Establishing Rituals for Children: Nature Walks

In my last post, I pondered the idea of establishing rituals to help create a peaceful and relaxed environment for children. I didn’t want the prospect of these rituals to be daunting or forced so taking a nature walk seemed like a good place to start! Simple, enjoyable, achievable.

I like to consider the following 5 points to ensure our outings are pleasant, engaging and meaningful.

1. Slow it Down

If we’re trying to create a positive experience for children then rushing them along unnecessarily isn’t in the spirit of what establishing a meaningful ritual is all about. I always encourage my little ones to be energetic and run like the wind… if that’s what they want to do, but I also highlight the importance of enjoying the quiet and finding ways to be still occasionally.

I always plan for fifteen minutes of getting ready to walk and an hour of actual walking and exploring. This gives us time to discuss what we might see or do as well as giving everyone a chance to feel excited before it has even happened. There is no rushing. It will happen because I’ve allowed for that window of time. Our slower pace means we can take it all in and enjoy the fact that we’re out and about.

2. Be Flexible

For us, a morning walk seems to work best. The time of day is important, especially when considering the smallest of humans and their needs. After a few test runs I’ve decided that mornings are when everyone tends to be happy and enthusiastic. Very few meltdowns happen at this time!

However, I always make room for the unplanned [insert toddler tantrums here] and because I want these experiences to be joyful, taking a screaming toddler along (because we must stick to our ritual!!) just doesn’t cut it with me. So sometimes they just don’t happen… and that’s okay.

3. Predictability and Adventure

Another important factor for me is creating some form of predictably without making it feel like Ground Hog Day. We’ve gently eased into our walks and added new parts on a monthly basis to ensure everyone feels safe and secure. Sometimes we might take a different path or go the long way around but by keeping the setting the same or at least similar, means the children know what to expect.

Having said that, we still have our fair share of adventures along the way! I always support age appropriate risk taking and encourage challenging activities such as balancing on rocks or climbing over logs. In doing this we’re adding a little extra excitement along the way.

4. Find Somewhere Beautiful

We’re so lucky that our walks include a lovely bush/forrest setting found at the end of the street. Finding a beautiful space to walk through can be helpful if we want to make a simple walk with our children something more.

Using our senses when exploring the animals and plant life around us turns our walk into a beautiful, calm experience. If your daily walk is a little more urban and concrete you can still find plenty of interesting things to explore so take your time to find the best setting for everyone. Often you’ll be surprised at what you can find when you really take the time to enjoy a walk along a busy footpath!

5. Include Elements of Learning

Games, challenges and competitions are fantastic ways to engage with and learn about the environment, so I try to include a simple activity each time. I encourage everyone to be inquisitive and excited about the world around them.

Sometimes our activity involves collecting the natural resources we find along the way (so many sticks and rocks!) or capturing photos of our discoveries and adventures. We take these back with us to use for future activities or to simply revisit that moment in time and reflect.

Any activity you include throughout your day can simply be routine, being the thing you do to get from A to B. Of course, sometimes that’s necessary but I invite you to take one of those simple tasks and turn it into something more. Engage in purposeful activities together and take the time to enjoy what you’re doing along the way.

Make it meaningful.

Bree x

Daily Rituals for Happy Children

Working with young children means I can be up against some BIG emotions. As an educator I know this will happen from time to time (usually on a daily basis!) and I value the importance of supporting, guiding and comforting children during these moments. Sometimes it can be incredibly challenging to stay calm and figure out what will help diffuse the situation as well as what might help to support them later on.

I regularly ask myself… What will help to guide me through this hurricane of childhood emotion?! and; What will help them to find the calm before (and after!) the storm?

It’s all about the vibe…

Aside from the layout and aesthetics of a child friendly space it’s important to consider the ‘feeling’ or ‘vibe’ of the environment and this needs to come from us. I think our personalities, belief systems, expectations and values help to set the tone for the environment so if we continually feel rushed, stressed or on edge it will filter through amongst our children. By including opportunities to ‘check in’ verbally (or non-verbally!), encouraging moments of self reflection or simply providing the space to just breathe, demonstrates that it’s okay to focus on ourselves a little and sometimes it’s nice (and healthy!) to share those feelings with others. Even the busiest of children can be supported in finding ways to be still and take the time to reflect.

