Example: confidence

MARGIE CARTER Making Your Environment “The Third Teacher”

Tr a i n i n gMARGIE CARTER22 ExchangeJuly/August 2007 In order to act as an educator for the child,the Environment has to be flexible: it mustundergo frequent modification by thechildren and the teachers in order to remainup-to-date and responsive to their needs tobe protagonists in constructing theirknowledge. Lella Gandini (1998)The Italian Schools of Reggio Emilia areacclaimed for the stunning environ-ments their educators have created, andthey provoke us to recognize theinstructive power of an is not a new concept, but in theirschools we see vibrant examples oflearning environments that dazzle oursenses, invite curiosity and discovery,and most importantly, foster strong,respectful relationships. Reggio educa-tors seem to have a different notionabout the role of the Environment ineducating children, for unlike thetypical early childhood classroom,their walls aren t covered with alphabetletters, calendars, and job charts.

Training 24 Exchange July/August 2007 If you were a child, what might your experience be in this environment? Study each picture with the following questions in mind: What does this environment tell you the teacher values and expects of you? How do you think you might behave if you spent your days in this place? What is in this environment that helps you focus and be

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Transcription of MARGIE CARTER Making Your Environment “The Third Teacher”

1 Tr a i n i n gMARGIE CARTER22 ExchangeJuly/August 2007 In order to act as an educator for the child,the Environment has to be flexible: it mustundergo frequent modification by thechildren and the teachers in order to remainup-to-date and responsive to their needs tobe protagonists in constructing theirknowledge. Lella Gandini (1998)The Italian Schools of Reggio Emilia areacclaimed for the stunning environ-ments their educators have created, andthey provoke us to recognize theinstructive power of an is not a new concept, but in theirschools we see vibrant examples oflearning environments that dazzle oursenses, invite curiosity and discovery,and most importantly, foster strong,respectful relationships. Reggio educa-tors seem to have a different notionabout the role of the Environment ineducating children, for unlike thetypical early childhood classroom,their walls aren t covered with alphabetletters, calendars, and job charts.

2 Nor doyou find commercially producedbulletin board displays, labels on everyshelf and surface, or rules posted. Whatcould they be thinking?In the name of early education,homogenization and institutionalizationare sprouting up everywhere in earlychildhood programs across the UnitedStates. Our programs have beendeveloping what author and Harvardeducator Tony Wagner (2001) calls aculture of compliance aimed atregulations, not dreams for childrenand ourselves. For instance, teachers ina Head Start Program told me theywere dinged out of compliance because they had a replica of the solarsystem hanging from the ceiling, not atthe children s eye level. A child careteacher described how the children senthusiasm for using the block area tocreate the tallest building in theworld quickly waned when her direc-tor arrived with a reminder of the rulenot to build higher than their and many other stories tell methat we are not working with the ideaGandini suggests above, creatingflexible environments that are responsive to the need for children andteachers to construct knowledgetogether.

3 If we want our environmentsto be teachers in this way, it s time wedo some careful reexamination to seehow our standards and rating scaleshave begun to limit our thinking, andhow commercial and political interestsare shaping more and more of whatwe my opinion, if we are to embrace theidea of the Environment as a significanteducator in our early childhoodprograms, we must expand ourthinking beyond the notion of roomarrangements and rating scales. Wemust ask ourselves what values wewant to communicate through ourenvironments and how we wantchildren to experience their time in ourprograms. Walk down the halls andinto the classrooms of your does this Environment teach those who are in it? How is it shapingthe identity of those who spend longdays there?

4 When Deb Curtis and I were writingDesigns for Living and Learning(2003)we found ourselves in a dilemma. Wewere eager to share photos of theinspiring environments we had begunencountering and working withprograms to shape. But, we fearedpeople might just flip through thepages looking for decorating ideasand bypass the text explaining theunderlying concepts and principles thephotos represented. Indeed, we haveby MARGIE CarterMargie CARTER works as a teacher educator in various settings across the andCanada, often consulting on environments drawing on herbook, Designs for Living and Learning. To learnmore about her work and publications, Your Environment The Third teacher Single copy reprint permission from Exchange, The Early Leaders' Magazine Since 1978PO Box 3249, Redmond, WA98073 (800) 221-2864 use copy agreement available for educators by a i n i n gJuly/August 2007 Exchange23 Strategy:Eliminate as well as supplement An Environment that is crowded orcluttered may obscure the values youhave in mind.

