HOORAY FOR RECESS

Ask any child what their favorite thing at school is and without a moment's hesitation they will say, "RECESS!" Well, those kids in New Jersey should be happy because there is a new law that will "require public school districts to provide a daily recess period of at least 20 minutes for students in grades kindergarten through 5. The recess period would be required to be held outdoors, if feasible." I hope this is a sign that other states will follow!

Here is some valuable information from experts that confirms why recess should be an essential component of the school day.

In “Give Students Time to Play” Debbie Rhea explains:

Kids are built to move. Having more time for unstructured outdoor play is like handing them a reset button. It not only helps to break up their day, but it also allows them to blow off steam, while giving them an opportunity to move and redirect their energy to something more meaningful once they return to the classroom.

When a human sits for longer than about 20 minutes, the physiology of the brain and body changes. Gravity begins to pool blood into the hamstrings, robbing the brain of needed oxygen and glucose, or brain fuel. The brain essentially just falls asleep when we sit for too long. Moving and being active stimulates the neurons that fire in the brain. When you are sitting, those neurons don't fire.

www.edweek.org/ew/articles/2014/02/26/22rhea.h33.html

In another article I found that Anthony Pellegrini, a professor of educational psychology at the University of Minnesota, emphasized that the new science of recess says that recess isn’t a waste of time at all:

Having recess is much, much, much better than not having recess…That’s unequivocal, I feel. That’s a no-brainer.
Pellegrini says, “because attacking recess has got this sort of intuitive feel: If you give kids more time doing something, they’ll do better in school. When in fact the opposite is probably the case.” Repeated studies have shown that when recess is delayed, children pay less andless attention. They are more focusedon days when they have recess. A major study in Pediatrics found that children with more than 15 minutes of recess a day were far better behaved in classthan children who had shorter recess breaks or none at all.

http://www.education.com/reference/article/Ref_Recess_Elementary/

One more fascinating article I found was “Get Tech out of Schools.” Researcher Patricia Greenfield argues that:

Precisely because young people spend so much time with digital media outside of school, schools must offer them a very different kind of education in order to even the cognitive scales. In Greenfield’s view, this means reading copious amounts of old-fashioned literature—just what young people are not doing (according to research) on their own time…. schools could also strive to provide more of the face-to-face contact, the in-person social interaction, that has been largely displaced by young people’s use of Facebook, Twitter, and texting in their off-hours.

http://www.slate.com/articles/technology/future_tense/2014/08/technology_in_the_classr

I’m obviously a believer in play and recess, and you must be as well if read my blogs. This is some powerful information that I hope you can share with your parents, administrators, and legislators!

HOW PARENTS CAN RECOGNIZE AND PROTECT THEIR CHILDREN FROM ANXIETY

Here is a great article by Laura Pearson, and I think you'll agree with me that recess and  playing outside is a wonderful antidote for anxiety.

How Parents Can Recognize and Manage Anxiety to Protect Their Kids

Busy parents with anxiety often work hard to keep daily life steady, yet worry can slip into conversations, routines, and the emotional tone at home. The core tension is painful: protecting children’s emotional well-being while managing a mind that scans for threats and can’t always relax. Anxiety effects in families are rarely loud or obvious, but children notice patterns, absorb tension, and may start reacting in ways that look like “just a phase.” Naming the parental impact on children early makes it easier to protect family mental health.

Understanding How Anxiety Spreads at Home

Parental anxiety can quietly shape the emotional “signal” kids receive each day. When a parent is tense, rushed, or scanning for problems, children often mirror that state and routines can start feeling urgent or fragile. Many kids are emotionally porous, so noticing this pattern is about awareness, not blame.

This matters because anxiety in kids is easier to support when you catch it early, before it turns into daily battles over school, sleep, or separation. The fact that parent stress is a public health concern is helpful here, since your steadiness directly supports their well-being.

Picture a morning where you double-check everything and speak faster without meaning to. Your child might respond with tears, stomachaches, irritability, clinginess, or sudden perfectionism, especially around deadlines, transitions, or conflict. Those signs are clues to a trigger, not proof anyone is failing.

Turn Job Stress Into a Realistic Plan (Not More Pressure)

When work stress is the main “carrier” of anxiety in your home, changing what’s fueling it can be just as important as changing how you cope. If your current job is driving your anxiety, improving your career prospects can create real breathing room, especially when it’s done in a way that doesn’t add more pressure to your days. Online degree programs can make it more realistic to keep working full-time (or keep up with family responsibilities) while you earn a credential, because you’re not forced into a rigid, on-campus schedule. 

The key is choosing a school with strong support systems so you’re not trying to manage everything alone. Many adults balancing work, school, and parenting benefit from emotional support (encouragement and understanding), practical support (help navigating requirements and logistics), and workplace support (communication and flexibility when it’s possible). Paired with proactive planning, mapping a doable schedule and using available university resources, those supports can make the challenges of nontraditional students feel manageable and keep you moving toward your academic goals.