Routines Vs. Rituals

In an attempt to consider the feeling of our environment my mind continually shifts toward the idea of daily rituals and how implementing them throughout the day might help to create this positive vibe I talk about. Rituals are not routines. A routine is something we do because we must, i.e wash our hands, brush our teeth, eat breakfast, etc. A ritual however, is often a symbolic activity that we carry out in the hopes of gaining something meaningful from it. Including daily rituals helps to create a calming experience that gives everyone an opportunity to come together as a group or take moments for themselves.

Implementing Daily Rituals

Consider the following things when making the decision to include child friendly rituals throughout your day or week:

  • Start slowly. It’s important to take your time at the beginning. Consider the needs of the children and how you plan to introduce it. Focus on one at a time and allow it to become a comfortable experience for everyone before introducing something new.
  • Let them happen organically. Forcing or imposing it on children defeats the purpose. Always consider the current mood or needs of everyone first and if it’s not working, try it later.
  • Be open to change. Not everything works the first time around and with younger children our own expectations and ideas might not translate well, especially for a toddler! Be patient and alter as needed.
  • Have fun! If your daily rituals start to become a chore or your children are reluctant to join in then perhaps it’s just not the right activity. Involve the children as much as possible in the planning process to ensure their voice is heard and it’s meaningful for them.

Daily rituals can be explored individually or as a group and can be included as a way of welcoming each other and the day ahead, as a chance to slow down when things seem too chaotic or as an opportunity to be just be still. In the coming weeks I’ll share the daily rituals we are beginning to include to our day and the benefits they may have for all children and yourself!

Bree x

Rain Clouds and Mindfulness 

A few weeks ago my daughter and I made rain clouds in a jar. An easy little experiment you can do with any child starting from preschool age really, and although it’s a fantastic way of exploring the science behind rain clouds and weather in general, we ended up going along an entirely different path from what I had planned in my mind the night before.

We naturally (somehow?!) gravitated towards mindfulness.

Once the excitement of spraying shaving cream everywhere (and I mean everywhere!) had subsided we took a moment to chat about what might happen once the food dye was added..

“It will explode!”

“Will it make the white clouds blue?”

“It will go down the bottom…”

I really tried to slow down the process of beginning and finishing this activity in the hopes we’d gain more from it… in a way it meant we weren’t controlled by it. There were no expectations and nothing needed to be achieved in order for it to be successful. I tried to help my daughter focus on what we were doing during that precise moment before focusing on what may happen in a few moments. We avoided the rush by really settling into the activity… We looked at what we had in front of us… we talked about what the ingredients and materials are used for… and we talked about what we hoped would happen. Building the anticipation is all a part of it but I was mindful of th fact that preschoolers are eager to get things moving and so, I took her cue and moved on as necessary.

We added a drop at a time and waited patiently… well… I did! To begin with we didn’t notice too much but again, without rushing I invited my daughter to take a moment to think about the clouds outside and what they do, what they look like and where they go. Before adding the next drop I asked her to close her eyes and imagine a rainy day…

“What does it look like?”

Drip.

“How do you feel?”

Drip.

“What can you hear…?”

Drip…

“Look!”

Little droplets of ‘rain’ were making their way down through the shaving cream clouds and after those few moments of calm we erupted into laughter and excitement about what we saw. It was finally raining and met with such joy and relief from my little one…

After adding more food dye we watched the swirls of blue glide around inside the jar and again it brought us back towards a state of calm. We were mesmerised by these watery snake like creatures swimming around in waves and figure eights. We didn’t say much. We just sat and watched. As adults we tend to sometimes talk AT our kids instead of WITH them. We can also be guilty of not really listening to what they have to say either. We tell them what to do, where to go and how to be. Sometimes what we really need to do is just shut up and give them the time and space they deserve as people. They are people remember? They’re just small. Watch and listen a little more. Take their lead and let them tell you something about their world.

So as the drips continued I too continued to watch my daughter. Silently she followed those thin blue lines as they dripped down in quick succession. She was exploring something new at her own pace and in her own way. In this moment I didn’t feel the need to explain the science behind what we were doing or ask any questions. A few days later when we read a book about weather I was able to refer back to this exact moment and that became the time to learn what was really going on. But in this silent moment I just enjoyed watching and listening. Listening and watching. I listened to her choice of vocabulary used to explain what she saw and I watched her reactions to the changes in the water… How her eyes darted from the bottom of the jar back up to the top so she could poke the shaving cream clouds with her finger in the hopes more blue would be released…
“The blue is dripping through the clouds Mummy!”

