Tea Time at Aspen Grove: A Community Ritual – Story from a Practicum Site

Tea Time at Aspen Grove: A Community Ritual

Aspen Grove is a small preschool, located in Nederland, CO, a former mining town tucked into the mountains just to the west of Boulder.

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One 2016-2017 graduate student teacher and one mentor in the Boulder Journey School Teacher Education Program are members of a community of teachers and children who participate in a daily ritual called “Tea Time.”

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During Tea Time, all members of the school community gather around the fireplace, located in the center of the school. Each person is offered a small cup of herbal tea, and a candle is lit. Children participate in all aspects of the preparation, including heating the water, choosing the tea flavor, and choosing books to read together. While the tea is enjoyed, everyone chats and stories are read. As the children finish their tea and feel ready for nap, they excuse themselves to find their mats.

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Rituals can be defined as special actions that help us navigate emotionally important events or transitions in our lives as well as enhance aspects of our daily routines to deepen our connections and relationships. (Gillespie & Petersen, 2012, p.76)

This daily ritual is an important part of Aspen Grove’s culture, and supports the children’s cognitive, physical, and social development in complex ways. The taste and scent of the tea, along with the physical warmth, serve as signals that it’s time to relax for nap. The children’s natural rhythms are respected, as they are empowered to head to the nap room when they are ready. In addition, the social aspects of this ritual deepen the school community members’ connections with one another.

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So often transitions are viewed as times to simply “get through”; this story can serve as a reminder to us all to celebrate the opportunities for learning, development, and community-building that are present in every moment throughout a day.

Tea Time is a reminder of the special nature of transition times.

  • What are the rituals that are unique to your classrooms and school?
  • How are they indicative of the cultural identity of your school community?
  • What are ways to build upon and share these unique moments that make your school special?

References

https://www.naeyc.org/yc/files/yc/file/201209/Rock-n-Roll_YC0912.pdf

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A Farm Tale: Story From a Practicum Site – Boulder JCC

The Jay and Rose Phillips Early Childhood Center at the Boulder JCC has been a Boulder Journey School Teacher Education Program Partner School for the past three years. As a practicum site, the school hosts graduate students and mentor teachers. One of the resources the school incorporates into their curriculum is the Milk and Honey Farm, located adjacent to the Boulder JCC building.

Milk and Honey Farm at the J is a 2+ acre educational sustainable farm that brings the greater community together via experiential programs and activities designed to ignite wonder and discovery, grounded in vast Jewish heritage, tradition, and values. It provides a place for individuals to connect on the simplest level with soil, plants, animals, and people, for the health and well-being of themselves and the larger community.

-Boulder JCC

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On this particular day in February, a class of 2-3 year-old children was invited to visit the geodesic dome greenhouse to explore and participate in planting. They explored the plants that were already growing, as well as the fish in the aquaponic pool.

Aquaponics (/ˈækwəˈpɒnᵻks/) refers to any system that combines conventional aquaculture (raising aquatic animals such as snails, fish, crayfish or prawns in tanks) with hydroponics (cultivating plants in water) in a symbiotic environment.

-Wikipedia

The class was introduced to the baby parsley plants, started from seed by the resident farmer. They observed the leaves and root structures of the tiny plants. They discussed the process of starting seeds in trays, like the one pictured, and then transferring them to soil so the roots can spread out and the plants can grow to maturity. As the conversation unfolded, teachers documented the experience, so it could be revisited and reflected upon at a later time.

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The parsley itself is culturally significant. Parsley is one of several symbolic foods that is traditionally offered on the Passover Seder plate. Passover takes place near April each year, so these parsley plants were ready for harvest in time for the holiday. 

The Boulder JCC is part of the JCC Network of North America.  The JCC is an inclusive organization, open to members, teachers, and students of all backgrounds and cultures.A strong part of the ECC’s philosophical approach to early childhood education is the Sheva Framework. Described in detail below, the Sheva framework represents an expression of the Jewish tradition that is reflective of the inquiry and inclusiveness held by all in this community.

The art of inquiry within Judaism is a time-honored tradition. Teachers and students are on a continuous cycle of asking questions, researching answers, and co-constructing knowledge together.

The following seven values of the Sheva Framework help us to focus our intentions and serve as Jewish ‘lenses’ through which we see our curriculum and the life of our school community.

MASA/JOURNEY
מסע

Reflection, Return & Renewal
In order to move forward in a meaningful way, we must reflect upon the past.  Our travels are more important than the destination.

TZELEM ELOKIM/DIVINE IMAGE
צלם אלוקים
Dignity & Potential of Each Person
The image of the child as capable and competent is a core Reggio philosophy value.  We view children, families and colleagues with dignity. This is a lens of accountability, empathy and self-worth.

BRIT/COVENANT
ברית
Belonging & Commitment – Community
A bound and trusted relationship allows us to unite with others in pursuit of a shared vision.  It enables us to grow, take risks, and share with honesty.

DRASH/INTERPRETATION
דרש
The spirit of inquiry within human nature is the drive that aides in reflection and growth.  To question, to debate, to interpret, and to communicate are all essential components of the Jewish tradition.

HITORERUT/AWAKENING
התעוררות
When we as adults take the time to slow down, we become more aware of the miracles that exist in every moment, allowing gratitude to flow freely through us.  Young children are more apt to wonder, naturally embracing life with exuberance.

