Every year we schedule a sleep-over or lock-in around the Valentine's Day holiday, giving parents a night out or a quiet night in without the kids. It was a blast.
The following is a conversation I overheard between three six year olds and the head instructor, Sibok Rocco Ambrose.
"What's with all the flying around?"
"We're super heros. I'm Superman and she is Wonder Woman."
"Cool. And what super hero are you, John?'
"I'm Baby Man."
"Baby Man?"
"Yup, Baby Man. He farts when you least expect it."
John just made Sibok do a double take.
Sunday, February 14, 2010
Friday, February 12, 2010
Class Diary - Trying Becomes Expected Success
Had a good class yesterday. The class consisted mostly of six to eight year olds. Even though it was a snow day and the kids were off school, nine of them manage to get to class. The class was full of positive energy, focused, and synergetic.
I feel that my teaching method is getting better. As any instructor will tell you, teaching a multi-layered class can be a challenge. I look at a group by rank, level of experience, and the drills and techniques that need to take place to advance them.
But you also have to look at each individual's personality and the individual needs for each student. Trying to develop the "Yes, I can" attitude for the kids that are afraid to make a mistake. Trying to correct, without the word "no." Trying to encourage the timid, without making it a high pressure situation. To develop self-control in the rambunctious, without squelching their spirit. To foster worth, self-esteem, and confidence, so that "trying" becomes "expected success."
I think these lessons are learned more quickly when the life lessons are attached to a physical activity. Success is immediate. The corrections are made immediately. The praise, correct, praise method is one that works in this context.
I bow to the teachers that are dedicated to teaching children to read, to write, to do math, to think, to conceptualize. These abstract concepts are at a much higher level in the children's mental development.
It is far easier to teach children to kick, block, strike, jump, spin, and roll, because kids love doing it. And because they love doing those things, it allows me to introduce abstract concepts of self-esteem, focus, discipline, and confidence.
I think I'm also getting better at making abstract ideas more concrete so the lessons I'm trying to teach to kids will be easier to understand. I want these children to feel confident in their abilities, to understand that everything is within their grasp.
Also I'm getting better at reading the kids. I asked the kids to circle up for our next drill, when one of them spontaneously slid across the floor like a rock star. I thought, pretty cool. When a second child followed suit and slid a whole two feet farther, I thought, awesome. I wasn't losing control of the class, I was witness to spontaneous creativity. You could tell that the rest of them wanted to try it too. So we went for it, all of them sliding around the school. Two girls and two boys simultaneously slid toward one another as though it was perfectly choreographed. Even the last two timid boys wanted to try the slide, and with the encouragement of all the other children they let go of the fear of making a mistake or looking foolish and learned to slide like a rock star.
That type of spontaneity is important in creating an exciting class.
I feel that my teaching method is getting better. As any instructor will tell you, teaching a multi-layered class can be a challenge. I look at a group by rank, level of experience, and the drills and techniques that need to take place to advance them.
But you also have to look at each individual's personality and the individual needs for each student. Trying to develop the "Yes, I can" attitude for the kids that are afraid to make a mistake. Trying to correct, without the word "no." Trying to encourage the timid, without making it a high pressure situation. To develop self-control in the rambunctious, without squelching their spirit. To foster worth, self-esteem, and confidence, so that "trying" becomes "expected success."
I think these lessons are learned more quickly when the life lessons are attached to a physical activity. Success is immediate. The corrections are made immediately. The praise, correct, praise method is one that works in this context.
I bow to the teachers that are dedicated to teaching children to read, to write, to do math, to think, to conceptualize. These abstract concepts are at a much higher level in the children's mental development.
It is far easier to teach children to kick, block, strike, jump, spin, and roll, because kids love doing it. And because they love doing those things, it allows me to introduce abstract concepts of self-esteem, focus, discipline, and confidence.
I think I'm also getting better at making abstract ideas more concrete so the lessons I'm trying to teach to kids will be easier to understand. I want these children to feel confident in their abilities, to understand that everything is within their grasp.
Also I'm getting better at reading the kids. I asked the kids to circle up for our next drill, when one of them spontaneously slid across the floor like a rock star. I thought, pretty cool. When a second child followed suit and slid a whole two feet farther, I thought, awesome. I wasn't losing control of the class, I was witness to spontaneous creativity. You could tell that the rest of them wanted to try it too. So we went for it, all of them sliding around the school. Two girls and two boys simultaneously slid toward one another as though it was perfectly choreographed. Even the last two timid boys wanted to try the slide, and with the encouragement of all the other children they let go of the fear of making a mistake or looking foolish and learned to slide like a rock star.
That type of spontaneity is important in creating an exciting class.
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