From here we engaged in a brief conversation about why that would be. Stopping myself I allowed her to explain her thinking…

“It drops down because the clouds aren’t strong. The rain is strong.”

Amazing.

We continued to silently watch the rain clouds until the water turned blue which led to my little one coming to the realisation that she was indeed very hungry and needed a second breakfast. We did the experiment a second time later in the day so her big sister could experience it too (and so I could take some photos!). Miss 4 explained in her own way what we were about to do and what would happen… a teacher in the making I’m sure!

Although I had planned this activity it was completely led by what I saw my daughter doing as well as what she was eager to take part in and therefore changed direction. If she wasn’t keen on imagining a rainy day or asking questions then I wouldn’t have pushed it. I also didn’t push my own agenda on her. What I had hoped would happen didn’t but that was okay. What we ended up experiencing and what I learnt from her were things I couldn’t plan for and that’s far more exciting and meaningful.

I think it’s important to add an element of calm and mindfulness to the lessons or activities we plan for our children. We don’t need to set aside an hour here or there in our teaching week, just a moment or two on a daily basis where we can slow down a little to help us all become more aware of who we are and what we’re doing, which is exactly what this activity taught me. I do realise this romantic idea of calming tones, taking deep breaths and being at one with ourselves can sometimes be hard to achieve or be met with rolling eyes in a classroom setting, but I think we owe it to ourselves and our students to find a way of making it work in our own way. We need to find that time.

I’m eager to explore other ways I can incorporate mindfulness into my day as a mother and teacher in order to help build stronger connections with small people in my life as well as to develop a better understanding of self…

How do you promote mindfulness amongst your children/students?

Dear Square Peg

Dear Square Peg,

You never did fit into that round hole did you?
You sat (possibly wriggled!) in your spot and were made to feel like you were doing something wrong, when all you were really doing was being you.

Because… You’re a square.

You aren’t obnoxious, you’re just confident.
You aren’t vague, you’re just a dreamer.
You’re not odd, you just think a little differently.
You don’t have ADHD, you just need to move… All. The. Time.
You’re not difficult, you just like to manipulate (and possibly throw!) things to figure out how they work.

Because…
You’re a square.

You’re told over and over again that…
YOU need to sit still.
YOU need to calm down.
YOU are causing trouble.
YOU are being a nuisance.
YOU need to change.
YOU need to be… round.

But…
You’re a square.

You try. You really do, but it just doesn’t feel right.
It’s not you.
No matter how many times you turn yourself around you just don’t seem to fit.
It can be hard to fit into a world that…
Compares you.
Labels you.
Tests you…
Over and over again.
It feels like the world wants to make you round.

But…
You’re a square.

You tell yourself to be more round. Surely you can.
But, apparently…
You’re NOT quick enough.
You’re NOT smart enough.
You’re NOT successful enough.
You’re NOT motivated enough.
You’re NOT round enough.

Because…
You’re a square.

You have wonderful round friends.
They seem to make it in this world.
They fit.
They sit quietly.
They absorb information with ease.
They answer questions with enthusiasm and clarity.
They are the epitome of success.
They are beautifully round…

But…
You’re just a square.

Everyone wishes you were just a little more like them.
Things would be a whole lot easier if you were just like them.
Everything would be done the way it was ‘meant’ to be done if you were just like them.
Things would go to plan if you were… Just. Like. Them.
Just be like them.

But…
You’re a square.

And you know what?
That’s exactly who you should be.

So…
Be confident.
Dream.
Think differently.
Move! All. The. Time.
Be hands on.
Continue being you.

You may not always fit but you belong.

From,
Someone who gets you. x

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I’m not crazy. I’m a teacher.

First year out. You’re now in charge of educating young minds and you have convinced yourself that you will be the next John Keating in Dead Poet’s Society. You will inspire, challenge, engage and motivate our future. You will stand on tabletops and shout, “Seize the day!” This feeling is magical and deep down you are that person but as the reality of the day-to-day grind kicks in, as educational constraints, challenging behaviours and unimaginable exhaustion start to surface you realise that the teacher you so desperately want to be is rather difficult to sustain. You find yourself battling with a number of new teaching personalities.

