?
| On the playground, a sweet child walked up to Rachel, holding out a pair of not-child-sized panties. There was a look of confusion on her face when she said, “I think these fell off my bottom.” Beware of static cling! |