Good Bye 2017! Welcome 2018!

So another year ends and the promise of a new year waits just around the corner. How is your 2017 ending? How are you beginning 2018?

Was it a good year? Are you racing into the future looking forward to the promise of 2018 or are you dragging yourself out of 2017 battle scarred and weary? Or perhaps you feel ambivalent about 2017/2018. Easy come easy go.

Let's take time to reflect.

What parts of 2017 do you want to leave behind? How will you do that?

What were the best parts of 2017? What made them great?

What goals went uncompleted? Why?
What are you going to do about it in 2018 and those goals?
Reflect on them, adjust, make new goals, and examine if they are realistic.

What accomplishments did you have in 2017?

I believe every year has its ups and downs.  Every year is full of promise and failure. Health and sickness wait inside each year.  But, the way you feel about a year that has passed and a year that is starting really can set a tone for how you feel about them.

Let's be honest years are just made up of days, days are made up from hours, and hours come from a collection of minutes. 

Minutes are built by seconds. So let's make every second count.
Let's choose to see the good and the best in the situations around us. Yes sometimes you need to dig deep and explore when you want to hide.

But see each year as a sketch. The final product won't be completed until the final stroke of the artist's pencil.

Happy New Year’s to you!

Exploring Light

The winter months bring darkness.  We go from long days filled with warmth and light to cold, dreary days of darkness. With the winter solstice, the days gradually begin to lengthen again but darkness seems to linger. These are the perfect months to capture and explore light.
I bring out flashlights of all sizes. I place them around the room and they are there to use in dramatic play, exploring under tables and chairs, inside dark boxes and evening taking outside. We use them with mirrors and see through toys and we create shadows with them. We use them to "paint" with lights.
We darken the room and then dance and twirl our flashlights to music as the children paint with the flashlights I take pictures and then we print them and discuss what the light streaks look like.

I place battery operated light strings on tables and allow the children to add loose parts to them and incorporate them into their play.

I change up my light table and light table toys creating new invitations to explore and ponder.

This year I have a black light I hope to add to our exploration.  There is so much you can do with light and light play. Why not do it during the darkness of winter?

Links to explore:

Light Science for Kids
https://buggyandbuddy.com/light-experiments-for-kids/


24 Light Themed Activities to Explore with Children
https://childhood101.com/24-day-night-light-themed-learning-activities/

Mirror and Light Science
https://www.mymundaneandmiraculouslife.com/mirror-and-light-science-experiments-for-preschoolers/

From Holidays to Winter Blues

Well, the holidays have passed. You have made it through the sugar highs of Halloween, the over eating of Thanksgiving and slid through the multiple celebrations of Christmas. If you are on holiday you have a few days before you meet up with your class again. If you are not on holiday you are crawling back into routine.

Well, remember so are your kids. They have gone through the same types of highs and lows you have.

However, they have not had the 18 plus years you have had to develop coping skills. They don't have the words to express, the feeling of, "it is all over" and "I feel sad".

They don't understand the emotions that come with high times of joy, constant motion and family dynamics; and if we are honest a lot of us are still developing these skills or working at getting better at developing them.

On top of everything that goes with all the fun and celebrations we have just enjoyed, many of us in the Northern Hemisphere are hitting the doldrums of winter. Living in Minnesota, I know deep cold, artic wind chills and snow or lack of snow, will add to my classes behaviors and attitudes.

It will also affect me. And we all know if it effects me it will affect my class and those around me. So what can we do to help move forward and enjoy the transaction back into regular life?

1. Go slowly. I take a few days working extra free time and regular routine together. Shorter circle times, more exploration opportunities.

2. Switch it up. Gradually decrease the holiday songs and books, bring back old favorites and slowly introduce new ones. Do the same with toys, puzzles, art mediums, and books.

3. Provide large muscle opportunities. Dance, go outside when ever possible, use the gym wisely. Check out:

The Learning Station and their Brain Breaks. https://learningstationmusic.com

Explore Rea Pica's work.
http://www.raepica.com

4. Net work with others.
Check out my Facebook page From Fingerprints To Masterpieces and join our discussion group From Fingerprints To Masterpieces Deeper Discussions.
Share other groups in the comments or in the discussion group so we can all benefit from what you have learned.

5. Take care of yourself. If you are feeling the stress and pressure you will transmit to your class.

You are their rudder. Remember you are in control, but use your position wisely.
Set limits and follow through.
Be aware of the choices you are giving, spoken and unspoken.
Yelling doe not solve anything, stay CALM.
Apologize if you must

and NEVER, be afraid to ask for help or offer a coworker help.

This is just a season. It will pass. It can be enjoyed.

It Has Been Awhile

With Thanksgiving transitioning into Christmas and conferences and Christmas programs I have had to take a break from my blog. Look for new entries very soon.

Stone Soup: A Thanksgiving Tradition

Enjoying the Soup

Do you have any special traditions you do every year with your children?

At our center, Love To Grow On (http://lovetogrowon.com/), we have a Stone Soup meal the Tuesday before Thanksgiving. We invite family, and friends to come join us for lunch on this special day. 

It started out as a small event 17 years ago and has grown. Today we had about 110 people at our feast.

Acting Out the Story

The children start learning about the story of Stone Soup right after Halloween. We usually use the French Tale about 3 hungry soldiers returning from war and the villagers who are afraid of strangers. The villagers are trying to protect what little they have left. There are so many good versions we read several throughout the month.