Over the years, I have come to recognise a number of these interesting teacher personalities…

I’m currently Ms. Caffeine. Two coffees down and I’m furiously typing to finish this post. The final changes have been made to the Term 3 Art planner and ideas for an art show are pouring out of me like liquid gold. Ms. Caffeine is so bloody organised and perhaps a little OCD. Spreadsheets, endless notes, Pinterest boards and carefully labelled containers. Ms. Caffeine does however reach a point where so much of her has been consumed by the career she loves that she inevitably falls in a heap, drowning in a pool of her own tears… and coffee. Only chocolate can bring her back to a less erratic state – that is until the next flurry of ideas and responsibilities present themselves.

Ms Caffeine tends to be kind enough to make room for her more relaxed counterpart… Ms. Tranquil. She’s the one with the sing-song voice, who smiles with her eyes and uses calm and quiet tones. She inspires every child to do their best and finds the key to motivating those without confidence or direction. Ms. Tranquil really wants to learn guitar and play Cat Stevens songs in the hopes it will teach her students something magical about the world. I’d like to have her dotted throughout the day but I’m yet to work out how, which means there’s no ‘Oh captain, my captain’ moments happening in my classroom and so Ms. Tranquil seems to slip away a little after recess.

Enter Ms. Stone.

Unlike Ms. Tranquil she’s firm and will not put up with any nonsense. Those unique, cheeky students whose antics were endearing first thing in the morning aren’t quite as cute after 11am.  She doesn’t yell but her voice is raised, hands are placed carefully upon her hips and the tapping of her foot is always in perfect unison with the ticking hand upon the classroom clock. At times, I don’t mind her. When you need to get some papers marked or are required to break up a fight Ms. Stone is the woman to do it. Those pursed lips and her deep monotone voice send a scurry of feet back to their positions like regimented soldiers. But… “C’mon Ms. Stone. Lighten up a little, yeah? Learning is fun remember?”

The realisation that I’ve been a little harsh tends to kick in half an hour or so before lunch which is usually when Ms. Whimsy waltzes in. She’s playful, a little loud, excitable and over the top with everything. The other day she was amazed by the way a student mixed yellow and orange pastels together to create an interesting effect. “Wow Tabitha! That is fabulous! I really like what you have done to create light and shade there… Outstanding!” Seriously Ms. Whimsy. Just calm down a little will you? She usually disappears by lunch, which is when I tend to be in some sort of trance. Scoffing food down as swirling thoughts about what I have done, what I could have done better, what I desperately need to do in the next 5 minutes and… “Oh my God! I forgot to write out an award for assembly today!’ fill my already crammed brain to point of explosion.  

TICK… TICK… BOOM!

The dust settles just for a moment before Ms. Dragon appears, sending me into a fiery hot mess. I don’t like her much but she tends to storm in after I have managed to use up every last ounce of creativity, pulled out every trick from my extra-large teacher bag, or as a result of drinking too many coffees. She doesn’t inspire or bring any sort of joy. She’s just… cranky. Ms. Dragon does however remind me that I am only human and like my students, I have bad days too. She reminds me that anger is an emotion and it’s something we are allowed to feel but how we express it is something we need to be careful with because those young minds in front of us are impressionable. Like Ms. Dragon, all of my teacher personalities have developed and grown with me and aren’t something I should feel ashamed of or disappointed in. The teacher I wanted to be, the teacher I am, the teacher I will be in the future will always change and be different from what I expected…, and that’s okay. I must admit that I am keen to say goodbye to Ms. Dragon and this realisation came when Ms. Minimalist came to visit.

I’m still trying to figure Ms. Minimalist out and what she stands for. For now she’s a little scattered and confused but she’s motivated, excited and inspired by so many wonderful ideas that she knows she can make a difference somewhere. I like Ms. Minimalist so I’ll keep her close. I might need Ms. Caffeine to help me out a little though.