Use a 7-Step Reset to Calm Yourself and Support Your Child

When your anxiety spikes, your child usually feels the ripple, through your tone, pace, and decisions. A simple “reset” helps you steady yourself first, then respond in a way that builds safety and resilience, even on busy work-and-school days.

1. Name your stress out loud (privately) before you act: Take 10 seconds to label what’s happening: “I’m anxious about tomorrow’s deadline,” or “I’m overwhelmed and rushing.” This small self-reflection tool creates distance between the feeling and your next move, which makes it less likely you’ll snap, catastrophize, or over-control. Research showing that parental anxiety predicts child anxiety is a good reminder that your pause isn’t selfish, it’s protective.
2. Do a 90-second body reset (breath + shoulders + feet): Inhale for 4, exhale for 6, five times. Drop your shoulders, unclench your jaw, and press both feet into the floor to cue your nervous system that you’re safe right now. Use this before school drop-off, a hard email, or helping with homework, any moment you’re about to “leak” stress into the room.
3. Run the “Plan, not pressure” check from your work-stress map: If your schedule is already tight, don’t add a new wellness routine, attach the reset to the structure you built in your realistic plan. Ask: “What’s the next doable step, and what can wait 24 hours?” Then take one concrete action (send one message, set one reminder, choose one priority) so your brain gets proof you’re not trapped.
4. Model a healthy stress script your child can borrow: Say one sentence about your feeling, one sentence about your coping, and one repair if needed: “I’m stressed. I’m going to take three breaths and then we’ll talk. Sorry my voice got sharp.” This teaches kids that big feelings are manageable and relationships can recover, skills they’ll use at school and with friends.
5. Create a “safe emotional space” with a daily 10-minute check-in: Pick a consistent time (after snack, before bed) and use two prompts: “What was hard today?” and “What helped even a little?” Keep it judgment-free, no fixing unless they ask. If your child shares something small, treat it as practice for the bigger things later.
6. Coach resilience with the 3-step problem-solving loop: When your child is upset, guide them through: Name the problem, list two options, choose one “try-it” step. Example: “Homework feels too big” becomes “Do the first two problems, then take a 5-minute break.” You’re not removing stress; you’re teaching your child they can move through it.
7. Set a family “reset cue” for heated moments: Choose a neutral phrase like “reset time” and a simple action everyone recognizes, get a drink of water, hands on belly, then return. Use it when voices rise, especially during morning routines or work-from-home interruptions. It keeps boundaries clear without shame and shows your child that calming down is a normal, shared skill.

Questions Parents Ask About Anxiety and Kids

Q: What signs suggest my anxiety is affecting my child?
A: Watch for new clinginess, irritability, sleep changes, stomachaches, or a sudden need for constant reassurance. You may also notice your child scanning your face to “check” if things are safe. Start by tracking patterns for a week and naming one small change you can make, like speaking slower during transitions.

Q: When should we consider therapy instead of “handling it at home”?
A: Seek support if anxiety causes school refusal, frequent meltdowns, avoidance of normal activities, or lasts more than a few weeks. Therapy is also a good idea if family conflict is rising or you feel stuck in reassurance loops. Asking early can prevent anxiety from becoming your family’s default.

Q: How does treatment like CBT help kids and parents?
A: CBT teaches practical skills for handling worried thoughts, body sensations, and avoidance step by step. Research on CBT treatment shows family factors can strengthen how much child anxiety decreases, so parent involvement often helps.

Q: Can I talk about my anxiety without scaring my child?
A: Yes, if you keep it simple and pair it with a coping plan: “I’m feeling worried, and I’m taking breaths to calm down.” Avoid adult details and make space for your child’s questions. The goal is honesty plus steadiness.

Q: What should I do if I think my child’s well-being is slipping?
A: Start with basics you can influence today: sleep routine, movement, regular meals, and predictable connection time. Then loop in a pediatrician or school counselor if changes persist. Evidence linking parental stress and well-being is a reminder that caring for you is part of caring for them.

Turning Parent Anxiety Into Steady Support for Kids

When anxiety is running in the background, it can be hard to tell what’s protective parenting and what’s simply anxiety taking the wheel. A hopeful parenting approach starts with practical anxiety management: noticing patterns, naming what’s happening, and choosing grounded responses, along with self-care encouragement for parents and professional support when it’s needed. Over time, that steadiness changes the tone at home, kids feel safer, feelings become easier to talk about, and building resilience in families starts to feel possible again. Resilient families are built one steady choice at a time. 

WIGGLE BREAKS

Someone once said that the mind can only comprehend what the seat can endure. Those of you who work with children clearly understand that if the children sit too long they will turn you off!! These activities can be done in a limited space with no special equipment or clothing. You’ll be surprised how having children move for a few minutes can reduce fidgets, energize their brains, and increase learning!

Hint! Before doing these activities ask children to show you their “body space” by extending their arms slightly and twisting around. Remind them to stay in their body space as you do these activities.

