“You may say I’m a dreamer, but I’m not the only one.”
-John Lennon, “Imagine”
I recently spent three days at Omega Institute for the sixth annual Mindfulness and Education Conference: Bringing Mindfulness to Children Grades K-12. I had wanted to attend the conference for the past few years but this year received a full scholarship that finally made it possible. My guess is that about 300 people attended the conference, and it was powerful to gather with that many like-minded educators who value holistic education, social-emotional learning, and mindfulness. Actually, I’ve never experienced anything like it! I have a few friends online who teach in schools committed to a holistic approach to education, and the college from which I received my master’s degree offers a holistic, student-centered educational experience and a faculty that attracts a diverse and alternative-minded student body. One faculty member literally “wrote the book” (several, actually) on holistic, progressive, and alternative education. It’s been eight years since I completed the program, and it was my last experience of being in community with so many like-minded educators until going to Omega this summer. For the past few years, I have felt like a fish out of water in the current educational environment and have questioned how much longer I can continue in the profession. I attended the conference hoping to connect with kindred spirits and to be inspired.
Buddha outside Ram Dass Library, Omega Institute
A passion for social-emotional learning brought me to the teaching profession in the first place. After trying to implement the MindUP curriculum in my classroom for the past three years with limited success, I was in need of practical suggestions. Is it possible to implement such a curriculum successfully without support, given the present realities of public education? How do you fit it into an already packed school day?
Keynote speakers included Jack Kornfield, Amishi Jha, and Daniel Rechtschaffen. Social-emotional learning expert, Linda Lantieri, also was scheduled to present but was unable to attend due to health issues. I took so many notes at the conference, and there is so much I want to share! I am organizing this post around the ideas that stood out the most for me, indicated in bold. Clicking on the numerous hyperlinks included throughout the text will provide you with a wealth of information about mindfulness in education if you are are interested in learning more about it. I’m also including a list of book recommendations at the end.
The major understandings and inspirations I took away from the conference are as follows:
Mindfulness must be wed with compassion.
It’s not mindfulness unless it’s also heartfulness! Teach children to discover their worth, to value one another, to befriend themselves. Honor them by holding a beam of love and understanding. Teach them not only how to calm their minds and focus their attention but also how to be wise and loving beings.
Mindfulness and compassion training should not be something you’re forced to do but an invitation to well-being. It is a process of paying kind attention. The teaching of mindfulness and compassion is not religious; it promotes the development of universal human values, or what H. H. the Dalai Lama refers to as secular ethics. It is about teaching children and teachers to train their mind, regulate their emotions, and be more loving and compassionate.
Establish the classroom as a place of mindfulness, for tending and befriending ourselves. Consider beginning mindfulness exercises with a bell or a poem. Depending on the needs and energy of the group, there are times when sitting, walking, or heart practices are best.
Trace thoughts and feelings to the body.
Mindfulness of thoughts and feelings must be traced to the body – to where you feel them. One way to practice this with children is to put your hand in the air (where the thoughts are), and trace thoughts down the arm to the part of the body they’re attached to. The first step is to notice the thoughts and track down to the sensations in the body. The next step is to bring self-care to the body. Our body needs so much love and compassion when our head is spinning!
I realized that I tend to live in my head. Since the conference, I have reminded myself to drop down into my body, and it is a powerful practice! I did this once in a doctor’s office when I was in the midst of my “white coat” anxiety habit (in which my body seems to have a mind of its own), and the results were quite profound. Another time, I was awakened during the night by a thunderstorm, and immediately my mind started spinning. It was right after the conference, and my mind was trying to make sense of why I experienced such an emotional response to the conference. (More about that later.) Within a few minutes, my mind had created a tidy theory and was quite pleased to have wrapped it up so nicely. But there still was tension in my body. Then I remembered to sink into my body and practice mindfulness – to feel the sensations and hold them in kindness and compassion. A storm had come along, and I got caught up in a whirlwind of thought for a while, until I remembered and practiced – and quieted my mind. A couple hours later, I was awakened by another clap of thunder, and my immediate response was to practice. It was as if the thunderclap was a meditation bell! I sank down into my body and felt the sensations, thus strengthening that response. And that is what it is all about. Making an analogy between meditation and exercise, one of the speakers at the conference said that each time you bring your mind back is the equivalent of one rep. I love that.
I’ve also found that sometimes it helps to physically touch the place in which I experience the sensation in my body – for example, putting a hand on the solar plexus (where I often feel a stab when I remember my mom has died) or the heart. When I am falling asleep, I sometimes like to rest one hand on the pelvic valley and the other hand on the solar plexus and become aware of the wave of breath between those two areas. It is like ocean waves and is so calming. Likewise, you can teach children to focus on their breath by inviting them to put one hand on their heart and the other on their belly.
Create a safe place.
Establish safety first! Do whatever you can to help a child feel emotionally safe and relaxed and present in their bodies. We must get kids into a place where their parasympathetic nervous system is in control so they can grow and learn. Help them to understand that they are not alone in their suffering – that we are all in the same boat! Help them to see that other children have divorced parents, have felt bullied, have fears, etc. Let them see each others’ beauty and troubles. Teach them of their own goodness and vulnerability. Teach them mindfulness and heartfulness when they’re calm. Young children need to learn what it means to “pay attention.”
Include movement first.
Younger children have so much energy that you need to allow them to release a little through physical movements before asking them to sit and breathe. Include a movement activity before attempting seated mindfulness practice. When kids are antsy throughout the day, do yoga poses.
I find this is also true for myself. It’s always easier for me to do seated practice following yoga or another form of physical exercise.
Begin with yourself.
For years, I have struggled with how to teach focused awareness to a whole group of children – some of whom struggle with attention control or can’t sit still – without any assistance in the classroom. When I try to lead a core practice in mindful awareness, inevitably one or two students will effectively sabotage the whole experience by acting out, seeking attention, etc. For example, in the MindUp curriculum, there is a daily core practice of focused listening (to the sound of a resonant bell) and deep, belly breathing. Each year, I have grown weary of trying to manage behavior throughout mindfulness practice – and abandoned it altogether because the behavior management became so exhausting. But I always was pleasantly surprised when some children later begged to listen to the bell ring because “We haven’t done it in a long time.” They must like how it feels to do the practice, and I don’t want to allow the behavior of a small minority to ruin the experience for the whole!