5 Try to gather somesample pictures of the contrast betweencluttered, harsh, or boring environmentsand well organized, thoughtfullyplanned ones and go through them one by one with some questions fordiscussion (see box on adjacent page).For instance, if you were a child, whatmight your experience be in thisenvironment?Strategy:Explore values foryour environmentUse some of your staff meeting time toidentify the values that you wantreflected in your Environment . Pass outa set of blank index cards and askteachers to use one for each value thatthey want to be influencing their workwith children. Collect these, andtogether organize them into groups withcommon elements. Then, to move thesevalues from abstract ideas to practicalexamples, assign each group of cards toa dyad or cluster of teachers with thetask of using the back of the card tooutline or sketch how this value mightbe specifically reflected in the physicalenvironment and also in the socialemotional Environment created by yourpolicies, routines, and rituals.

6 Considervalues for the adults as well as thechildren. Keep the following ideas inmind to prompt your staff should theyneed for children:!being a home away from home!connecting children to their families!helping children to be powerful andactive!providing softness!being a steward of the natural world!seeing oneself as a capable learner!recognizing and being curious aboutcontinued to invent training strategiesto engage teachers in constructing theirunderstanding of the Environment asthe Third teacher in their :Bring words to lifeDepending on their learning style,people take different paths to bringwords to life for their everydayteaching practice. I like to find inspiringquotes and have teachers pair themwith their own visual images or ideasabout how these words might bereflected in an actual Environment .

7 Forinstance, offer a selection of provocativequotes about environments, such as thefollowing, and have your staff chooseone to either draw a representation ofwhat it means to them, or create acollage of magazine pictures.!First we shape our buildings. Thereafterthey shape our Churchill!More than the physical space, (theenvironment) includes the way time isstructured and the roles we are expectedto play. It conditions how we feel, think,and behave; and it dramatically affectsthe quality of our Greenman!Our thoughts as reflected in our designs,in turn shape children s beliefs aboutthemselves and life. Anita Olds!The Environment is the most visibleaspect of the work done in the schools byall the protagonists.

8 It conveys themessage that this is a place where adultshave thought about the quality andinstructive power of Gandini!Every person needs a place that isfurnished with Angeloudifferent perspectives !forming mutually interesting andrespectful relationshipsValues for adults:!feeling valued and respected!having tools and time to do what isneeded!being intellectually stimulated andengaged!providing opportunities tocollaborate and grow professionally!experiencing oneself as part of acaring, learning community!finding strong relationships withchildren, their families and co-workersStrategy:Set goals and address barriersShowing teachers inspiring earlychildhood environments usuallygenerates one of two responses: eitherexcitement about Making changes andadding lots of new things, or a litany ofcomments like the licensor wouldnever allow that; my kids could neverhandle that; we don t have that kind ofmoney and so forth.

9 Help your staffwork with the notion that in manycases, less is more and we want to becreators, not consumers when we set upour learning environments. Afterlooking at examples of inspiringresources (Curtis & CARTER , 2003;Greenman, 2006; Harvest Resources,2006; Isbell & Exelby, 2001), giveteachers worksheets, such as the oneabove, to identify their values, goals,and barriers to my concern that a focus on thedesign of learning environments couldmislead teachers into a homedecorating, superficial window dressingmindset, I ve found that when wecontinually emphasize that theenvironment is actually a powerfulteacher, early educators are provoked toTr a i n i n g24 ExchangeJuly/August 2007If you were a child, what might your experience be in this Environment ?

10 Study each picture with the following questions in mind: !What does this Environment tell you the teacher values and expects of you? !How do you think you might behave if you spent your days in this place?!What is in this Environment that helps you focus and be intentional about your use of time?!What support and guidance might you need to benefit from this Environment ?get beyond notions of Martha about the Environment as acommunicator and shaper of values canstir up a new sense of the significance ofearly care and education work. Whenteachers and parents find themselves inenvironments that are beautiful,soothing, full of wonder and discovery,they feel intrigued, respected, and eagerto spend their days living and learningin this place.


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