Well, whaddaya know? I’m teaching again. Thought I’d never do it. Even vowed I’d never do it again. But over the summer, one of my oldest and dearest friends planted a seed in my mind. He insisted, “Susan, you might not think so, but you are a TEACHER.” It’s not what I wanted to hear. I argued that I’m excited about the more holistic direction I’m taking with clutter coaching, Reiki, feng shui, and mindfulness mentoring. I’m done with teaching. Then he suggested that I at least consider working with young children as a menu item. I listened to what he had to say. After we hung up, there was a funny feeling inside me that made me think he might be right, even though I convinced myself otherwise for quite some time.
A few weeks later, that seed was watered by an intriguing job post another friend sent along that made me light up when I read it. I went straight to the computer and composed a cover letter that essentially wrote itself, and sent it off the next day.
To make a long story short, I got the job and am running a preschool program at our local library! I’m glad my two friends acted on their intuition because it seems to be a perfect fit. It’s a part-time position that allows me to do what I loved most about teaching: Helping children to love learning and books and to feel good about themselves. Incorporating lots of literature-based art and nature projects that build kindergarten readiness skills across the curriculum.
The elements I disliked about public school education don’t apply to this job. I’m not the only adult in the room and have LOTS of assistance because the parents/grandparents/caregivers stay for the program! And there’s no formal assessment. As a kindergarten teacher, it broke my heart to see my students’ self-esteem suffer because they weren’t ready for the “new” kindergarten expectations. I jumped on the library position because it would allow me to: 1) prepare children for kindergarten in developmentally appropriate ways, and 2) model skills and activities to the adults in their lives, who can do so much at home to support their child’s learning.
I love that I can be a positive influence in the lives of young children and families again, in a much more supported way than when I was a public school kindergarten teacher. It’s wonderful to stick a toe back into the world of early childhood education, in a way that allows me to focus on my other interests, as well.
The moral? If your intuition nudges you to deliver a message to someone, DO IT! Don’t think it’s silly and shrug it off. The Universe might need you to help plant a seed that will make a positive difference in their life. It might be exactly what they need to hear to help a new path unfold.
In celebration of my return to working with “the littles” and my favorite season, here’s an activity inspired by the children’s picture book, Leaf Man, in which all the illustrations are made from autumn leaves. It’s also inspired by my favorite early childhood educator/blogger, Sally Haughey of Fairy Dust Teaching. A picture on one of Sally’s blog posts caught my eye, and I developed it into a literature-based art and science activity I did with my preschoolers this week. It would work with older children, too. (I even had fun with it on my own, as you might be able to tell from these pictures!)
How to Make Leaf-Man Inspired Nature Portraits
- A few wooden frames (without glass; I used 8×10, 11×14, and 5×7)
- Pieces of cardboard, fabric, or paper in natural skin tones
- Assortments of natural objects, such as:
- A variety of autumn leaves
- Pinecones of different shapes
- Acorn tops and acorns (it’s nice to include some very tiny acorns still stuck inside their top, too)
- Short pieces of sticks (only an inch or two long)
- Small stones
- Pieces of hazelnut shells
- Maple seed wings (“helicopters”)
- Indian corn kernels
- Naturally dyed wool
Arrange each category of natural objects into its own container, and place them so they are within reach of the children as they work.
Each child gets a frame with some kind of backing paper or fabric canvas underneath it. Simply allow them to create pictures of people, animals, trees, etc. using the natural materials in different arrangements.
This is an opportunity to use directional words (i.e. above, below, next to) and talk about body parts, colors, size, numbers of parts, etc. It’s also an invitation to observe and identify natural objects and to discuss the changes trees go through.
Allow them freedom of creativity!
They might even want to take a little break and observe how maple wings, feathers, and different kinds of leaves twirl, tumble, and otherwise make their way to the ground.
Here are some Nature Portraits my three- and four-year-old students made:
© 2018 Susan Meyer. All rights reserved. To use any or all of this article, include this exactly: Susan Meyer (SusanTaraMeyer.com) is a photographer, writer, clutter coach, feng shui consultant, and mindfulness teacher whose work is infused with a deep interest in the nature of mind and appreciation of the natural world. She lives on the Hudson River in Upstate New York.