Pre-K KOREH Volunteer Voices

Adoring the Unexpected
By Barbara Altman

Before signing up for Pre-K KOREH, I’d been a KOREH L.A. reading partner in a Valley elementary school since 2002. I didn’t really know what to expect but found the name of the game is “flexibility.” In a classroom of sixteen four-year-olds, with a teacher and two paid aides, you must expect the unexpected and take advantage of every “Teachable Moment” that presents itself. I found this to be the case during the last four weeks.

Since I signed up for Pre-K KOREH, I’ve been watching the early education program “A Place of Our Own” every day on KCET. This is a really good, award-winning program, geared to people “taking care of children” whether in day care, early childhood, pre-k, or even nannies and grandparents babysitting young children. I’m learning a great deal.

During my first session at Vanalden Early Education Center, I met with the principal. She showed me around the school and introduced me to the teacher whose children I would be focusing on and left me in the classroom. I had two “focus children,” a boy and a girl, both four years old. The teacher introduced me to the class as a visitor and each child said his or her name so I was able to spot my two. The children were at various activity centers at the time—cutting and pasting, practicing letters, writing their names—and after ten minutes of free play they were assembled for a lesson on Calendar--day, month, and year. I was able to observe my two children. The boy was very gregarious, demanded the spotlight all the time, and was very independent—didn’t want to follow directions at all. The girl was very quiet. When I saw he had no intention of cutting and pasting, I sat next to him and gradually led him into the activity. I learned you don’t say “good job, good boy, good cutter;” rather, you say “that’s really good cutting.” (Teachable Moment: how many pictures did you cut out? what’s the dog doing in this picture? why do you think he’s doing that? why did you choose that picture?”) I noticed my boy could write his name but some letters were upside down, backwards, missing. I decided to bring a teaching tool with me next time.

During clean-up time I noticed my focus girl folding doll clothes. I commented “I like your folding.” I asked her name (which, of course, I already knew) but she just looked at me. I said, “I know—I’ll guess your name.” After a little hmming and hahing I said, “I think you look like your name is Stephanie.” Her face lit up, she smiled and I asked “Am I right?” She nodded yes, yes. I said, “Oh, I’m a good guesser.” I think her self-esteem increased by leaps and bounds—she was validated, a new stranger guessed her name! I knew then she would trust me.

Finally, after clean-up time I read a story to the whole class—Tip: “Little Red Hen” by Margo Austin is a great one; it affords a great deal of discussion afterwards to see if they understood the story, some critical thinking, etc. And then I prepared to leave. My boy ran to me and said “I wanted you to stay the whole morning.” Another boy said “Why didn’t you stay all day?” I told them I had an appointment and would come again next Wednesday. (Teachable Moment: do you remember what day it is today, and what month it is?”)

I left them washing their hands prior to lunch. I was there from 9:30 to 11:30 and drove home very exhilarated. I realized, in Pre-K KOREH you’re in the whole class even though you’re focusing on “your” child. You just dig in and do what seems necessary—the teacher at no time told me what to do. I think she was just delighted to have an extra body in the room.

Week 2. Big surprise! Teacher wasn’t there. Instead there was a sub and only one aide. It was totally yard play, for the rest of the morning! At one point during the day, one child was crying, snotty nose, looking for his mother. I sat down with him, showed him my watch and how the second hand went around and said it was too early for his mom to come. I asked if his mom had a watch. Yes, he mumbled. I told him his mom was very smart and she’d look at her watch and come when it was time for him to be picked up. And then I said let’s play ball. Crisis averted.

Another great Teachable Moment that morning: While I was bending down tying my boy’s shoe, he touched the top of my head and said “Boy, you have white hair on top. How come you have white hair?” I said that when you get old, your hair stops making its color and stays white. By this time, several more kids had grouped around. I asked “How many white hairs do I have on the top of my head?” and they all started counting in chorus, all the way up to twenty. An unexpected math lesson, no less.

A class of three year olds was on the yard at the time. I noticed that my sub teacher and aide were on the other side of the yard talking with another adult. I guess I was yard monitor. Actually, I really enjoyed it! I even helped some three year olds with their difficulties. I showed a group how to play hopscotch and had them taking turns jumping one, one, two, one, one, two! There was no time to read a story this week.

Week 3: Teacher was back in class. Both aides were there. The usual routine, center activities, practicing letters, cutting and pasting. I took my boy aside for a while to work with him on his name, Ernesto. I had written each letter on separate index cards. I taught him a song I had made up with the letters of his name and after singing it together a few times directed him to find each letter as I sang it and place it on the table in order. When his name was complete, I had him trace the letters with his finger, then copy it onto paper. Then I had him mix up the cards, sing the song, and find each letter in order. We’ll do it every week until he “gets” it.

This time when I left, I had hugs galore. See you next Wednesday!

Week 4. When I arrived several children ran to hug me hello. One little girl said “I know your name. It’s Barbara.” Yippee—now I felt validated! This time I had asked the teacher what lesson they were studying this week. Pets! So I brought a book called “Pet Show’ by Ezra Jack Keats. I read the story to sixteen little faces listening intently; I injected a question here and there and at the end of the story asked if they liked it. “Yes, read it again.” The teacher said there was time so I read it again. Fantastic, fantastic!

So you see, the name of the game is flexibility! Do whatever presents itself. Even the playground play is important. All Teachable Moments . And me? I’m having a great time! When a four year old girl comes over to you and says “I like your shoes,” that’s priceless! When a four year old girl asks me to tie her sweater around her waist and later I see girls helping each other to tie, that leaves me speechless.