One of the biggest realizations I brought home from the conference is that if you can’t control anything else in your school environment, the most basic step you can take is to maintain a daily mindfulness practice. Even if I’m teaching in an environment that doesn’t actively embrace the benefits of mindfulness, I can do it in my room, in whatever capacity I can manage. Some years I might be able to do more than others. The first step is for me to practice mindfulness every day. Before school and even during the school day when the kids are out of the room, I can turn off the lights, lock the door, and do it! Do it on my own, deliberately. Make it an individual practice until the cavalry comes. Or if the opportunity arises, link up informally with others who are doing it.
Rather than throw my hands up in frustration because I’m not able to teach mindfulness the way I’d like to, focus on being mindful. That is a great start! And if that’s all I can manage, then that is enough! It is a worthy accomplishment to succeed at that first step. If you’re doing it, you’re doing a good job! Success is not opening the refrigerator or turning on the cell phone!
The missing piece: Caring for teachers
Teachers cannot solve the whole problem of fixing what is wrong with public education. Because we are the ones on the front line, we need to cultivate self-compassion – so we can stay in the job! Someone at the conference said they realized they had to make a choice between changing their mind or leaving their job.
Our schools aren’t failing. Our kids aren’t failing. Our schools are failing our teachers. The missing piece is taking care of our teachers. When you’re doing your best in an impossible situation with an impossible workload and your professionalism is questioned when you act with deep integrity on behalf of children, and your core values are not reflected anywhere in the curriculum, and you don’t feel supported or valued, how can you create a safe space for children? Our schools are filled with burned out, stressed out teachers who are expected to do more with less each year. Children absorb the teacher’s energy and ultimately are the ones losing out despite the teacher’s most sincere and heartfelt efforts. The teacher’s state of consciousness is the unwritten curriculum.
If our schools fail to care adequately for teachers, it is essential that teachers practice self-care. It is so much more satisfying and empowering than being a victim and squandering precious time and energy by complaining and feeling bad. That is precisely how I became serious about nature photography. I challenged myself to connect with beauty every single day. It was a way for me to unwind and re-attune after an exhausting day at work and often occurred during a walk (for physical exercise is also essential to mental health). Now I’ve added some quiet time for seated meditation, for I find that it makes a huge difference in the quality of my day. It clears my mind, weeds the garden of my senses, and is time well spent. It’s so easy to get caught up in the endless stream of work during the school year, but it is essential to learn how to put work aside and take time to care for ourselves and enjoy our families. It sounds so basic, but with the extra demands put on teachers now, the need for self-care becomes more urgent than ever.
Keynote and Breakout Presentations
Jennifer Cohen Harper, founder of Little Flower Yoga (The School Yoga Project) encouraged us to be our students’ superhero and to have a plan for when we’re not feeling like a superhero – a song, breath work, etc. Everything is harder when you’re exhausted, so give everyone time to relax during the school day. She asserted that children make their own experiences and meaning when you slow down and leave lots of space. There’s no need to process everything! Allow some experiences to simply be. And if what you’re doing isn’t working, stay connected to your kids! That is the most important thing.
Her program is based on five elements:
Connect – with the world around us, to other people, and to our own inner experience
Breathe – nose to belly breathing
Move – joyful experience
Focus – teach how to pay attention, mindfulness activities
Relax – guided visualization or storytelling but also quiet time.
She emphasized that the relaxation element is crucial and makes everything else you do during the day more potent.
Cofounders of the Holistic Life Foundation (Mindful Moment Program), Andy Gonzalez, Atman Smith, and Ali Smith, described how they use guided visualization, yoga asanas, breathing, movement, chair-based exercises, games, and student leaders in their work with schools. They underscored the mentoring component (in which older kids help younger kids) and the use of students leading their peers through mindfulness exercises. In order to become a leader, a child must model good behavior. An added benefit is that kids go home and naturally teach their parents (and probably their dolls and stuffed animals, too)!
Daniel Rechtschaffen, who facilitated the whole conference, led us through a “popcorn thoughts” activity from his book, The Way of Mindful Education. It is a great exercise for elementary school-aged children. Explain that your mind makes thoughts like a popcorn maker makes popcorn. Instruct children to sit quietly and focus on their breathing. Whenever a thought comes into their mind, they raise their hand (like a popcorn kernel popping) and let it fall as the thought falls away.
Amishi Jha‘s presentations were energetic and engaging and truly wonderful, but I don’t want to get into the neuroscience of attention here and encourage you to visit her website and/or the website of Dan Siegel (who wasn’t at the conference but is a major researcher).
The most poignant part of the conference for me was a guided visualization led by Jack Kornfield. Up until this time, I was interested but not emotionally vested in the conference. After a very tough school year, I was at the end of my rope, unsure about returning to my job in the fall. I’d even revised my resume and applied for a non-teaching position right before leaving for the conference. But I was open to inspiration and miracles. Jack Kornfield invited us to see ourselves in the toughest situation we’ve experienced at work. In the middle of it, there is a knock on the door, and a luminous figure (for me it was H. H. the Dalai Lama) enters my body and takes over managing the situation while I witness it as an invisible presence. A while later, he goes back to the door and on his way out gives me a gift and whispers some words. To my great surprise, somewhere in the middle of the visualization I realized that, lurking below my residual feelings about my most awful experience, there is still a pulse in my teacher body. I was very surprised to discover this! We took a short break, during which I retreated to my room to release some tears. When we returned, I looked into Jack Kornfield’s eyes and told him that I’m a teacher who was this close to not going back for another year but realized during the visualization that there is still a heartbeat. He held his hands to his heart, expressed gratitude, and held my hands in his. From this point forward, I was fully engaged!
On the final day of the conference, there was a panel discussion of administrators and teachers who have put mindfulness into practice in their own schools. Here are some examples of what some schools – both independent and public – are doing to promote a deep culture of mindfulness and compassion:
Begin faculty meetings with a couple minutes of mindful breathing, or lead them in a moment of mindfulness.
Faculty gratitude circles: Reflect on what you are grateful for that happened in the last week, and send out intentions for next week
Yoga class for teachers
Offer stress reduction workshops for families.
I love the idea of a breathe room! But paring it down to something simpler, you could establish a breathing space in a classroom. I have a single-person “Quiet Tent” in a quiet corner of my classroom right next to my desk (which is my private, quiet space). I’ve always allowed children who need some quiet space to retreat to the Quiet Tent when they need to. However, it also could be a place for mindful breathing once I teach them how to do it.
Someone else spoke of bringing children into nature as an important part of mindfulness. Read them some stories or poems (perhaps Mary Oliver or Wendell Berry) to open their eyes. Then invite them to write or draw. As a photographer, I might show them an image I captured and ask them to consider why I took the picture. What drew me to that image? Where is the beauty? How did it speak to me?
