How do I keep from misplacing a kindergartener?
“Um... where’s Jerry?”
The Story: One time I asked a normally very well behaved student to sit at my back table because he couldn’t stop talking at his table group. I told him he needed to not talk to anyone while he was at that table so that the rest of the class could finish up their projects before we had to go to Art. After wrapping up the projects, the class lined up and we headed to Art. On that particular day, the teachers had meetings during our Plan Time so I just headed straight to the office after a quick bathroom break. All of the sudden, I see the teacher from across the hall signaling for me to come out of the office. As it turns out, she had heard sounds coming from my room and went in to find the student STILL SITTING AT MY BACK TABLE! By himself. I was mortified. When she asked him why he didn’t say anything when the class left for Art, he said, “My teacher told me not to talk!”
Secondhand hives, am I right? It’s like one of every teacher’s nightmares. But things like that happen! Even though we try our hardest to remember all the things, we are humans!
And kindergarteners…well they are an entire species of their own. A mix of feral cats, unicorns, toddlers, and a dash of moody teenager (with a sprinkle of curmudgeon grandpa when their routines are thrown off). Nothing can prepare you for your first few years teaching kindergarten (or maybe any years teaching kindergarten?). They are easily one of the most entertaining grades, but it’s clear quite quickly that there is definitely a reason they are looped in with the early childhood certification. It is a HUGE training grade helping them learn to navigate how to do school.
So here are a couple of things that might be worth adding to the mental checklist when working with littles:
You can never do too many head counts (especially during transitions), and
Say what you mean to say.
Take Aways…
Tips for keeping track of little students:
Head counts: I have a cat. He is a very sweet cat. I think cats are great. It is with all fondness and love that I say…kindergarteners are cats. They are easily distracted and love to wander. So, do a headcount frequently and consistently.
When you leave the room.
When you get back to the room.
When you have snack time.
When it’s been 10 minutes.
When you blink.
When the wind blows.
Pro Tip: Give students numbers assigned alphabetically so that you can quickly figure out who is missing. “Counting off” will get faster and faster and just become second nature.
Say what you mean to say: Kindergarteners have a special skill for zoning in on the most random parts of what we say and yet still somehow missing the big idea. “Now we are going to be little mice and get our backpacks…no we aren’t having cheese…yes, I know you like cheese, me too but…that’s neat that you’ve seen a mouse but…where’s your backpack??”
Give clear and concise directions as frequently as possible. “Now it is time to quietly get our backpacks. Shane, go quietly get your backpack and bring it to your chair.” You can practice what “quietly” means and practice being mice when it is not also connected to a new direction.
So to the teacher that shared this story with us - we all feel for you! I guarantee you are not the only one who has looked around and had a moment like…um…where’s Jerry? Thanks for letting us learn alongside you. Here’s to constant counting and clear, precise directions that we AND the students (hopefully) remember follow.
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