Wiggle Willy
Directions: Have children stand and tell them that you have a song about a little boy who has the fidgets just like them sometimes. His name is Wiggle Willy!

I know a little boy. (Dance from side to side to the beat.)
His name is Wiggle Willy.
He is so very nice, but oh, he is so wiggly!
And so go his fingers and his fingers go like so
And his fingers are always soooooo… (Wiggle fingers.)
And so go his arms…(Wiggle arms and fingers.)
Legs…(Wiggle legs, arms, and fingers.)
Head…(Wiggle head, legs, arms, and fingers.)
Tongue…(Move tongue back and forth along with the other body parts.)
Wiggle Willy!

 

 https://www.youtube.com/watch?v=g_kbXUbqBYU

Jumping Brains
Directions: Ask children to stand and challenge them to jump in their space as long as they can. When they get tired they can sit back in their seats.

Hint! Have children look at the second hand on the clock to see how long they can jump. Record the seconds. Each day practice “jumping” and have them record how their time improves.

https://www.youtube.com/watch?v=6Y1UBTOFEzA

Note!  Children can release wiggles even in a chair.

My Bonnie Bounce
Directions: Sing the song called “My Bonnie Lies over the Ocean.” Every time you come to a word that starts with the /b/ sound stand up or sit down.

My Bonnie (Stand up.)
Lies over the ocean.
My Bonnie (Sit down.)
Lies over the sea.
My Bonnie (Stand up.)
Lies over the ocean.
Oh, bring (Sit down.)
Back (Stand up.)
My Bonnie (Sit down.)
To me.
Bring (Stand up.)
Back (Sit down.)
Bring (Stand up.)
Back (Sit down.)
Oh, bring (Stand up.)
Back (Sit down.)
My Bonnie (Stand up.)
To me, to me.
Bring (Sit down.)
Back (Stand up.)
Bring (Sit down.)
Back (Stand up.)
Oh, bring (Sit down.)
Back (Stand up.)

My Bonnie to me. (Sit down.)

https://www.youtube.com/watch?v=0ONWTT-JFu8

Going Crazy!
Directions: Don’t go crazy! Try doing this exercise with your students instead.

I am slowly going crazy, (Cross right ankle on left knee. Place right
elbow on right knee and place chin on palm.)
1, 2, 3, 4, 5, 6, switch. (Cross left ankle on right knee and place
chin on left palm.)
Crazy going slowly am I, 6, 5, 4, 3, 2, 1, switch.

https://www.youtube.com/watch?v=BgDU5RpzUms

MATH OFFICE AND MATH BOX

OWNERSHIP of materials is important to elementary children, and this math office is the perfect tool to give them their own space. Tape two file folders together for each child. Glue copies of math concepts you are working on to the folders. For example, a hundreds chart, days of the week, months of the year, shapes, and so forth. Use a pipe cleaner and pony beads to make an abacus you can attach at the top.

Children can set these up on their table or desk when it's time for math to help them focus.





Math Box
Create a special math box for each child that they can use if they finish their work early. Encourage them to make up their own games as they explore with the materials.
*Thanks to Sue Dier for sharing this idea with me.

Each child will need their own container (pencil box, bag, diaper wipe box, etc.) to make their math box.
Put math manipulatives similar to the ones below in the boxes:

Dice

Math Cards (1-10 or 10-20)

Math fans 
Deck of cards
Rekenrek
Counting items with a small cup
Set of tangrams
Dot cards
Small Calendars
Number Path (Use an index card and cut a strip out so the kids can just see one number at a time. What’s one more, one less, etc.?)

Hint! Some of these materials can be download free off the internet. The parents will need to send in other items. Most can be found at a dollar store.

WRITING NUMERALS

Oh, my! Those little hands may not be ready to write numerals, but the curriculum says they should. Believe it or not, 30 years ago we didn't even teach children to write numbers in kindergarten. We saved that for first grade. Now, we are expecting pre-k children to write numbers. I can't change your curriculum, but I can give you some songs and activities that may make it a little more positive and meaningful.

The Numeral Song 

This song goes to the tune of "Skip to My Lou." Have children stand and use their index finger to write in the air. Everybody's writing will look "good" when you do it in the air!

Come right down and that is all.
Come right down and that is all.
Come right down and that is all
To make the numeral one. (Hold up 1 finger.)

2 – Curve around and slide to the right…
3 – Curve in and around again…
4 – Down, over, down some more…
5 – Down, around, put on a hat…
6 – Curve in and around again…
7 – Slide to the right and slant it down…
8 – Make an “s” then close the gate…
9 – Circle around then come right down…
10 – Come right down, then make a zero…
We can sing the “Numeral Song”…
And make numerals all day long!

*Let children do air writing with other body parts, such as their elbow, foot, etc.
They can also practice writing on their palm or a friend's back.

*Squirt shaving cream on a safe surface so the children can practice making numbers.