Pond outside the Sanctuary at Omega Institute
There was a teacher from Manhattan’s independent Blue School on the panel. I had learned of Blue School from a panel discussion during the 2009 Vancouver Peace Summit that included two founding members of the Blue Man Group. The school looks like this dreamer’s dream come true! The Blue School teacher described a joyful, holistic environment that includes singing bowls, singing lullabies, yoga poses, art, breathing, and children leading breathing. She spoke of so much goodness that I couldn’t write it all down! The school also has a mindfulness blog, and parents drop in for mindfulness on Friday afternoons. Wow.
The general consensus was that mindfulness programs did not encounter anticipated resistance but spread with joy – though it’s best to take the time to grow them slowly. One panelist suggested starting in kindergarten by training kindergarten teachers and then filtering it up. They also emphasized the idea of teachers practicing together. Even if there aren’t any school-wide mindfulness or yoga classes for faculty and staff, a small group of colleagues could meet and practice mindful breathing for ten minutes before school, to set the tone for the day. It’s much like having a workout partner. You are less likely to skip your exercise if there is someone else to whom you are accountable. Similarly, if your school does not have a room devoted to mindfulness, you can cultivate an environment or create a space in your own room. If all else fails, simply maintaining your own mindfulness practice makes a big difference!
If you do encounter resistance in implementing a mindfulness program, there is a lot of neuroscience data to back it up. Dan Siegel’s book, Brainstorm, is a good resource. You also can emphasize that you’re not stealing time from the rest of the school day curriculum but are replacing pieces that don’t work with what does work, and you are educating children to take care of themselves. Furthermore, you can ask families to notice that their children are coming home more relaxed.
At the end of the conference, we were guided to reflect on the ways in which we were inspired and what we need as we go back into the world and return to our classrooms. My greatest inspiration was discovering that there is a heart inside me still beating to teach in ways that allow me to:
Reflect to others their own inner beauty and help them to love themselves
Open the hearts and minds of others to the beauty and interconnectedness of nature
Appreciate and acknowledge the light that shines through nature and people – the essence that shines through the forms and connects us all.
My needs are to practice myself and to feel valued in my work environment. I could begin by sharing with anyone who might be interested what I have learned from the conference and through my own experience. Perhaps I am mistaken in assuming nobody would be interested. You never know until you try! (Postscript: Two days after publishing this article, I received a bulk email from a teacher at my school who wants to offer a yoga class once or twice a week so colleagues can practice together!)
As I prepare to return to my classroom in a few weeks, I will bring with me an excerpt from a poem entitled “School Prayer” by Diane Ackerman, which Jack Kornfield quoted. I intend to post it in a prominent spot and read it daily:
I swear I will not dishonor my soul with hatred, but offer myself humbly as a guardian of nature, as a healer of misery, as a messenger of wonder, as an architect of peace.
The photographs in this blog and in my Flickr photostream are available for purchase as prints or cards through my Etsy shop by selecting a “custom print” in whatever size you prefer and indicating either the name of the print or the blog post and order in which it appears.
This is the last weekend of the school year, and as I attend to my remaining responsibilities, I paused to reflect on what went well this year – what worked. I am convinced that children learn the most from the teacher’s passion. When a teacher is truly excited about something, teaching is authentic, and the energy engages children and invites them to enter a space of wonder and joy. I love to abide with children in such a living, inspired space. It makes my time in the classroom feel worthwhile. So, as I reflect on the year, I looked for where I was able to breathe new life into the curriculum, fueled by what I love. This year, it was flowers – sunflowers, in particular.
I spent last summer observing and photographing sunflowers that popped up around our yard. I was fascinated by the pattern, blooming, and pollination of all the tiny flowers.
There were so many sunflowers in our yard, and we didn’t have to do a thing. The birds did it all for us! My husband is serious about feeding the birds throughout the winter and buys mass quantities of sunflower seeds. In the course of their daily business, the birds managed to scatter them all over the yard. Many of the seeds developed into large plants with impressive blooms (that delighted the bees immensely). In time, the seed heads drooped, and the birds feasted on the mature seeds. So by summer’s end, all the seeds that had grown into flowers had become mini bird feeders.
I was fascinated and excited by the whole process, and when the school year began, I wanted to share my love of sunflowers with my students. I cut a few seed heads from the stems and brought them in for our nature table.
I provided magnifying lenses for the children to use to examine the sunflower colors, patterns, textures, and anatomy. Eventually, one of the children asked if it was all right to remove some seeds. At first, I wanted them simply to observe them, but one morning – in response to their natural enthusiasm – I allowed small groups of children to work on removing the seeds after completing their morning work. It was a highly engaging fine-motor activity that maintained their interest for quite some time. It made my heart happy to see them engaged so contentedly with a gift from nature.
One small group had begun to sort the parts they had removed, and I encouraged them to continue. Next thing I knew, the other groups had followed their lead.
They were so proud of the work they did emptying and sorting!
Each day, they wanted more sunflower heads to de-seed, but I had run out, for the birds had picked out all the seeds from the remaining flowers in our yard. So a mom sent in a bunch of sunflowers from her family’s property, and the fun continued. She sent in quite a few, and when the novelty seemed to have worn off, I put aside the rest and moved on to other activities. The dried sunflowers remained in a sack in a corner of the classroom throughout the winter, largely forgotten.
In the spring, we learned about plants and flowers. I asked the children if they’d like to plant and care for seeds of their own (“YES!!!”) and asked them what kind of seeds they would like to plant. Well, every child wanted to plant sunflower seeds. And then I remembered the abandoned flowers in the corner. They planted, watered, and thinned the seeds, and took home their cups when the plants were a few inches tall.
I used the thinning process as an opportunity for the children to observe the root system. Each child determined which seedling seemed healthiest, and we pulled out the other one gently, to keep the roots intact. I displayed them on the nature table for the day with a magnifying glass and took a picture so I could refer to it on the SMART Board.
We created Sharpie and crayon-watercolor resist scientific illustrations of flowers. (I discovered this activity on my favorite teaching website, Fairy Dust Teaching.) The photo below is from a previous year when I gave the children the conventional spelling of the parts. This year, I let them sound-spell the labels.
In accordance with the ELA Common Core, we are required to have our students complete an informational writing sample, and this year, I had my students write about flowers. They used their scientific illustration as step one of the writing assignment. Step two was filling in a graphic organizer.
Step three was the final, written piece.
The bottom line is that we ended up getting a lot of mileage from the sunflowers I brought in for our nature table! Looking back, this is the area in which I felt the curriculum was most vibrant this year. These activities are keepers – and required no prep work on my part. Gifts from nature are the best!