TIKKUN OLAM/REPAIR OF THE WORLD
תיקון עולם
Repairing the world is done with a spirit of generosity and a partnership with families and children to continuously make a difference in our community.  There is a sense of responsibility to perform social “acts of kindness” every day.

KEDUSHA/HOLINESS
קדושה
We envision holiness in terms of sacred time, spaces and intentions.  We find holiness at distinct times in the Jewish calendar, such as Shabbat and holidays.  We also unearth holiness in our daily experiences as we observe the interactions of children, listen to their voices, and discover life together.

-Boulder JCC

By creating opportunities for children to experience the life cycle from planting to eating, the children can develop ownership and care for their food in a rich and complex way. The values expressed in the Sheva framework offer a powerful lens through which to think about the significance of experiences such as this.

As the spring weather takes hold and a new outdoor growth cycle begins in all the spaces of Milk and Honey Farm, the school will continue to explore ways the children can explore and research the farm-to-table cycle.

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  • How do the cultures reflected in your school impact the experiences offered to children?
  • What resources exist in or around your school community that can offer possibilities?
  • What kinds of opportunities can you offer children to build close relationships with the food they eat?

 

Conversations with Robots: Story from a Practicum Site

OPENair Academy is located in Taxi, an intentional live-work community in the heart of Denver’s River North (RiNo) Neighborhood. Because OPENair Academy is located right in the center of this vibrant community, children and teachers from the school often venture out to explore.

OPENair Academy‘s LoDo school is located in the innovative mixed use community, Taxi,  in Denver’s River North (RiNo) neighborhood.

img-rinoOne particular class of preschoolers and their teachers have been engaged in research around the Taxi community. The teachers in this class are part of the Boulder Journey School Teacher Education Program (BJSTEP) community as both current graduate students and alumni mentors. The goal of several courses in the BJSTEP is to deeply study the intersections of theory and practice in the classroom, and this particular research began to blossom when one of the teachers was enrolled in the “Developmentally Appropriate Curriculum” course in the fall of 2015. Since the teachers first observed the children’s excitement about the neighborhood, the project has blossomed into a rich and complex study, and continues in the 2016-2017 school year, with one teacher graduating from the BJSTEP in August and another graduate student teacher joining the class in August of 2016.

The following story is a look into one small part of the neighborhood investigation, and begins with teachers’ observations of the children’s interest in a large robot they often encountered in one of the buildings on their walks around Taxi.

“I like the color of it.” -Lillian 

“Maybe it’s not working today…maybe because it’s broken?”- Jack 

“Maybe we could like take a picture of this robot.”- Leighton 

“Can you turn on the robot please?”- Vaughan 

“Maybe they like put cool stuff on it and press a button.” -Leighton 

“Why there a shoe on there?”- Dylan 

The teachers decided to reach out to the business that owned the robot, BOA Technology, and arrange for the children to visit with the employees. The employees were happy to host a visit from the children. They answered questions and gave an up-close demonstration of how the robot works.

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copy-of-communication-with-parents-6-2Upon returning to school, the children expressed a desire to build their own robot. After gathering materials, discussing their ideas, and sketching their plans, they worked together, using cardboard and other loose parts, to construct a robot that would live in their classroom.

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During the weeks that followed, the robot was explored in numerous ways. It was more than just a visual reminder of the BOA robot, it was a member of the classroom, with its own personality. However, both children and teachers noticed that the robot lost some parts over time. Rather than throwing it away, teachers saw this as an opportunity to challenge the children to think about how to revive the robot. The children had many ideas: 

“We have to fix it.” -Hadley

“With tape.” -Lio

“With lots of tape.” -Hudson

“Paint it.” – Leighton

“Horsie stickers on it.” – Lillian

“Purple marker and pink on the side and stick some things on it.”-Leighton 

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Teachers recognized that the children were engaging in the design process, ideating, creating, and testing prototypes, reflecting, and then starting the cycle over.

As the children enjoyed their new iteration, teachers wondered how to continue the process. They had been sharing documentation of the robot experiences with families, and they invited them to send materials to school that might inspire the children to continue to add parts to their creation.

One family sent some new parts, which resulted in the children engineering a working “garage door”, adding new functionality to the robot and increasing possibilities. 

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This project began with courses taken last year by one teacher enrolled in the BJSTEP and is now enriched by another. The group, however, functions as a unit. While some are children, some are alumni, some are mentors, and some are current graduate students enrolled in courses, they are all learners together. They are not only studying how the Taxi community offers possibilities to the children, they are also studying how the children and teachers offer possibilities to the community.

The class looks forward to collaborating with BOA in the future, as well as other companies and businesses based in the TAXI community. Not only do these interactions help the children understand their community, they also remind the adults of the community that children are vital parts of all communities and have unique ideas and perspectives to offer.

What potential collaborators exist beyond the walls of your school?

The Boulder Journey School Teacher Education Program Professional Qualities

We are currently educating children for a future that is rapidly changing. To prepare ourselves, we have to consider our role as learners – open to change, seeking possibilities, and compelled by the unknown.

 

The Boulder Journey School Teacher Education Program has developed a working list of “qualities” that we seek to support our graduate students in developing throughout their 12 month teaching and learning experience. The Professional Qualities are a response to the question:

How do we educate teachers, in order to educate students, for the current and future world?

Continue reading “The Boulder Journey School Teacher Education Program Professional Qualities”