*Have children practice writing numbers in salt, sand, and other sensory materials.


Number Chant
Children can associate numbers with the amount with this song and video. Encourage them to hold up the appropriate number of fingers as you sing.

Click to watch video

Theme Books (Beth Cordier)
Let children make books for whatever theme you’re studying. Make a word wall with words from the theme. (Put magnetic tape on the back so children can take them off and copy them.) Children choose a different word for each page and illustrate it.

*Older children could write sentences with the words.
For example: Fall Theme
Page 1 “Pumpkin”
Page 2 “Leaves”
Page 3 “Squirrels”
Page 4 “Footballs”

Here's another song where children can stand and practice writing numerals without getting frustrated.

Chant and Write
(Children echo each line.)

Zero is where it all begins- (Slap thighs to the beat.)
Curve down around and up again.
Number one is so much fun—
Pull straight down and you’ve got a one.
Number two is easy to do—
Up around down and across makes two.
Number three is simple to see—
Draw two humps sideways and that’s a three.
Number four I do adore—
Go down, across, then down some more.
We’ve reached five, now let’s not stop—
Pull down, circle round, put a hat on top.
Number six is easy to fix—
Big curve, small loop will give you six.
Number seven is really sizzlin’—
Straight across, slant down, and that’s a seven.
Number eight isn’t very straight—
Make “S” then back up for an eight.
Number nine I think you’re fine—
A loop on top of a long straight line.
Number ten we’ve reached the end—
Put a one by a zero and count again:
1-2-3-4-5-6-7-8-9-10!

Click to watch video

Highway Numbers 

Children can trace over numerals with toy cars or they can roll play dough and place it on top of the numerals.

I LOVE TO COUNT

1, 2, 3  - Count with Me!

Counting is a basic strand across math standards. There’s even research that suggests counting with pre-k children can build math concepts they will use later on in kindergarten and primary grades. To avoid rote counting without meaning, let TOUCH AND COUNT be the mantra you repeat and model over and over. Counting will also have more meaning if you tie it into finger plays, songs, and movements.
*Adapt these activities for younger children by just counting from 1-10. Older students can count to 100 and beyond.

Little Red Number Box (Sarah Wilson)
Put magnetic numbers in a metal tin and then sing the song as you pull out a number. Then count to that number.
For example: I wish I had a little tin box to put a 6 in. I’d take it out and count 1, 2, 3, 4, 5, 6 and put it back in.

Move and Count
Have children count as they jump, hop, and do other movements.

*Count the steps to the lunchroom.
*Count how long it takes everyone to sit down quietly.
*Count the number of chairs in the room, tables, toys, girls, boys, dragons (that's a joke!) etc.


Number Sticks

These math sticks are easy to make and can be used in many ways. You’ll need magnetic numbers and shapes, jumbo craft sticks, and a strong glue (such as E6000). Glue the numbers to the sticks and you are all set!

*Let children hold up the appropriate stick as you do finger plays and counting songs.
*Can they walk around the room and match up their number with classroom print or the appropriate number of objects?


Number Hunt
Take lunch sacks and write different numerals on them. Give each child a bag and ask them to take the sack home and bring in that number of objects. Let children share what they have found with their friends the following day.




Giant Number Line
Attach a piece of tape to the floor in a prominent place in your classroom. Let children walk on it forwards, backwards, hop, etc. After playing with the line, ask them to sit on the floor. Explain that you’re going to turn it into a number line as you demonstrate writing numbers (0-10) on the tape.
*Ask one child at a time to walk on the number line as they say each number.
*Call out different numbers and ask random students to stand on those numbers. What is one more? What is one less?
*Give students dot cards (0-10) and ask them to match their card with the number on the line.

"TREE" MENDOUS IDEAS

Creativity + Skills = FUN!

Here's a simple craft activity that you can tie into science (seasons), reading (letters and word families), and writing. It's good for small motor skills and can be adapted to different age levels and skills.

Directions: Tear or cut 3 or 4 strips half way down from the top of the bag as shown. (You might want to draw these lines for younger children.) Open the bag and twist in the middle to make a tree.

Seasonal Trees
*Tear red, yellow, and orange scrap paper and glue them on the strips to make an autumn tree.

*Pink and white tissue paper can be waded up to make blossoms on a spring tree.

*Use Q-tips to paint white snow for a winter tree.

*What fruits and nuts grow on trees? Let children make their favorite fruit tree.




Letter Tree
*Write letters (or use letter stickers) to make a "Chicka Chicka Boom Boom" tree.

Word Family Tree
Have children choose a rime and then write all the words they can think of that end with that sound.
*This would be a great partner project.



Word Tree
Children can write sight words, vocabulary words or spelling words on their tree branches.
*Wouldn't this be a more fun way to have children practice writing and reading words than with a worksheet?

Numbers Bonds
Children can choose a number and then write different ways to make the number on the branches.

Family Tree
*Let children make a family tree by writing names of family members on their tree.

