The ABCs of kindergarten - catalyst-chicago.org
The ABCs of kindergarten - catalyst-chicago.org
The ABCs of kindergarten - catalyst-chicago.org
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Transitioning to Kindergarten<br />
On their best behavior<br />
Experts say <strong>kindergarten</strong>ers should be taught social-emotional skills,<br />
but not all CPS teachers have the expertise to teach them.<br />
By Rebecca Harris<br />
On a day early in the school<br />
year, Mays Elementary<br />
School <strong>kindergarten</strong> teacher<br />
Arnitra Campbell is having<br />
a rough day, wrestling with a<br />
roomful <strong>of</strong> antsy students. One<br />
spits on the table, getting a rise out<br />
<strong>of</strong> his classmates. Other children<br />
can’t seem to stop talking, even<br />
turning their backs on Campbell to<br />
socialize with friends.<br />
“<strong>The</strong> noise level should be zero,”<br />
she says. “What does that mean?”<br />
“Be quiet,” some students say.<br />
“Ms. Campbell doesn’t say ‘Be<br />
quiet, no talking,’” she responds.<br />
“Rule number 6 says, ‘We will not<br />
talk when our teacher is talking.’”<br />
Even more than academics,<br />
<strong>kindergarten</strong> is about learning the<br />
right behavior in school. For some<br />
teachers, teaching correct behavior<br />
means a heavy emphasis on strict<br />
discipline.<br />
But the focus in the education<br />
world has shifted toward an<br />
approach similar to Campbell’s.<br />
Instead <strong>of</strong> admonishment and<br />
punishment, the emphasis is increasingly<br />
on strategies to prevent<br />
students from acting out in the<br />
first place. <strong>The</strong>se strategies include<br />
teaching social and emotional<br />
skills that help children manage<br />
their emotions, make good decisions<br />
and calm themselves when<br />
they are upset.<br />
Illinois is the only state that has<br />
comprehensive K-12 social-emotional<br />
learning standards, and experts<br />
say that it is best if students<br />
begin learning these skills early on.<br />
In Chicago, several pilot programs<br />
have gotten <strong>of</strong>f the ground.<br />
But full-scale implementation <strong>of</strong><br />
social-emotional learning has been<br />
uneven.<br />
For urban teachers, it can be especially<br />
hard to make the transition<br />
away from punitive responses<br />
to unruly behavior, says Patty<br />
Horsch, a program manager at the<br />
Collaborative for Academic, Social<br />
and Emotional Learning, known as<br />
CASEL. A Chicago-based national<br />
non-pr<strong>of</strong>it, the <strong>org</strong>anization promotes<br />
the teaching <strong>of</strong> social and<br />
10 Catalyst In Depth Summer 2011