Teaching Kindergarten
by Sharnae Wilson
Every August, I spend time reflecting on how best to teach kindergarten, I often wonder if I am allowing my students to reach their full potential. I think about how many boys and girls will be in my class and how I can encourage their learning. Sometimes reflecting on having a successful school year becomes overwhelming and I try to think about why I became a teacher. I know that being a teacher takes time and dedication, and I believe I have these qualities. However, these same thoughts and reflections occur for me yearly. In fact, I have been reflecting for the past nine years.
Looking back on my first year of teaching kindergarten, I thought I was doing what was expected of every kindergarten teacher. I expected to build a foundation for my students by exploring the enjoyment of learning through play and socialization. However, as I became acclimated in the world of kindergarten, I learned that measuring data and making sure students are reading above or at grade level became my primary focus. As a result of such a narrow focus, I was lost in the world of making sure my students would give me answers that followed a scripted program. I did not give my students the opportunity to have a voice in the classroom.
After this past school year, my journey of self-reflection became more intense. I read books by Lucy Calkins and attended various professional developments seeking information to begin the transformation of teaching my students. This step was just the beginning but I was looking for more. I wanted to connect with other educators and find out if they share the same concerns for the process of learning and inquiry.
Luckily, I found educators who wanted to explore more into learning and inquiry. The opportunity to participate in the Philadelphia Writing Institute (PhilWP) provided me with an outlet to collaborate with other educators.
Spending this summer at the Philadelphia Writing Institute (PhilWP) has given me more confidence in allowing my students to drive their own learning. The readings that were presented and the discussions that were addressed gave me a different perspective of what my students need. I know that my students need to ask questions and investigate the world around them. It is okay for them to connect their answers to their culture and language. It is also important for me as their teacher to honor and respect the diversity of the students in my classroom. No voice should be silenced because even five and six year old students have the right to investigate and be heard.
So as I go into my classroom in September, I feel that I am ready to listen to my students and help shape their learning. I will still follow the common core and make sure my students are learning what is mandated by the School District but this time, I am going to know that my students will be become motivated learners by thinking critically and engaging in the problem solving process.
Sharnae Wilson teaches Kindergarten at Clara Barton Elementary. She joined the Philadelphia Writing Project in 2014 attending the Invitational Summer Institute.