Spooky Old Tree

Twist the strips of paper as shown to make a spooky tree. Let children cut bats, cats, and other spooky things to go on their tree.

*Use these trees to prompt descriptive writing or poems.

Fall Centerpiece

If you're entertaining this fall here's a centerpiece will get rave reviews. All you need is a large paper grocery sack. Wad and crush the sack until it is soft and pliable. Next, make a large tree using the same process you did with the lunch bag. Use fake leaves, small pumpkins, and other seasonal objects to decorate your tree. Taaa daaa!!

LEAF LAB

Take advantage of the science lab on your playground with these leaf activities.

Leaf Hunt
Give each child a lunch sack and let them collect 2 or 3 leaves from the ground. Bring these back in the classroom and sort by shape, color, etc. You could also graph the leaves by shape. (Whenever you collect items outside emphasize the importance of taking things from the ground. Return the objects to where you found them after exploring with them in the classroom.)

Science Center
Let children investigate leaves in the science center with a magnifying glass or microscope. Ask children to draw the enlarged leaf.

Hint! You can also take a photo of a leaf with your phone and enlarge it to show the veins and details.

Research
Check out a leaf identification book from the library. Can children match up their leaves with those in the book to identify which tree they came from?

Leaf Rubbings
Lay a sheet of paper on top of a leaf. Remove the paper from an old crayon and rub the side over the leaf to make a print.Hint! Use rubber cement to glue the leaf to the table. It will be easier for the children to make a rubbing, and you can just rub off the rubber cement after the activity.

Leaf Book
Let each child find a "favorite" leaf. To preserve, place the leaf in a sheet of newspaper and put a book on top overnight. Place the leaf in a zip baggie. Encourage children to dictate or write a sentence about their leaf. 

*Put several baggies together to make a book.

I Wonder Why?
Brainstorm why leaves turn colors and fall off trees in the fall. Have children go home and do a little research with their parents and report results in class the following day.

Deciduous Trees (Sandra Kelley)
Tune: "Do Your Ears Hang Low?"
Do your leaves fall down?
Do they tumble to the ground?
Do you lose your leaves in the fall?
Then you are deciduous that we know
because in the fall your leaves all go!

*What's the difference between deciduous trees and evergreen trees? Take a nature walk and ask children to identify both types of trees.

FALL Y'ALL

SEPTEMBER 22

Happy Autumn! Football, pumpkins, colorful leaves, and FUN are in the air! 

Leaves Are Falling
(Tune: “Where Is Thumbkin?”)
Leaves are falling (Echo song. Children repeat each line.)
Leaves are falling (Flutter fingers down.)
To the ground. (Touch the ground.)
To the ground.
Red, orange, and yellow (Flutter fingers.)
Red, orange, and yellow
Falling down. (Touch the ground.)
Falling down.

*Let children dramatize being leaves and dancing in the wind. As the song ends they fall quietly to the ground.

*What happens to leaves after they fall from the trees? Later in the fall when there are lots of leaves on the ground demonstrate how to pick up a handful of leaves and crumple them in your hands. Explain how those leaves will decay and turn into soil.

Fall
Why do you think they call this season “fall”? What’s another name for fall?
What season comes before fall? What season comes after fall? Fall is a cool off time between hot summer and cold winter.

Signs of Fall
Brainstorm signs of fall and write them on the board. What kind of clothes do we wear in fall? What’s the weather like in the fall? Are there any special seasonal foods we eat? What kind of sports are popular in fall? What holidays do we celebrate in the fall? What do animals do to get ready for winter? What do plants do in the fall?

*Let children make an attribute web and label it with pictures or words of things that remind them of fall. Older children can do this as a writing assignment, but for younger children this can be an opportunity for the teacher to model writing and develop vocabulary.

Nature Walk
Go on a nature walk and look for signs of fall. Provide children with tablets, paper, and pencils so they can record their “observations” on the walk.

I LIKE AUTUMN Language Experience Chart
Let children dictate sentences about why they like autumn. Older children could write their own original stories about, “Fall, Fall, Best of All!”

Acrostic Poem
Write the words “fall” or “autumn” vertically down the side of a sheet of paper. Children think of a word that starts with each letter that relates to fall.

I HAD A BIRD

Most children love animals, but learning to recognize farm animals and their sounds can also help children get ready to read. In Early Childhood 101 you learned that children go from real and concrete to abstract. You also learned that children need to go from simple to complex. Take a look at how farm animals can nurture these pre-reading skills.

Visual Memory
Visual memory is critical for remembering letters, sight words, etc. If children can recognize farm animals they will develop the visual skills that will help them remember letters, numbers, shapes, etc.

Visual Discrimination
When children can recognize the difference between a horse and a cow, they'll be on the path for discriminating an "m" from an "n" and "the" from "that."

Auditory Discrimination
As children learn to tell the difference between sounds animals make like "baa baa" and "moo," they are developing auditory skills that will help them tell the difference between /b/ and /m/.