And on that note, here’s a card the children made for Mother’s Day. I showed them some of my images of morning glories unrolling and opening movement by movement, and they wanted to give their moms some morning glory seeds that I had saved from last year’s crop.
And there you have it: My flower-powered curriculum!
I just learned that His Holiness the Dalai Lama will be at Emory University this week for talks, teachings, and discussions that will be webcasted live and presumably available to view afterwards, as well. My family and I went to hear him speak at Cornell University in October 2007, and last October I watched webcasts of his speaking engagements throughout New England and Virginia. It was a really uplifting week, and I look forward to more of the same this week!
October is a great time to be inspired by the Dalai Lama. One of his favorite topics is educating the heart, or “secular ethics in education.” Now that the school year is well underway and the idealism I dusted off over the summer has been shattered by the rigorous realities of the Common Core and more new curricula, it’s time to work with the pieces that are in front of me on the table and try to make the best of them. Their sharp, jagged edges pierce my heart and soul, but I remain hopeful that they will become smoother in time. How exactly that will happen, I don’t know, but they simply must. Right now, I need some inspiration, big-time.
I always appreciate hearing what the Dalai Lama has to say about education. It reminds me of why I wanted to teach in the first place. Sometimes I imagine myself asking him how I can reconcile what I know in my heart to be right and true with the way things are in public education now. His answer (in my mind) always conveys hope.
There has got to be something you can do right now to be part of a solution.
But first, I will provide a little context for my question.
For a couple years, I attempted to implement the Hawn Foundation’s (as in Goldie Hawn) MindUP Curriculum in my kindergarten classroom. It was a personal initiative; nobody else in my school was doing it, but it touched on virtually everything I felt was most important in social-emotional learning and supported my belief that educating the heart must go hand in hand with educating the mind. In a nutshell, the curriculum focuses on improving concentration, reducing stress and anxiety, managing emotions and interpersonal conflicts, choosing optimism and kindness, and developing empathy and resilience. It’s a really beautiful, well researched curriculum. I tried in earnest to implement it until this year. This year, I abandoned it (sadly) because I realize I do not have the resources or time to do it justice. But while still struggling with how to fit social-emotional learning into the curriculum, I was inspired by a panel discussion on “Educating the Heart and Mind” from the 2009 Vancouver Peace Summit. This was a nearly hour-long discussion between Eckhart Tolle, Sir Ken Robinson, Matt Goldman and Chris Wink from the Blue Man Group, Dan Siegel, Nobel physicist Murray Gell-Mann, and H.H. the Dalai Lama, moderated by Matthieu Ricard.
During the course of the panel discussion (at the 38:00 mark), Matt Goldman offered:
“Creativity has to be sewn into every single part of the educational process. Social and emotional learning – not a separate subject but part of everything – so that the skills of empathy, the skills of compassion – are all sewn into your literacy and your math and your social studies as strongly as anything.”
This became my new approach: Weave social-emotional learning throughout the curriculum rather than try to fit it into its own block.
But now we have a new obstacle. Teachers all across the state and country are being given new curricula. Tightly scripted curricula. And the curriculum packages seem to be constantly changing as more and “better” options become available from year to year. Even if we are given permission to adapt lessons to some extent, it is very time-consuming to learn a new curriculum. Adapting it takes even more time. After a couple years of implementation, it becomes easier to insert some degree of creativity and personal style into a curriculum. But not the first time around. The first time around, you learn it as you go along and just try to keep your head above water.
So it is within this context that, in my mind, I ask the Dalai Lama how to proceed. Here is the answer that came to me:
The least we can do despite it all – even if there is no time for anything else in the school day and the children won’t get it from the tight, mandated curriculum – is to model kindness and compassion. Every encounter and interaction with students or any other members of the school community is an opportunity to do just that. We can give the gift of compassionate listening and communicating – or a warm smile – to one another.
People handle stress differently, and some handle it better than others. Sometimes we reach our breaking point – the straw that broke the camel’s back – when yet another responsibility or demand is added to our already overflowing plate. And under all that pressure, sometimes we forget to smile and to be kind. To listen. To remember that we are all in this together. Sometimes we need to vent. Sometimes others need to vent to us. And if it comes out looking like anger, remember that it is rarely, if ever, personal. None of us made up these new rules. Everyone is doing his or her best to stay afloat, especially when everything we do is being evaluated and we are all under the microscope – when all we wanted in the first place was to make a positive difference in children’s lives.
It doesn’t take long to help someone who is in a state of anxiety or overwhelm. You don’t need to go immediately into problem-solving or avoid them because you don’t know how to help. Sometimes all people need to bring them back to a state of balance is to know that their feelings are being heard and that someone cares. Even if you can’t solve the problem right then and there, just pausing within an energy field of presence to reflect sincerely and compassionately, “Wow, you’re feeling really overwhelmed,” and “I’m so sorry,” can go a long way. When I feel stressed out and share my feelings with a particular colleague, she often asks (with eye contact and presence), “What can I do to help?” Even if I don’t have an answer to that question, I feel that my feelings are being acknowledged, and that makes a difference.
Oftentimes when a student is having a conflict or is telling me a story about something that happened at home, reflecting his or her feelings simply and sincerely – for instance, with a “You must have felt so…” sentence and an appropriate facial expression – is all s/he needs to carry on. The true communication is often much more about feelings than content, and it only takes a couple seconds for a child (or colleague, for that matter) to feel heard and cared for. And that builds relationship. As I have written before, teaching is fundamentally about the relationship between the teacher and the student. That relationship is the vehicle through which education occurs.
We need to remember to listen. It is such a gift! At the most basic level, that means not interrupting.
We need to remember to smile. Not because everything is wonderful and right in our school, but because smiling – despite it all – is an act of kindness and compassion. It also feels good to smile.
Small gestures of kindness and creating an energy field of presence go a long way in improving the atmosphere of a school. Little eyes are always watching, even when we don’t think they are. And little ears are always listening. Children learn so much from who the teacher is and how s/he acts. During a retreat at Omega Institute in June 2012, Eckhart Tolle asserted, “The child observes the parents’ [teacher’s] behavior and absorbs that, and also absorbs their state of consciousness. The child models your state of consciousness so that if you embody presence, then something of that will be absorbed by the child.” That is the unwritten curriculum. And that is the part over which we have some control.
So that is where I will start. Yes, a compassionate curriculum would be even better. But embodying a curriculum of compassion and awareness, to the best of my abilities, is how I will go about educating the heart right now, without waiting for anything else to change.
————————— The photographs in this blog and in my Flickr photostream are available for purchase as prints or cards through my Etsy shop by selecting a “custom print” in whatever size you prefer and indicating either the name of the print or the blog post and order in which it appears.
