A Learning Process
As we’ve tried to figure out how to make all this work the past three weeks, it’s helpful to think of our classroom discussions about failure as an opportunity to learn, to practice, to re-think our approach and try again. We’ve stumbled so often and learned so much. It’s both humbling and incredibly valuable to be faced with something new and daunting, to struggle through something difficult—knowing that we are almost certain to fail, at least initially. We ask the children every day to make themselves vulnerable--to try new things, conquer their fears, and manage their frustration. In the past few weeks, we adults have had so many opportunities to remember what it feels like to be thrust into a new situation and be told, “just do your best.” We are all doing our best—children, families, caregivers, teachers—and it’s comforting to remember that we all have this in common as we navigate this strange new landscape.
Working Together While We're Apart
Projects and Documentation
We’ve also been surprised at how naturally new threads for work have emerged in the course of our sessions. Rowan’s family shared a story of finding a bird’s nest in their yard. This reminded us of the chickadee nest at school. At the same time, children were fascinated by Rachael’s cat Cattack, who’s often perched on a nearby windowsill and occasionally in Rachael’s lap. Elle and Lou Lou brought beloved stuffed animals to our calls, and Kian shared his family’s new puppy. The presence of animals and the children’s interest in them inspired one of our provocations for next week.
by Lisa & Rachael
Pieces of Tucker Room experiences.