Auditory Memory
What sound does the duck make? Well, isn't that very similar to the sound that the letter "D" makes?

http://bit.ly/HadABirdDrJean

I Had a Bird
(Make signs for the animals as you sing.)
I had a bird, and the bird pleased me.
I fed my bird by yonder tree.
Bird went, “Tweedle dee dee.” (Open and close index finger and thumb by mouth.)

Cat - "meow, meow" (Pretend to stroke whiskers.)
Dog – “woof-woof” (Pretend to call your dog by patting your leg.)
Pig – “oink, oink” (Put palm of hand under chin and wave fingers.)
Duck – “quack, quack” (Open and close index and middle fingers and thumb by mouth.)
Cow – “moo-moo” (Extend thumb and little finger to look like horns and place on head.)

And here are some picture cards for the song.

http://bit.ly/DrJeanBirdPrintables




Old MacDonald
Sing along with me.

https://www.youtube.com/watch?v=Q5iDjbNN1Og

A IS FOR ART

No time for art? The trick is to figure out how to tie art in with your standards. In fact, writing standards commonly include “writing, drawing, and dictating.” Kids love to make and create things, so take advantage of that by extending skills with art. Art is active, open-ended, and encourages children to think creatively and use their imagination.

Most of the time when we ask children to draw something they pick up a crayon and get going. Here are some tips that might help them plan their illustrations before they begin.

1st Explain that they should think about what they want to draw and plan how they are going to do it. Suggest they close their eyes and get a picture in their brain.

2nd Remind them to add details. Just like we add words to sentences to make them more meaningful, the more details you add to your drawings the more interesting they will be.

3rd An easy rule for children to follow is to ask them to use as many colors as they are in age. If you are five, you should use at least five colors in your picture. If you are six use at least six colors, and so forth. And, of course, “fill in the page” is always a challenge.
Hint! One teacher said she discovered that when she gave her students colored paper they were more likely to fill in the page. (Give it a try and let me know what you think.)

4th Compare and contrast illustrations. Show children several books with different illustrations. What media did the different illustrators use to make their pictures? Which illustrations do they like best? Why?
Remind your students that they are illustrators, too!

5th Aesthetic appreciation is probably not one of your standards, but I enjoyed introducing famous artists to my students. And the parents always got a kick out of their children talking about Picasso or Van Gogh.Art Appreciation 101

Each week choose a famous artist – anyone from Vermeer to Rockwell to Picasso. You can go online and download prints or check out books from the library. On Monday, give a little background about the artist and show one painting and give the title. Explain that artists always give a “name” or title to their work. “What title would you give this painting?” “What do you see?” “Why do you think the artist painted this?” “What do you think happened before?” “After?” “What do you think the people are saying?” “How does this painting make you feel?” “What materials did the artist use to create this picture?”

On Tuesday show another picture. “Do you remember the title of yesterday’s painting? What do you think is the title of today’s painting?” Compare and contrast. “How are they alike?” “How are they different?”

Continue introducing a different painting every day.

*Use paintings to introduce new vocabulary words.

*Use paintings as springboards for writing stories or poems.
*Paintings can also be used for informative writing where children describe details.
*On Friday let children graph which painting they liked best. Why did you like that one? Is there one you did not like?

BTW  So, a funny thing happened because I was going to end this blog with an idea about Michelangelo. I was going to suggest you tell the children how he painted the ceiling of the Sistine Chapel on his back. Wouldn’t it be fun to tape paper under the table and let the children draw like Michelangelo? Well, guess what? That’s a myth. He actually stood up as he painted and then they attached the panels to the ceiling. You learn something new every day, don’t you?

I still think it would be fun to tape paper to the bottom of a table and draw!

DATA + DEVICES DO NOT = JOB SKILLS

IF I WERE IN CHARGE OF THE WORLD I WOULD ABOLISH TESTING AND TECHNOLOGY IN EARLY CHILDHOOD. I'M NOT IN CHARGE OF THE WORLD, BUT HERE'S SOME FOOD FOR THOUGHT! 

School districts may be winning the battle with higher test scores, but they might actually be losing the war in terms of well-rounded and educated citizens.

           

The studies of job skills major corporations look for in employees include:

Verbal communication
Teamwork – ability to work with others
Problem solving
Creativity
Self-motivation
Written communication
Positive attitude
Flexibility

Hmmm?? Do you see test scores, rigor, or technology in the above? The roots of what our children need one day to be successful and healthy adults are what we promote through active learning, working/playing with classmates, centers, games, and creative and open-ended activities.

When children have time to express themselves and teachers have time to listen they are developing verbal skills.

When they play games and do partner projects they are developing teamwork.

When they make choices and aren't afraid to make mistakes they are problem solving.

When they have materials and freedom they can develop creativity.

When they are allowed to make choices to explore areas they are interested in they will be self-motivated.

When they take notes, set goals, and record what they are learning in journals they are developing written communication.