My friend, Chandi, is doing a link-up on her wonderful holistic education blog, Inside Out, and asked me to link up a summer activity. The first thing that came to mind is something I’ve done at the end of the school year three years in a row: a Camp-In Day, or faux indoor campfire. It’s awesome – and worth a post of its own! It’s a great activity to do if you work with kids or have kids at home and would like something new and fun to do on a rainy day. The idea is inspired by my son’s fifth grade teacher who ran a summer camp and treated his students to a modified camp experience for the final week or two of the school year. It’s all about atmosphere and imagination!
I transformed my large carpet space into a campground, complete with a small tent that the children took turns using. This is what the completed setup looks like (with enough light for a proper picture):
Here are the steps I took to assemble the faux campfire:
Mount a small box fan (I used a 10-inch red fan) on top of a few rocks (to elevate it from the floor).
Surround the fan with three layers of real firewood.
Create cellophane “flames” (cut from red, yellow, and/or orange cellophane in the shape of flames up to about 15 inches high), and attach them to sticks (small tree branches). I cut the flames twice as long as I needed them, folded them in half, put a stick over the center fold, and taped the cellophane just above the stick to create two flames from each piece of cellophane. (See photo below.) I used a total of three sticks with two pieces of cellophane (making four flames) each. The sticks need to be about the same length as the diameter of the firewood structure you built so they will stay in place.
Position the sticks (with flames attached) an inch or more above the fan, securing them between the top two layers of firewood.
For light, I arranged five LCD (battery operated) tea lights on the corners and very center of the box fan.
An optional and very realistic finishing touch is to surround the campfire with a circle of clean river or garden rocks.
To prevent children from tripping over the fan’s electrical cord, I covered the cord with duct tape where it ran along the floor.
Here is a closer view that shows more detail:
With the lights off, shades down, and the fan turned on low, it looked so real!
I also sprayed a touch of woodsy-scented room spray and played a CD of cricket sounds. The room spray I used was “Marshmallow Fireside” by Slatkin & Co. (from Bath and Body Works). It was a rather dense, heavy fragrance, and a little went a long way. Lanterns lit dimly with LCD tea lights would have been another nice touch.
I gave the children glow sticks to play with, and we listened to stories on CD. They especially enjoyed Bill Harley’s stories, “The Eeny Weeny Beeny Ghost”(which they asked to hear again) and “Mrs. Lunchroom Lady.” We played circle games like “telephone,” and children took turns telling their own stories or jokes around the “fire.” My husband, who is a professional musician, came in with his guitar and sang songs with us. Any adult or child who entered our room wanted to stay!
Another idea is to play a video on the SMART Board (via YouTube) of a fireworks display or a camping-themed storybook being read aloud.
I put carpet squares around the faux campfire so each child had a designated space. (They pretended they were sitting on top of a sleeping bag.) The first couple years, I didn’t think to make a ring of rocks and instead put down a circle of tape around the campfire as a boundary. Rule number one was that no part of their bodies was allowed to go past the tape. They ate their morning snack around the faux fire, and during play time, we kept the lights off, only raised the shades a crack, and children were invited to play with Lite-Brite or flashlights, which gave off a realistic campground glow. Some children made hand shadows on a wall. It was dark in our room all day long.
For a special camp-themed afternoon snack, we made s’mores using a pizza box solar cooker that I set up just outside of our classroom. But first, I talked about the science behind it and how the pizza box oven would trap the heat from the sun to melt the chocolate and marshmallows. The chocolate melted more quickly than the marshmallows, but it all worked out just fine. However, we did need to do this on a sunny day!
For instructions to make a pizza box solar cooker, click HERE. Our Camp-In Day is always great, relaxed fun. The children’s energy is appropriately mellow, and many of them tell me it’s their favorite day of the entire school year!
My daughter graduates from high school this week! My, how time flies! When she was a baby, older folks (almost always, women) would approach me with a sparkle in their eyes and tell me to savor this time because children grow up so fast.
I found that difficult to believe back when she was a baby and a good night’s sleep was an elusive dream, or later when I spent my days chasing after an energetic, mischievous little runner-climber. I remember how difficult it was while pregnant with my second child to take a nap in the presence of my daughter who, at 2 1/2, had long since given up napping. My bright idea was to babyproof a room completely, with barely more than a futon mattress on the floor and a variety of toys to keep her occupied while I attempted to nap. But after a few minutes, when I was just starting to fall asleep, she’d tell me she needed to use the toilet. So I put her training potty in the room with us. And then, rather than use it for its intended purpose, she employed it as a step stool and attempted to climb over the baby gate and jailbreak when I was nearly asleep. Her timing was impeccable.
She also infamously led other toddlers in a momentary breakout from the health club’s child care room into the parking lot while I was on the treadmill – an event the former owner and I laugh about to this day (although we weren’t laughing then).
It was always a gamble to leave my daughter alone in a room. Once I left her in the kitchen unattended for a minute or two, and in that time she managed to mastermind a way to climb onto the countertop to gain access to a bag of cheese puffs that were stored up in a cabinet. Her (premeditated?) route involved pulling out drawers and climbing on the washing machine to work her way around the kitchen on countertops. (In hindsight, maybe I should have kept a bag of cheese puffs in the babyproofed room where I tried to nap!)
By the time she was preschool age, we found it necessary to install a home security system and chain locks high up on the doors so Little Houdini couldn’t open the doors and escape. (Strategically placed chain locks alone were insufficient because she would stack pillows, sofa cushions, and whatever else she could find to attain her goal of freedom.)
The preteen and teen years were really rough, especially once I began teaching full-time and moved to the neighboring school district. Within months of moving and beginning my first year of teaching, she moved in with her dad full-time and was able to return to her former school district, spending summers and school vacations with me until this past year.
This is a soul that has always refused to be confined or hindered. Now that she has greater freedom, she seems so much happier, more motivated, and stable. She doesn’t seem to mind the responsibilities that go along with greater freedom – and even embraces them – because independence seems so necessary in order for her to thrive.
I was tired by the end of the day but never for a moment regretted staying home with her when she was little. Although we didn’t have a second paycheck, we were rich in golden moments, and I journaled and wrote lots of poetry about magical moments with my daughter. We spent rainy days reading books and watching birds feast from feeders mounted outside the large picture window. It was so amazing and life transforming to bond with her and to see the world through a child’s eyes that when I finally prepared to re-enter the working world after her little brother started kindergarten, I knew I needed to work with children and changed gears completely to pursue a career in teaching. But back in the early years, time passed in milestones: smiling, rolling, crawling, eating solid food, cruising, first steps, walking, weaning. Each day blended into the next, and it almost felt like time stood still. It was impossible to imagine that she would grow up as quickly as the older folks assured me she would. I think life really sped up once she began school.
