4 Comments

  1. jennifer trydal

    This post was so timely for me. I have been on this Reggio journey for a few years now. However, I live in a Northern Alberta town where I’m lucky if anyone has even heard of this type of learning; much less taken on making it real. This is the first year I have abandoned ‘letter of the day’ and phonics programs in search of a more authentic was to teach the alphabet (or I guess a more authentic way for students to explore the alphabet). But, as the year comes closer to the end, I still have so many kiddos struggling with alphabet recognition and I feel the pressure to fall back to the old ways. What do you do when your kids struggle and time is running out. I’m still only a 2 day/week program as well; time is always the enemy!

    • mbe543@mail.usask.ca

      Oh Jennifer! I have been there. I think you’re being too hard on yourself. It’s easy for us to blame ourselves when children don’t know their alphabet by the end of the year. However, it’s just not always the case. And no matter if you were their teacher or someone else was, they might not know them either. I just had this conversation with another teacher this afternoon. We each have a couple kids that need a little extra support. For those kids, maybe a more explicit teaching method is the way to help them. Can you possibly have a small group where you focus on alphabet awareness as the other children work through invitations? You could set up a “teacher-directed” invitation where you guide them to write alphabet letters in shaving cream, or create them with loose parts.
      I’m always feeling with an every other day program that I don’t have enough time to get through all the things I want or even need to.
      Hope this helps a bit. I’d love to chat more!

  2. Leah Copland

    With these invitations, how do you guide or ensure that the students are using the items as intended? When I’ve put out loose parts and invitations or provocations, my students often revert to building swords or cars or something that is not what I envisioned or hoped. I’m just beginning my journey and am having difficulty with this aspect. I see in some of the photos above, your invitations use manipulates such as wooden blocks or straws and connectors to form letters. In my classroom, when my teaching partner and I put out invitations or provocations such as that, the children often become silly and make weapons or something that isn’t at all what we intended. I’m sure that you begin small, and I hope to do that next year, but would love some advice about how to guide or pique the interest of my students to be ‘structured’ enough to use materials and prompts as they are ‘intended’.

    Thank you!

  3. Leah Copland

    With these invitations, how do you guide or ensure that the students are using the items as intended? When I’ve put out loose parts and invitations or provocations, my students often revert to building swords or cars or something that is not what I envisioned or hoped. I’m just beginning my journey and am having difficulty with this aspect. I see in some of the photos above, your invitations use manipulates such as wooden blocks or straws and connectors to form letters. In my classroom, when my teaching partner and I put out invitations or provocations such as that, the children often become silly and make weapons or something that isn’t at all what we intended. I’m sure that you begin small, and I hope to do that next year, but would love some advice about how to guide or pique the interest of my students to be ‘structured’ enough to use materials and prompts as they are ‘intended’.

    Thank you!

Leave a Reply

Your email address will not be published. Required fields are marked *