When they laugh, have fun, sing, and play they will have a positive attitude.

And when they learn that there are many ways to be wonderful they will develop flexibility.

Shut your door and teach children what they really need when they grow up!!!

P.S. I don’t make this stuff up! Check it out for yourself.

http://www.foxbusiness.com/features/2013/03/14/10-job-skills-every-employer-wants.html
http://www.forbes.com/sites/susanadams/2014/11/12/the-10-skills-employers-most-want-in-2015-graduates/#186d74ec19f6
https://www.aacu.org/leap/presidentstrust/compact/2013SurveySummary
http://www.usatoday.com/story/money/personalfinance/2015/05/03/cheat-sheet-skills-college-grads-job/26574631/
http://www.apa.org/ed/precollege/psn/2013/09/job-applicants.aspx
www.kent.ac.uk/careers/sk/top-ten-skills.htm

LET'S HAVE A CONFERENCE

Ready or not, it will be time for parent conferences before you know it! I used to dread conferences because many of the parents didn’t want to talk about their child. They wanted to talk about the neighbor’s kid or their “ex” or whatever. Once I started using this questionnaire my conferences became much more meaningful for me and for the parents.

http://bit.ly/FamilyDrJean

A week before conferences I’d ask the children, “Would you like me to give your parents some homework? Well, here is something they need to fill out and bring to our conference next week.”

Note! If parents show up without the form, simply smile and say, “I’ll give you a few minutes to fill this out before we get started.”

CONFERENCE QUESTIONNAIRE

Please fill out this form and bring it to your conference on __________________at _________________.

Child’s name__________________________

1. My child’s favorite activity at school is________________

2. My child expresses concern about_____________________

3. My child’s strong qualities are__________________________

4. Areas I feel my child needs to work on are_____________

5. Something I would like to see my child do at school is _______

6. Is there any special information about your child that you think we should know about?

https://drive.google.com/file/d/0B1SnEagA4jljYWFnNXNybFdyZVE/view?usp=sharing


Cheers and Goals
Here’s another idea for conference time. Ask parents to write down three things positive (cheers) about their child and three goals that they have for their child. This will give the teacher insight as to what is important to parents. It will also provide the teacher with the opportunity to say, “This is what I can do at school to help your child accomplish these goals. What can you do to help at home?”

Student Led Conferences
I must admit I never did these, but many schools are now using this approach and find if very successful. You can find videos and other useful information about student led conferences on the internet.

Conference Tips
Sit beside the parent at a table, rather than behind a desk.

Keep the conversation focused on the child.

Have samples of the child’s work to share with the parents. Focus on the total child, including intellectual, physical, social, and emotional development.

If there is a problem, brainstorm solutions and develop a plan for action.

End the conference on a positive note by reassuring the parents and thanking them for their support.

Provide an interpreter for parents who do not speak English.

Follow-up with the parents after the conference.

WINNING WAYS WITH PARENTS

In Amanda Ripley’s book THE SMARTEST KIDS IN THE WORLD, one of the most interesting findings was that what parents did at home mattered significantly. Reading to children and talking about school was very important. Parents showed their children they valued education by asking about school, what they learned, what they liked, etc. Parents who modeled reading also had a positive impact.

Here are a few tips to encourage parents to communicate with their children about school.

Journal
Make daily journals for students by putting white paper in a pocket folder. At the end of each day students draw what they learned and dictate or write a sentence to go with their drawing. The journal goes home each evening so children can discuss what they did at school with their parents. The parents sign the journal, write comments or compliments, and return it the following day.




Conversation Starters
Make copies of the attached conversations starters. (Adapt them to your age level and curriculum.) Cut them apart and put them in a bag. Children draw one as they leave at the end of the day and give it to their parents to prompt a discussion about what they did.
https://drive.google.com/file/d/0B1SnEagA4jlja2w2OWtzRjlIdkk/view?usp=sharing

Hint! One school suggested that parents "turn it off" in the car when they picked up their child. The quiet time might encourage children to talk about school because they'd know they had their parent's undivided attention.


Screen Time Survey
Ask parents to keep a log of how much time their child spends in front of a screen for a week. The following week ask them to “turn it off” and spend an equal amount of time reading, playing games, doing chores around the house, etc. with their child.

Brain Tickets
Run off brain tickets similar to the ones below. To earn a brain ticket children need to tell the teacher one new thing they learned at the end of each day. Explain to the parents that their job is to ask their child what she learned to earn the ticket.


https://drive.google.com/file/d/0B1SnEagA4jljUmNfQTJld3VsV00/view?usp=sharing

HERE'S A GREAT ARTICLE BY LAURA PEARSON TO SHARE WITH PARENTS!

