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Subscribe to this list via RSS Blog posts tagged in sense of place

Posted by on in Early Childhood

Jobs for kids! What a thought! It conjures up images of assembly lines with children chained, or at least velcroed to their seats. Not a pleasant, or even, legal image. Children are beautiful, full of life and fun. They are creative people with amazing minds. Why should parents and teachers yoke them to responsibilities aside from cleaning up their own messes, which they aren’t usually enamored with?

Many parents, including those I’ve met in conferences, are mind-blown by the idea. “We make her clean up her toys. What else should she do? She likes to play.” Yes, the children like to play and, in fact, that is how they learn to learn, learn to think, and learn to work with others. This is, or should be, a big part of early childhood. It is, in fact, crucial. But another thread in the fabric of learning needs to be a child’s meaning to the group beyond the personal. A child who feels that his or her meaningful contributions to either family or classroom are needed will have a greater sense of self-worth than those who are raised only to be future Yale grads, for instance (no offense to Yale grads—my favorite director of all time is one). I once recommended to the parents of a young girl that she have a job that was meaningful to the rest of the family. Something that, if she didn’t do it, would interrupt the flow of the family’s life as a community. “She picks up her toys. What else can she do?” It turned out that this girl, the youngest of three, sister to two older boys, hungered for work to do that was as beneficial to the family as that of her brothers. The parents decided she could fill the napkin holder. That was a start!

I like the image of woven fabric, because each thread is important to the whole. In the family, each child is as important to the fabric of the family as the parents are. The classroom, or center is also a piece of fabric, interwoven with threads that have different colors and textures, but that each give strength and beauty to the whole. Teachers, children, administrators, and parents are all part of this beautiful fabric. Most good centers have job boards (you don’t?! Get with it!). These daily jobs are like trophies to the children. Jobs are rotated each day or week, and each child has a job that is important. A job chart can be constructed many ways. 

Jobs are posted for children to make them feel included and important. Becky Bailey, of Conscious Discipline, has been instrumental in encouraging teachers to use job charts for creating a classroom family. In my experience, this is a powerful strategy for encouraging children to contribute, many of whom might otherwise feel disconnected, leading to acting out and attention-seeking behavior.

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Posted by on in Teens and Tweens

Walk more. Anywhere. (Rubinstein, 2015, p. 251)

The Walking Curriculum offers learning activities designed to simultaneously develop your students’ sense of place and to enrich their understanding of cross-curricular topics and core competencies. Walking curriculum activities reflect the principles and practices of Imaginative Ecological Education as they connect engagement of the body, imagination and the local natural and cultural context through outdoor learning activities. While all Walking Curriculum activities available at imaginED are adaptable to students of different ages, the walk themes that follow have been specifically designed for secondary school-aged students.

2 Walks For High School Students  

#1 Understanding Community Walk

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