Now that I’m on the other side, with an 18-year-old daughter who began taking college courses last fall, I realize how very true the words of the older folks were. Children grow up more quickly than any new parent could ever imagine. Now I’m one of the older moms who looks wistfully at new moms wearing their babies in slings or wraps, remembering how precious it all was. And knowing how fast it goes by – and that someday they, too, will wish they could hold their baby just one more time or read one more bedtime story. These small moments that seem so routine and eternal are the moments that matter most when you look back. You don’t remember how tired you were. You remember the splendor of ordinary moments. That ultimately eclipses all else.
My daughter’s path hasn’t been what I had envisioned for her, but it is her path, and I have learned the hard, roundabout way to honor and trust it. She has always been fiercely independent and unbridled, creative and compassionate. Although she is currently interested in business, she is also a talented writer, singer, and pianist. How she will weave together the strands of her personality, talents, passions, and choices into the fabric of her life remains to be seen. I surely hope to be around to watch it come together in a pattern that is uniquely hers.
I have been putting together a graduation gift for her and am excited to give it to her. It’s not money (which I’m sure any teenager would prefer) but comes from the depths of my heart. My desire is to pass along some life wisdom to her via a collection of books that have been particularly influential in my life. Some of the books are dear friends that I have turned to in times of sadness, confusion, and/or when I sought answers and guidance. Many of them have lifted my spirits and opened new doors of awareness and possibility. Every one of the books was a response to the questions: What do I want my daughter to know about life? What kind of wisdom would I like to pass along to her? What is most important for her to know? If someday I’m not around when she needs motherly advice, what resources can I give her to help her along her way?
Fast forward from my daughter’s napless toddlerhood to this afternoon, when I set out to acquire books for her graduation collection. While stopped at a red light in town, I noticed a woman in the car behind me and thought for a moment that she was trying to get my attention for some reason but couldn’t figure out why. Was there something wrong with my car that I didn’t know about? When I looked again in my rear view mirror, it didn’t appear that she was trying to get my attention after all; she was moving her hands in a curious way that my mind interpreted as perhaps smoking a cigarette with panache. I continued to drive along the road, and when I stopped at the next light, I thought once again that the same woman was trying to get my attention. This time, her arms were held out to her sides in a gesture that begged to know, “What is wrong with you?” I wondered what on earth I could have done to upset this woman. And then I realized that the woman was my daughter and waved exuberantly at her! In our separate cars, we shared a good laugh, and then I waved again as I turned and she continued on (not smoking, I might add). Never before have we followed each other on the road unintentionally. And the fact that it happened for the first time – and that she looked so grown up behind the wheel that I didn’t even recognize her – while I was on a mission to buy books for her graduation present was highly significant to me. How perfect!
Here are the books I selected and why:
The Prophet by Kahlil Gibran: A friend whom I knew only for a summer and experienced as a kindred spirit loaned me his copy after we spent a day boating on Cayuga Lake with friends and engaging in philosophical conversation. This book awakened something in me and left my soul rejoicing. I bought a copy for myself that same week, and it has been like a bible to me ever since, offering advice about Love, Joy and Sorrow, Children, Pain, Marriage, Teaching, Work, and many other aspects of life. It’s been a while since I’ve read it, but I know many passages by heart, and I think it would be interesting to see what chapters would resonate most with me now. Probably many of the ones I found less compelling when I was younger. This book turned me on to the Lebanese-born poet, Kahlil Gibran, and I went on to read the rest of his published works and to think of him as a soulmate of sorts.
Illusions: The Adventures of a Reluctant Messiah by Richard Bach: My dear, departed friend, David, gave me a copy of this book when I graduated from high school. It was a mind-blower that started me on my spiritual journey. It is the story of a spiritual mentorship (making it a perfect gift from my first spiritual mentor) that forms between the author (a writer and biplane pilot) and a former mechanic who teaches the author how to let go of the personal limitations that he passively allowed to define him and the world around him. Interspersed throughout the story are passages from the “Messiah’s Handbook and Reminders for the Advanced Soul,” and I memorized and was intrigued by nearly every one of these gems. I read several of Richard Bach’s books after this one and found them all to be illuminating and magical. Giving my daughter this book is like passing on the torch that David handed to me. It is an empowering book to read when you’re feeling stuck.
The Alchemist by Paulo Coelho: Soon after we met, my husband insisted that I read this book, and I’ve never had a book recommended by so many kindred spirits. It is a fictional account of a quest to find a treasure and all of the helpers and circumstances the main character encounters on the journey that point him in the direction of the treasure. It is an inspirational story about listening to your heart and following your dreams. One of my favorite children’s picture books, The Treasure by Uri Shulevitz, has striking similarities to this novel. It was so enchanting that I ended up reading many more novels by Paulo Coelho, who has become my favorite novelist.
A New Earthby Eckhart Tolle: Eckhart Tolle is one of my main gurus, and it all began with this illuminating non-fiction book about entering the present moment and transcending ego consciousness. I love his explanation of the pain body, which I think my daughter (a quintuple Scorpio) will relate to. I think she also will appreciate his lack of religious language. His teachings make sense, and so much of what he talks about I know to be true through personal experience. I practice “entering the now” every day of my life and have been transformed and enriched by doing so.
Oneness with All Lifeby Eckhart Tolle: This is a beautiful edition of inspirational passages from A New Earth. It is one of my favorite books to open to a random page and read whatever I find there when I seek guidance or inspiration.
Man’s Search for Meaningby Viktor E. Frankl: This is the author’s personal account of being a prisoner in Nazi death camps and how the suffering endured by him and fellow prisoners became a path of renewed purpose and meaning. This book was assigned reading for a Death and Immortality course I took as an undergraduate. The author asserts, “It is possible to practice the art of living even in a concentration camp, although suffering is omnipresent.” Survivors accomplished this through a sense of humor and noticing beauty in the natural world. Well, if people were able to practice the art of living under such deplorable conditions, we have no excuses! This is also a book that makes you count your blessings. I had trouble deciding between this book or Night by Elie Wiesl. I like the way Frankl’s book emphasizes the importance of having a sense of purpose and meaning that makes life worth living.
Tuesdays with Morrieby Mitch Albom: In this popular book, the author reconnects with a former college professor during the final months of the professor’s life and learns important lessons about life as his mentor approaches death. This is a book that puts life into perspective and highlights what really matters.