What are your teacher personalities?Some others that occasionally visit my classroom are:

  • Ms. LOL – she’s always joking with her students, she’s totes down with kid speak and pretends to know all the words to that popular song by that guy with the hair. Y’know the one.
  • Ms. Muscle – She can do anything. Lift a table, catch a spider, get a ball out of a tree. She has also been known to deal with poo and snot without engaging her gag reflex. She’s a superhero and the kids are amazed.
  • Ms. Frazzle – She’s disorganised, late and overwhelmed. She hasn’t done her hair, has dark circles under her eyes and forgot to fill out that important form. 

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The Last Word

Because I said so! 


As teachers we have all used our ‘power’ to get stuff done the way we want it done as opposed to the way the kids would like to have it done. We do this because we’re tired and can’t be bothered with the kerfuffle, we do this because we’re tired and have an endless list of teacher things to get on with or, we do this because we are just too tired! I get it, and in some cases this power may be necessary…

“Andrea*, you need to remove that stick from your left nostril. 

“Andrea, you need to take it out. 

Now. 

Andrea! Seriously.”

This is important in order to keep small (and the not so small!) humans alive. But I see you there. You have your lanyard ’round your neck and those keys are a jingling… They open all the doors. You have some power there my friend. It’s pretty nice isn’t it? My problem with this power is that it can creep into the classroom and school yard a little more than it should, in areas where it really shouldn’t.

This teacher power can appear any time we open our mouths. When we say hello, when we teach, when we see a kid jump in a puddle. It’s an automatic reflex. We’re looking for trouble and we’ll pounce like a hungry lion as soon as we see it. Sometimes we assume trouble is about to take place so we stomp all over that possible misdemeanour, because Alan* and Tina* were definitely/maybe trying to climb that tree and those things are dangerous!

On yard duty last week a student ‘dobbed’ on some girls who weren’t sharing the flying fox in the playground. It was outrageous. She expected that I would storm over there and give them a what for. Mind you, she wasn’t a part of the flying fox fiasco, she was merely a concerned school yard citizen who felt it was important to tell me the goings on in the Grade 3/4 playground. I thanked her for such concern, explained that for now I would watch them and hopefully they would find a way to sort it out. By making my way over there immediately would mean I didn’t give those girls an opportunity to solve anything for themselves. So I watched. No one was being violent. No one was being bullied. Everyone was alive. It was just a bunch of girls with hands on hips and lots of finger pointing. So I continued to observe. Eventually they saw me, turned to each other, chatted a little and then… they took turns. It may not have worked out that way but in this instance it did. I gave them space. I didn’t use my ‘power’ to tell them off. They are 8 years old and sometimes sharing is hard. Yelling, lecturing and using all the big words won’t necessarily get you the result you’re after, and it isn’t always teaching them much other than, if you yell people might stop for a bit.


In the classroom we love to talk and sometimes we have a habit of saying the same things in a variety of ways. Often we repeat these things because there is always that one kid who just doesn’t listen to anything you say.

“Jim*, what did I just say!?”

Frustrating I know.

But if that’s the case, why say it ten times for them to still not hear it? Other times we just talk because we like to hear ourselves say impressive words. Or is that just me!?

Make your point. Explain as needed. Invite discussion. Listen!

I’ve been very guilty of talking too much and during my first two weeks back this year I have made a conscience effort to talk less and listen more. This doesn’t mean I am being a lazy teacher, if anything there’s more teaching taking place. It enables me to observe students and support them in the moment.

Last week as my grade 1/2 students explored the concept of measurement using informal units I noticed a few boys playing with the tape measures. One was trying to use it as a skipping rope, another was trying to whip his friend with it. In the past I would have said:

“Hey boys! Stop that! Give them here.” 

But on this day I didn’t. Instead I said:

“Hey boys! What are you measuring?” 

That change in me led to something wonderful. It shifted from what appeared to be a ‘naughty’ episode into an amazing teaching and learning experience. We measured how tall we were. We discussed the numbers we saw. I explained centimetres and inches. We discovered that a tape measure can be used to measure the circumference of our head. We used the word circumference! We worked out who was taller and the difference between our measurements. A-mah-zing!

I know none of this is ground breaking. We all know we should be doing these things but sometimes we forget or it gets lost along the way. By making a conscience effort as much as we can to really stop and change our approach or direction can lead to some wonderful teaching moments. By ignoring my initial response to a problem and taking a few seconds to think about how I could say it differently, led to something I hadn’t planned for. For those students, it made them feel special. I was giving them my time. I was listening. I wasn’t stomping all over their discovery. They stood up with pride at the end of the lesson and explained to the class what they had learnt. I didn’t interrupt. I didn’t reword their explanation. I let them enjoy their moment and share their experience. It was really quite lovely.

