Shh...I though I might try and edit report cards today during play time. I probably shouldn't even admit to that as it is not very professional of me, but admitting to it allows me to illustrate that even I think play is just play sometimes.
Of course, I didn't get to do report cards, because play is not just play, and I have an important role during playtime. It never is, there is always learning involved and always room for prompting, always room for following the child's lead.
Today my job started with A bringing me treasure. After examining it with her, I suggested she hide it and then make a map so we would know where to find it. (OK, maybe I was trying to give her lots of ideas for play because...REPORT CARDS). Well, very soon T, who had been searching for letters in the lentils, was off drawing a map while M hid the treasure chest. The map was just a squiggle, and I suppose I could have just left it at that, but I didn't. I tried to follow the squiggle, but as it had no landmarks I couldn't! Oh dear, the treasure was going to be lost forever! So together A, T, B, and I drew a map we could follow, including the number of steps (never miss an opportunity to count). H thought that was pretty fun, so H drew a map while C joined in the game and found an x in the lentils to mark the spot. H tried his map, and discovered that his estimate of the number of steps from the door to the first table was off, so he began editing his map.
The students would have made maps on their own and been quite happy with their squiggly lines. They didn't really need me, but I would like to think that I added to the learning by being there to try the maps and suggest ideas like landmarks and counting steps. I also think that the prompts I gave highlighted the activity and made other students want to join in, creating a common knowledge base in the classroom. Either way, there was lots of learning going on.
I feel sorry for my Admin, report cards are always late...
Of course, I didn't get to do report cards, because play is not just play, and I have an important role during playtime. It never is, there is always learning involved and always room for prompting, always room for following the child's lead.
Today my job started with A bringing me treasure. After examining it with her, I suggested she hide it and then make a map so we would know where to find it. (OK, maybe I was trying to give her lots of ideas for play because...REPORT CARDS). Well, very soon T, who had been searching for letters in the lentils, was off drawing a map while M hid the treasure chest. The map was just a squiggle, and I suppose I could have just left it at that, but I didn't. I tried to follow the squiggle, but as it had no landmarks I couldn't! Oh dear, the treasure was going to be lost forever! So together A, T, B, and I drew a map we could follow, including the number of steps (never miss an opportunity to count). H thought that was pretty fun, so H drew a map while C joined in the game and found an x in the lentils to mark the spot. H tried his map, and discovered that his estimate of the number of steps from the door to the first table was off, so he began editing his map.
The students would have made maps on their own and been quite happy with their squiggly lines. They didn't really need me, but I would like to think that I added to the learning by being there to try the maps and suggest ideas like landmarks and counting steps. I also think that the prompts I gave highlighted the activity and made other students want to join in, creating a common knowledge base in the classroom. Either way, there was lots of learning going on.
I feel sorry for my Admin, report cards are always late...