The Last Lectureby Randy Pausch: One year on our professional development staff day at the beginning of the school year, the principal showed a video of Randy Pausch, a Carnegie-Mellon professor who had been diagnosed with terminal pancreatic cancer, giving a lecture about living life to the fullest and pursuing our dreams. This book is an easy read based on the principles he presented in the lecture. It’s similar in theme to Tuesdays with Morrie – a book that looks at the Big Picture.
A Thousand Morningsby Mary Oliver: Everyone needs a good collection of poetry. This is Mary Oliver’s most recent book, and I want my daughter to have it because it’s so lyrical and inspiring and focuses largely on the wonders of the natural world. It took a while to decide which volume of Mary Oliver’s poems to give my daughter. I plan to attach a couple of my favorite poems found in other volumes to the inside cover. It’s something she can read during a quiet moment when she needs a lift or is trying to make sense of her place in the world. I like this collection because it has fewer religious references than some of the author’s other works – something my daughter would appreciate.
Life’s Journeys According to Mister Rogers: Things to Remember Along the Wayby Fred Rogers: Mister Rogers always had a way of making you feel good about yourself. This little book is a collection of nuggets and gentle advice that we all need to be reminded of from time to time.
Tales of a Female Nomad: Living at Large in the Worldby Rita Golden Gelman: This is a personal account – kind of like a travelogue – written by a woman who gave up her house and possessions and became a nomad back in 1986. She remains a nomad today and continues to write about her adventures on her website and blog! How interesting – I just visited her blog so I could link to it and discovered that right now she is staying in the Berkshires, which is very close to where I live! And equally fascinating, her latest blog post discusses Viktor Frankl’s book, Man’s Search for Meaning, which I listed above! The book is filled with fascinating accounts of the author’s experiences with people in different cultures around the world. It reaffirms the goodness of people all over the world and the reality of serendipity and chance meetings that open one to a whole new world of possibility. What possibilities and blessings are we passing by because we are functioning as creatures of habit, not fully seeing or perceiving the living world around us? What possibilities might we discover by being truly present when we interact with others by listening, by speaking our truth and being honest about our needs, by lending a helping hand?
Manuscript Found in Accraby Paulo Coelho: This is the author’s latest book, and it reads very much like Kahlil Gibran’s The Prophet. It is loaded with wisdom that really resonates and inspires. I find myself quoting it frequently lately.
The Four Agreements: A Toltec Wisdom Book by Don Miguel Ruiz: A colleague gave me this book a few years ago, and it contains a lot of practical wisdom around the “four agreements” for rising above self-limiting beliefs that compromise our quality of life: 1) Be impeccable with your word, 2) Don’t take anything personally, 3) Don’t make assumptions, 4) Always do your best.
Women in the Material Worldby Faith D’Alusio and Peter Menzel: This book provides, through gorgeous photos and compelling commentary, an intimate look at the lives of 20 different women in different countries and cultures throughout the world. It underscores what women around the globe have in common and also how our lives are, in many cases, dramatically different. I have opened up this book countless times when I was feeling down, and it never failed to remind me that I am blessed beyond belief and share a connection with women around the globe, who experience the same feelings, frustrations, and joys that I do. At times when my energy is vulnerable and I think that my life situation doesn’t measure up to the standards our society seems to expect, this book sets me straight! I hope it will serve this purpose for my daughter, too. She and I have enjoyed exploring the companion book, Material World, together over the years, as well.
Warrior of the Light: A Manual by Paulo Coelho: Is it obvious that I love Paulo Coelho’s writing? This is a phenomenal companion to The Alchemist that offers wisdom for our life’s quests. I bought my copy of this book when I was pursuing a career in teaching, and it provided perspective that kept me fighting the good fight to attain my goal.
The Five People You Meet in Heaven by Mitch Albom: I have loved everything I have read by Mitch Albom and am convinced that his work is deeply inspired. I was in a college bookstore many years ago perusing the required and recommended books for various graduate teaching courses, and this book was on the list for one course. It speaks to the potential within each of us to change someone’s life. Although this book wasn’t originally on my list, it revealed itself in a way that convinced me it needed to be included in the collection. I could have included any of Mitch Albom’s other novels, as well.
Happiness: A Guide to Developing Life’s Most Important Skillby Matthieu Ricard (not pictured): The title of this book says it all. I want my daughter to be happy on her life’s journey, and this is my favorite book about happiness, written by a biochemist turned Buddhist monk in the Tibetan tradition. It offers practical, sound advice synthesized with neuroscience.
I intend to present the books to my daughter in a wooden crate. I have had so much fun planning and putting together this present!
This is another teacherly post. I want to share a tutorial of my favorite art project of the year: Eric Carle-inspired seahorse collages. I got the idea from a lesson plan I purchased from Deep Space Sparkle a few years ago and have modified over the years for implementation with my kindergarten students.
We haven’t done much painting this year due to our switchover to the rigorous Common Core curriculum. The paint bottles have been sitting on the shelf above the cubbies calling to me. I have been waiting all year for this opportunity. Throughout the year, we have read a number of Eric Carle picture books, and one of the children’s favorite snack time videos is a collection of Eric Carle stories that includes The Very Hungry Caterpillar; Papa, Please Get the Moon for Me; and The Very Quiet Cricket. So they are quite familiar with his work. (And I love the calming nature of the video.) Toward the beginning of our ocean life unit, I read Mister Seahorse to the children. This book features aquatic fathers that take a primary role in carrying for or protecting the eggs and babies. Seahorse fathers, rather than mothers, are the ones who become pregnant and give birth. So this is also a Father’s Day tie-in, and we create the seahorse collages as Father’s Day gifts. (Father’s Day can be a tricky celebration to acknowledge in the classroom since some children do not have a father present in their lives. In such cases, I encourage children to give their collage to an important male figure in their life or whomever they choose.)
Click HERE for a video of the Mister Seahorse story being read aloud.