So let’s all listen a little more. These humans we teach are still relatively new to the world and they’re looking to us for guidance. Getting the last word in doesn’t mean you won anything, it probably just means you’re not really listening.

* Names have been changed.

Teachers are Hoarders

Yep. Teachers have the ability to hoard. It may be organised and neatly labelled (if you’re a little OCD like me!) but when you think about it we tend to own a lot of junk. If we applied these same methods to our personal lives we’d find our houses overflowing with lots of trinkets, plastic bric-a-brac and cushions… so many cushions. Maybe it already is? As we continue upon our hoarding adventures we begin to notice our garages, sheds and classroom cupboards filled to the brim with plastic tubs that are stacked one on top of the other like a carefully constructed tower. Each one labelled to remind us of all the things we own, because maybe one day, say in ten years from now, I might use those Winnie the Pooh Calendar magnets – but only if the kids never touch them because I’m so scared of losing them.

Instead of eliminating the useless to make room for the purposeful we just buy more tubs and find more cupboards to store it all in. For the extreme hoarding teacher, it’s just too late I’m afraid.Your obsession for brightly coloured things that were only 5 for $10 has now begun to spill out into your learning environment, and because you have so many things you don’t think twice at throwing away the resources that have since been trampled on by little feet. This is not good.

Today I sifted through all my teacher ‘stuff‘ that I have had stored away for the last few years during my time between maternity leave and part time work. This year I decided to go through it all and decide what was worth keeping. The rest was to be either recycled or donated.

Well.

I didn’t find much to take back to work with me. All the resources I thought would come in useful one day, the books I bought in bulk because they were cheap, the cushions (Why do I have so many cushions?), and the towers of storage containers… All. The. Crap. Well, most of it doesn’t serve any real purpose or is outdated. I’ve been looking at it all and I’m struggling to see the point to a lot of it because there is so much of it I have never actually used before. Never! It’s all just been there just in case! In case of what!? The day my school suddenly doesn’t have any resources left? Sure some schools might not have an extensive supply for teachers to access  compared to another, or they might not be the prettiest of resources, but I’m almost certain that schools have stuff you can use. I know it’s nice to have your own things, I love having my own resources, but how many times have you decided not to let the kids use certain items because they might ruin them?

My old childhood mags I was too nervous to let my kids read in the classroom library so they never did! Whaaaat!?

It’s this ‘stuff’ that can clutter our rooms and overwhelm us! Of course we can have organised chaos, finding the perfect spot for those ‘one day’ items and make sure they’re out of the way, but I’m just not sure that’s how I want to operate anymore. Out of sight is often out of mind. How many times have you come across things you bought years ago and then completely forgot about? What’s the point of storing all these things if they don’t serve a purpose right now? Why buy something that you might use some day?

Sigh.

So, I’ve been brutal. I have tossed, sorted and donated… I may even sell some things and make some extra cash… and now I feel like I have a clean slate from which to work off. My teacher purchasing rules are as follows…

  1. I willonly purchase items that have a specific purpose, will be utilised on a regular basis and possibly have more than one use.
  2. I will think about how I can be more environmentally friendly, sourcing more sustainable resources that aren’t a part of our throw away culture.
  3. I will make more of an effort to get to know what materials, tools and resources I already have available to me at school and use them regularly.
  4.  I will not buy every cute thing (this includes cushions!) just to decorate my space with. Decorating is awesome but I want it to have purpose – another post for another time though!

Letting go of your things can be hard but the sense of relief is better. I’ve been simplifying things within my personal life for the last year now so applying the same idea to my teaching practice has been a natural step. If you’re new to minimising or thinking about it as a teacher I suggest baby steps and asking yourself the following questions:

Does it serve an educational purpose? 

Does it bring joy to you and your students? 

When you’re honest with yourself you’ll likely find out that you have been hoarding useless crap for a number of years. It’s time to let go of those ‘one day’ items and think about what really matters. We think kids need all the bells and whistles when it comes to our classrooms but you’ll find all too often that they just want you to be present in their lives… but again, that’s another post for another time. 🙂

Let. It. Go.