All is calm. All is bright. Hygge in the classroom. Self-Regulation part 2

Authors Note: Last week I wrote about play and self-regulation. It seems I have a bit of a theme these days, because, in a sense, this week's post is also about self-regulation, and as I think about next weeks post... same thing! So, if you'd like to read last week's post, you can find it here: Play and Self-Regulation Now, on to this week:

In the course of a school year, particularly if you live in a northern climate, the months of January, February, and March drag on. Three months, but they can sometimes seem like the longest three months of the year. It's cold outside and the weather can be dreary and unpredictable. Every winter has its own pattern. This winter, our weather pattern seems to be: snow, rain, freeze, ice, snow, rain, freeze, ice, repeat. 

In order to combat this type of seasonal unbalance, we try to make our inside calm. In our homes, this might manifest in comfy blankets and spaces, candle light, warm drinks, quiet music and sounds. We can do this in the classroom too. Embracing the Hygge way in the classroom leads to a sense of well-being for all, and another way to promote self-regulation in Kindergarten.

Because of Covid, our school has a "staggered entry"- which means, as the children get to school they come straight into the classroom. Other years they played on the playground until the school day began. This created students rushing to get into the school, pushing, shoving, chaos. When this year began, and we discussed this "new" idea, my concern was, what to do with them? I started out having play time. As soon as they came in, they would sign in (a way to practice writing their names), then they would go play- with the over-head fluorescent lights blazing away. As winter approached, this method wasn't really working for anyone- it was loud, it was hectic, and it was overwhelming for many. I thought about this and decided to switched our schedule around a bit- come in, sign in, and sit at the tables doing quiet activities like play dough, drawing, writing, reading, until everyone gets here, then do a morning meeting before our play time. 

Now when the children come in, the lights are dimmed. I have a plethora of Christmas/fairy lights, as well as some stand up lamps around the room to give it a soft, warm glow. I play environmental music, or some kind of calming "happy" music. The children can talk, of course, they can move around and visit each other (masks on), it isn't an "everyone sit down and be quiet" time. It's just a calm, quiet way to centre ourselves before we start our day. So many of us ride the bus- which can be so hectic and crazy, then they come into a hallway where kids may be running up and down, yelling, etc (we are a hallway of 6 classrooms of 5 and 6 year olds after all)- that it helps to have this little down time to acclimate to being back in the classroom.

After we all arrive, we have a morning meeting. We sing songs, talk about the day, incorporate a little math workshop, then move into our play time. I keep the lights low for play time, as well, and I play the calming music in the background. We try to keep the atmosphere as cozy as possible. Sometimes I'll even put up a fireplace video or a video of a stream in winter, etc. on the board.

Does all of this work? It does. In the Reggio Emilia approach to learning, we often say "environment is the third teacher". This is a perfect example of that- if the environment is calm, it creates a general feeling of calm. And calmness allows us time to think, plan, create, problem solve, talk, and discuss. What I have found is even those days when we are a bit more...extra... than others, we still have room to breath. This idea of Hygge- creating a calming, cozy atmosphere- is possible in the Kindergarten classroom. 

There are many things that Covid has taught us as educators. We were not trained to teach in a pandemic, we were not trained to teach students to wear masks and social distance as much as possible. But there have been some benefits of Covid- I call them my Covid Linings. Embracing a Hygge classroom is just one of those Covid Linings. I've toyed with it, I've experimented with it in the past, but this year has given me permission to just go with it. I think this will be the way from here on out.

Next Week: Self-Regulation part 3: Dinosaurs!

This website really helped me define what I mean by Hygge: Hygge House

Self Regulation, Play, and Success

    Last week the unimaginable happened. My class came in from recess, got their supplies out, sat down, and waited for me to be ready to work. And, when I say waited, I mean it. They sat in their seats, just waiting for me to get myself ready. There was no, "1,2,3 eyes on me!" or "Wind that bobbin up" or any other tricks I may have used in order to get their attention. They were ready to go. And, not only that, we zipped through the lesson. They were ready, set, and good to go! I am not a sticker teacher- I do not hand out stickers for very much. If you are supposed to be doing something, you are supposed to be doing it. No need to celebrate. However, this was an important moment that needed more than just my effusive praise. I did pass out stickers, and made sure each student knew exactly what their sticker said, and why I was passing them out. Because, wow! I was impressed. 

    I was discussing this with my EA's and one hit the nail on the head when she said, "That's because they had such a long, interrupted time to play." She was absolutely correct. My day usually starts out with a quick morning meeting and math workshop, but I try to get to unstructured play time as soon as possible. I hate interrupting them for small group work, but usually that is the only time I can get it done. Also, my daily schedule this year is unpredictable in some ways. Every day is different, and some days that first part of my day is broken up with specialists. But this day- all play, no interruptions. And the direct result- a class that was ready to sit and listen to direct teaching when it was time. 

    And here's my point: Play matters. It matters more than a "brain break" (which isn't play, btw). It matters more than hockey, or soccer, or dance class (also not play, btw). Play is putting our knowledge into action. Play is where we figure out how to work in a group. Play is how we understand our world. Play is a necessity. And play needs to be viewed beyond the short moments of recess, it needs to be incorporated into our everyday classroom life. When we allow for long, unstructured play time in our kindergartens, we give our students tools that they will need for learning- both intrinsic learning and extrinsic. We give them the tools they need for critical thinking, for creativity, for communication and community building, for collaboration- everything we need for 21st Century Learning. We give them the tools of self-regulation. And when we can self-regulate, we can sit and listen when we need to. We can follow directions. We can be successful. 

    This was a lesson, not for my kindergarteners, but for me. I need to remember this, and continue to put it into practice. Their learning matters. Their play matters. I know this. I practice this. But I needed this reminder, too.

    Let them play, teachers. Free your students to learn, to be the best they can be.  

(from: https://www.facebook.com/artofearlychildhood/photos/a.593484284011134/5628794373813408)

Once Upon A Time

 Once upon a time there was...

a girl

a dinosaur

a butterfly

a friend

A Story.

And the story lives in each of us, and it is just waiting to be told. And once the story is out there, it grows. It starts as a singular idea, then, as it is written down, it is dissected and improved. It begins to solidify, until, finally, we watch it bloom. We start off small, but over time we add to our story and it grows. Our friends share in our story, and their own additions make it bigger, better, different. 

We are the story. We are the teller. We are the storytellers.

Back to School

The new play dough is made. The classroom has been moved around. Assigned seats are changed. Welcome back to KD! I am going into 2021 with excitement. It's already my favorite time of year- from January to March. The students really start to own their learning, and you see it played out in their work and play. Sometimes we get an occasional snow day, just to add to the variety, but generally it's three months of uninterrupted learning. No big holidays to break up the rhythm or to shift students focus. Knowledge has a chance to seep into learning. All in all, it's an exciting time filled with love, enthusiasm, and growth. Here's what I have in store for my students:

-More open ended provocations and less closed ended instructional learning. Still direct teaching, still skills we need to know, but the real magic happens when they play. That's where I know what they know.

-More following their lead, and less of me telling them what to do.

-More independence, less dependence on me.

This is their class, this is their learning. This is all about them. Bring it on!