We also watch a fabulous video, Eric Carle: Picture Writer, in which Eric Carle talks about early influences (including his kindergarten teacher) that nurtured his interest in art. He also reads from some of his books and demonstrates his process of creating collages in his studio. Here is the complete list of supplies I have on hand for the project. You can definitely improvise; not everything is essential! Materials:
Two sheets of white 12″x18″ construction paper (per child)
Watercolor paint (blue, green, purple)
Smaller and larger paintbrushes
Several different colors of tempera paint
Scrapers (or a plastic fork)
Textured “stamps” (i.e. backings from carpet samples, bubble wrap, anything with a textured pattern)
An old toothbrush (for splatter painting)
Patterned sponge rollers and/or matchbox cars
Plastic trays (for applying paint to the sponge rollers; I use the large rectangular lids from store-bought salad mixes)
Newspapers or some kind of protective covering for tables
Glitter glue, or glitter and Elmer’s glue, or metallic paint pens
Black Sharpie marker
Hot glue gun or tacky glue
Poster board or cardstock (to make tracers)
Procedure: Each child needs two white sheets of 12″x18″ construction paper for the seahorse project. (I have considered using a paper size that is easier to frame but haven’t done it since all my tracers are sized for 12″x18″, and the size really seems to “work.”) The first paper will become the ocean background, and the second paper will become “pretty paper” for the seahorse. Note: If you are doing this at home with one or two children, you will want to make a few sheets of “pretty paper” for the project; one won’t be enough. 1. Create the Ocean Background
I start by having each child write his/her name in pencil on what will be the back side of one sheet of white paper. Then they turn it to the front and paint squiggly “waves” all the way across using the blue, green, and purple watercolors. After making the lines, they can splatter-paint or let their wet paintbrush drip color onto the paper to suggest “bubbles.”Set aside to dry.
This step goes quickly, and I did it with one child at a time. I was fortunate this year to have one student who volunteered (without being asked) to be the cleanup person. He was ready with a wet paper towel (see top photo) to clean up any paint that got on the table surface. (I didn’t put down newspaper.) Another student took it upon herself to be the teaching assistant. She explained directions to her classmates and showed them examples of the ocean backgrounds in the Mister Seahorse book. I had the next child write his/her name on the paper and sit at the table watching the child who was painting, to see how to do it. 2. Create the Pretty Collage Paper
This step takes at least two days to complete. On the first day, children paint their second sheet of white paper the color of their choosing (after writing their names on the back in pencil). For this, I like to mix tempera paint to make interesting colors, like tangerine, indigo, turquoise, chartreuse, fuchsia, dandelion, terracotta, etc. Then I dilute the paint with water so it covers the paper more easily and lasts longer.
One year, I asked children to choose a color ahead of time and grouped them together according to the colors they chose so they could all paint at the same time. That worked well (as long as you have enough paintbrushes and space). Other years, I’ve set up a table during play centers time and worked with two children at a time, allowing them to select from a variety of mixed colors. The children cover their entire paper with one color of paint. They use the thickest paintbrushes I have, to make it go faster. We let the papers dry overnight.
The next day is the messiest but also the most fun. Children need to wear smocks for this! I set aside one table as the painting table and put out numerous cups of mixed, diluted tempera paints, paintbrushes, plastic trays, textured stamps, kid-sized sponge rollers, sea sponges, etc.
Then I call one or two children at a time and guide them to:
Paint or roll lines or dots across their paper (straight, zigzag, or squiggly) using a contrasting color.
Use a patterned scraper, plastic fork, or the handle end of a paintbrush to scrape through the painted lines, to create texture and color variations.
Use a sea sponge and/or patterned stamp to add even more texture.
Finally, I take the children outdoors to finish their papers by splatter-painting a contrasting color on top. They can use either a paintbrush or a toothbrush for this. If using a paintbrush, they flick the paintbrush (held several inches above the paper) to propel the paint from the brush to the paper. If using a toothbrush, they hold the toothbrush above the paper with one hand and rub the opposite thumb along the bristles to propel the paint to the paper.
Let the “pretty papers” dry. 3. Trace and Cut the Seahorse I made tracers from poster board in the following shapes: seahorse, coral and/or seaweed, rock, starfish, and tiny fish. You can do a Google Images search for the shapes, print them out, and trace them on poster board or cardstock, etc. to make the tracers. I trace the shapes on the back of the “pretty papers” because children have a tendency to put the tracer smack dab in the middle of a paper. (They do this with cookie cutters and dough, as well.) I like to save the scraps for others to use in their collages, and there are more (and larger) scraps left over if I trace the shapes strategically close to the edge of the paper. I also write the child’s name in pencil in the middle of the seahorse shape. The pretty paper each child painted will be the paper used for his/her seahorse, which is the largest element of the collage. I give each child his/her paper with the seahorse shape traced on the back. The children cut out their seahorses, and I save each child’s seahorse in a separate ziplock bag that will be used to store the rest of his/her collage pieces. I have them put their scraps on a table. 4. Trace and Cut the Other Shapes I sort the paper scraps into piles according to whether they would make good coral, seaweed, rocks, starfish, or tiny fish. Then I trace the shapes on the back of the scrap papers. Hopefully I can trace a few of the same shape on the scrap paper. Then I cut around the traced shapes to make smaller pieces of pretty paper that the children can cut into the shapes. I put all of the paper with coral tracings on the back into one ziplock bag, all of the seaweed tracings in another, etc. Then I have the children select the papers they want to use for the rest of their collage pieces. I’ve found that this works best as a small group activity, and I definitely recommend having another adult in the room to help manage this step. I did this during our work stations time. Some children read independently to themselves and others used the computers, while a third group selected their collage papers. I set up piles of the different pretty papers (with a certain traced shape on the back) on a table, and an adult volunteer supervised the children as they selected a paper for each object in the collage. For instance, one pile contains paper scraps with a starfish traced on the back, another pile has paper scraps with rocks traced on the back, etc. The children put their collage papers into their plastic bag along with the seahorse they cut out previously. (Note: I let the children choose either a seaweed or a coral paper, but not both.) Then this group of children goes to a table, writes their name inside the traced shapes, and cuts out all the shapes, saving the scraps in a bin (that will be dumped into the “scrap paper” drawer of our art center paper organizer for future use) and putting their cut-out shapes into their plastic ziplock bag.
5. Assembling the Collage Meanwhile, I have been setting up a table for them to assemble their collages. I put each child’s ocean background paper on the table along with lots of glue sticks and some Sharpie markers. I talk the children through the process of assembling their collages in the following order:
First, they glue and place their coral or seaweed toward a bottom corner of the paper. (The paper should be oriented so that it is tall, rather than wide.)
Next, they glue and place their rock in front of (and slightly overlapping) the coral or seaweed.
Next, they glue and place their starfish in the opposite bottom corner (on the ocean floor).
Next, they glue and place their seahorse somewhere in the center of the page.
Finally, they glue and place their two small fish anywhere they want.
They finish by signing their name in black Sharpie. They also could draw tiny circles on the starfish and coral to create a more textured look.
6. Applying the Finishing Touches I use a hot glue gun to affix a wiggly eye to the children’s seahorses and a very small wiggly eye to their tiny fish. (You could instead use a hole punch, white paper, and a black marker to create eyes.)
An optional final step is to allow them to accent their collages with glitter glue, metallic (gold or silver) paint pens, or glitter and glue. The children LOVE this step, so I always try to make time to include it.