Building Friendship Skills at Home to Boost Kids’ Confidence at School

For busy parents of elementary and middle school kids, few things sting like hearing that making friends at school feels confusing or lonely. Many children face social development challenges that show up as missed cues, awkward starts, or conflicts that seem to come out of nowhere, even when they’re bright and kind. Children’s friendship skills shape daily comfort in the classroom, on the playground, and in group work, where peer relationships in childhood can either support learning or drain a child’s energy. A steady parental role in social skills helps kids build the confidence and habits that make school days easier.

Understanding Friendship Skills Kids Can Practice Anywhere

Friendship skills are small, learnable behaviors that help kids connect: starting a chat, taking turns talking, sharing space or materials, and noticing who is being left out. These are part of the social and conversational rules that make interactions feel smooth instead of confusing.

When kids practice these moves at home and in clubs or sports, they build social understanding they can reuse at school. Even a few extra back-and-forth exchanges matter, because conversational turns support the kind of listening and responding that friendships need.

Think of it like a rehearsal. If your child practices greeting a neighbor, sharing the remote with a sibling, and inviting a cousin into a game, school interactions feel less like guesswork. That’s why simple animated stories can make greetings, turn-taking, and including peers feel easy to repeat.

Create 5-Minute Animated Social Stories to Practice Friend Moves

Once your child can name “friend moves” like greetings, turn-taking, and inviting someone in, seeing them play out in a story makes the skills easier to remember and try. Parents and kids can use an AI animation generator to turn friendship lessons into fun visual stories you watch together and talk about. Tools like an AI animation generator can quickly transform simple text prompts, quick sketches, or images into lively 2D or 3D animations, no advanced design skills required, so it’s easier to bring your child’s ideas to life in an animated video. One day your story might show a friendly “Hi” at the classroom door; another might model a back-and-forth conversation where each person takes a turn; another could show how to invite a peer to join a game.

The process of creating shared comics, storyboards, or animation-style images is practice, too: kids get to share ideas, listen to yours, take conversational turns, and cooperate as you build the story together. That low-pressure teamwork can help them feel more confident using the same skills with classmates. If you’d like a simple place to start, Adobe Firefly AI animator can help you generate animated scenes from prompts or visuals.

Habits That Grow Friendship Skills All Week

Small, repeatable habits turn “friend moves” into automatic choices at school. When you practice briefly and consistently, your child builds confidence without feeling coached all day.

Two-Minute Connection Warm-Up

●      What it is: Practice one greeting, one question, and one compliment before school.

●      How often: Daily

●      Why it helps: It makes friendly openings feel natural in the hallway.

Model-It-First Moments

●      What it is: Let your child see you introduce yourself and include someone.

●      How often: Weekly

●      Why it helps: Kids copy what they notice, especially under pressure.

Coach-and-Release Script

●      What it is: Rehearse one sentence for joining play, then let them try.

●      How often: Per milestone

●      Why it helps: It supports independence while lowering anxiety.

Inclusion Check-In

●      What it is: Ask who sat alone, then plan one kind invite tomorrow.

●      How often: Three times weekly

●      Why it helps: It builds empathy and social-emotional development.

Screen-to-Scene Swap

●      What it is: Trade 10 minutes of scrolling for face-to-face talk or play.

●      How often: Weekly

●      Why it helps: It counters losing the opportunity to develop everyday connection skills.

Friendship Skills Questions Parents Ask Most

Q: How can I help a shy child without pushing too hard?
A: Keep it small and predictable: practice one greeting at home, then stop. Turning it into a game can lower pressure, and practice at home gives your child a “safe rehearsal” before school. Praise effort, not outcomes.

Q: What should I say when my child tells me they were left out?
A: Start with empathy: “That sounds really painful.” Then help them pick one next step they can control, like asking one classmate to partner up tomorrow. Avoid rushing to solve it immediately, which can make them feel powerless.

Q: Why does my child copy friends or act differently to fit in?
A: Wanting to belong is normal, especially in elementary and middle grades. Research with more than 350 fourth and fifth grade students shows fear of rejection can shape peer behavior. Try talking about “kind choices” versus “popular choices” and role-play a calm boundary.

Q: When should I step in with the teacher or school?
A: Step in if there is repeated exclusion, name-calling, threats, or your child seems anxious about attending school. Share concrete examples and ask what supports are available, like lunch buddies or structured group work. You can advocate while still building your child’s skills.

Q: Should I arrange playdates if my child struggles socially?
A: Yes, but keep them short and low-stakes, ideally with one child and a clear activity. Choose settings where taking turns is natural, like a simple game or craft. Afterward, ask one question about what felt easiest, then celebrate that.

Grow School Friendships by Practicing One Skill at a Time

Kids can feel stuck when friendships get confusing, especially after rejection or when shyness makes reaching out feel risky, and parents often worry about doing too much or too little. The steadier path is gentle parental involvement in friendship: notice patterns, reinforce social skills with calm coaching, and treat practice as ongoing rather than a one-time fix. Over time, that approach supports social success at school by helping children read situations, recover from bumps, and stay connected with peers. Small, repeated practice builds the confidence kids need to keep trying with peers.