by Kayla Kinderknecht
Kayla Kinderknecht has taught first grade for 11 years. Currently, she is a Clinical Supervisor and Instructional Coach within USD 475 Geary County Schools. She enjoys time with her husband, daughter, and son in their rural Kansas home. She earned both her Bachelor’s and Master’s degrees from Kansas State University.
- Love kids? Check
- Know the content? Check
- Struggling to make it all work, despite having mastered the previous two? Read on!!!
As teachers, many of us have chosen this profession because of our genuine love for children. I find this is very advantageous when creating a caring classroom, because a teacher is authentic in his/her genuine care and concern for each and every student in the class. However, like any profession, education brings with it a roller coaster ride from day to day. We have no way of knowing how our students began their day, what they are thinking about, or the fears they may have. Thus, I have found there are a few ways to strategically approach setting up a classroom that is caring, warm, and welcoming to all!
“Family”
Terminology is one thing that I am always cautious of. Our students are often brighter than we even know, picking up on verbiage we may not think twice about. For example, I try not to address our group as, “Mrs. K’s class,” but rather, “our first grade family.” By simply calling our group a “family” repeatedly sends the message that I love them like my own, and I do, so it works well!!! I am also very aware of making positive statements and clear expectations, rather than “don’t” statements. I fear students hear “don’t” so often that they may tune out after hearing the “dreaded d-word.” Another simple example is, “Students, walk to line up.” I don’t need to stress, “don’t run, don’t skip, don’t race, etc.” Rather, I state what I DO want and follow up with those that do not meet my expectations.
Realistic
When planning the day for my first grade family, I try to think of what I would have liked as a kid, or even what I enjoy now, as an adult. Is it realistic for me to plan back-to-back lecture style lessons? Of course not! My first grade family is composed of 6 and 7 year olds. During professional development days, I know I always benefit from a break, and kids are no different! We must grant them “Brain Breaks” during a lesson or in the transition from one topic area to the next. If our plans are realistic, they enjoy it and there are less behavior issues to address. In addition, the family begins to foster a strong trust in me, knowing that I am aware of their needs and will take care of them!
Avoid Embarrassment
As I have stated before, if I don’t enjoy something, I cannot expect the students in our family to enjoy it, either. If I prefer not to be publicly shamed, embarrassed, or belittled, I most certainly don’t want to put children through that. Thus, in our classroom, I chose not to use a clip chart, color system, names on the board, or any management method that would allow a complete stranger to walk into our classroom and know right away who the “bad kids” are. First, there is no such thing as a “bad kid.” We know there are kids that are curious how far they can push, kids that come from broken homes, and kids that misunderstand the expectation. However, remembering that there are no “bad kids” ensures every student gets a fresh start EVERY single day! My fear was that if I did a stoplight chart and a paraprofessional walked in and saw Johnny’s name on red, he/she may have labeled him in a negative way. That is the last thing I want! Students don’t want to be publicly put on display for poor choices, either. Thus, having kids “take a break” and conversing with them one-on-one was something that was far more effective for me than any visual classroom management system. It was personal to each member in our family and it also prevented me from raising my voice, because our style was to converse one-on-one.
What Feels Right
There are specific books I have read, speakers I have listened to, and teachers I have borrowed from, just like all educators. Since I do not work for any of those programs, I chose not to mention any specifics, but am always happy to assist educators that want more information. The bottom line is, do what feels right, what you hope your own children’s teachers do for them, and make sure your actions are nothing you would ever be afraid to watch on a video tape of your classroom, and you can’t go wrong! If you do want additional ideas, please don’t hesitate to contact me at kaylakinderknecht@usd475.org.