We talk about the ingredients used in the soup and we make a Friendship Salad to add to the meal. Families sign up to bring several items to complete the meal and invitations are sent out to invite people to our meal. We always invite family and friends of the children and staff, volunteers who help at our school and occasionally other guests. One year Minnesota's Governor Al Quie joined us for our meal.

Washing the Carrots

The Monday before Stone Soup we all work together to make the soup. The infants and toddlers help wash the potatoes, apples and carrots. The preschool classes cut the carrots, and potatoes, family members come in and help cut up grapes and oranges up for the fruit salad (Friendship Salad).  It is a tradition that still excites our School Age kids even though they are at school during the meal.

Cutting Carrots

They still help with cutting up vegetables and fruits, setting out tables and devouring leftovers when they return from school.  It is a tradition many families talk about and miss even after their children have aged out of our care.
"It was delicious and such a great tradition. Sad that it's our last. Thank you!" parent of an older preschooler

"First time in 4 years we haven't gone :(. Such a wonderful tradition." Recently moved family

"Today, I was thinking and missing this wonderful tradition that was happening at LTGO!!" Former staff member

"Darn, that smells good! Wish we had no school today!" Current School Ager.

"I want my soup! I already tried it and it tastes good, I want my soup now."  Younger Preschooler

My not so little nieces

I love it because of the fond memories it creates for everyone. When my nieces were little they came with my parents to help prepare the meal and share the meal.  Isabelle enjoyed the time with her Auntie, even though she was very unhappy the soup was full of vegetables.  Elizabeth took charge, helping the "little kids" learn how to cut, even though she was their age or a little older.  She loved the leadership role and being her Auntie's helper.

We try to extend this idea of tradition; by asking parents to share with us holiday traditions they do, special foods they make or games they play during the holidays. We then try to incorporate many of those ideas in our classroom to celebrate the families that make up our classroom family. 

Our Stone Soup Recipe:

Stock Pots Cooking Away

Chicken Stock
Chicken Base
Cut Frozen Carrots 
Baby carrots
Potatoes
Onions
Cans of Corn, Peas & Tomatoes
Salt & Pepper to taste
Garlic (fresh)
Paprika
Curry (sweet & hot) to taste
a dash of Season Salt
a pinch of Sage

Start on simmer the day before, do not let come to a boil!
Remove after 5 hours or so of cooking and keep in fridge over night.  Start the rewarming 6 hours before the meal and again do not let it boil.  Chicken soups loose their flavor if boiled.

Our Friendship Salad Recipe:

Identifying the Fruits & Vegetables for our Meal

Bananas
Apples
Mandarin Oranges
Grapes (quartered)
Fruit Cocktail 
Cool Whip

Drain the cans of fruit.  Mix all fruit cut up with the cool whip and chill before serving.  Leave out any fruits that toddlers and infants can not eat mix the salad pull some off for them and add in the fruits held out once you have some set aside for younger children.

We also ask for rolls (white & wheat) and butter to add to the meal.

Tasting the Soup before the Big Meal

Stories of our favorite stories on Stone Soup:

Stone Soup (Aladdin Picture Books) by Marcia Brown  (Author, Illustrator)

Stone Soup by Ann Mcgovern (Author),‎ Winslow Pinney Pels (Illustrator)

Stone Soup by Jon J Muth 

Check out our center:
http://lovetogrowon.com/

https://www.facebook.com/Love-To-Grow-On-108031595901282/

Retrospective on Respect

Respect can be defined as due regard for the feelings, wishes, rights or traditions of others.

I have been thinking about respect lately.
What is it?
Is it something you deserve or is it something you earn?
Why does it matter?

The National Association for the Education of Young Children (NAEYC) mentions respect several times in their core values:
Respect the dignity, worth, and uniqueness each individual (child, family member, and colleague).
Respect diversity in children, families and colleagues.
Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect.
We act with integrity, respect, and trust.(www.naeyc.org)

I believe respect is taught as well as earned.

However,  I am concerned we are more focused on the respect we perceive we are owed. If we want children to grow up having respect for others and for the property of others we must model those behaviors.

If I want to be respected as a professional; I must present myself as a professional.
I must dress appropriately for moving freely with children, yet not so casual I am not viewed as not taking pride in my position, as an Early Childhood Educator. I must remember that parents are watching me. Yes they are judging me on the care I take of myself. Be honest, we have all judged someone by their appearance, yes even children and their parents.

I must speak professionally. Parents are not interested in the nitty-gritty details of my evening and weekend activities. Do you discuss such things with your doctor or newspaper carrier? Then why would you become so familiar with the families who have children in your care? Keep topics to the child, their family and if asked divulge only pertinent information about your life. Would you want your physician spending your physical discussing their up coming divorce?

I must continue to grow in my education.  How can you keep your teaching fresh, relevant and fun? Grow. Take classes, attend professional forums and conferences,  read, and share with coworkers and other professionals in the field of Early Childhood Development.
Approach each of these situations with an open mind and no preconceived ideas. What can you learn or how can you grow if you feel you know it all already; or know it better than those around you?

Besides acting in a professional manner I must treat others, (children, families and coworkers) with respect.

When children are talking to you; stop what you are doing and look at the child.  Listen to them and use reflective listening skills when answering them. What they is important and should be valued as such.

When speaking with parents; take time to actively engage and restate questions so they know you are listening.  Let them have input in decisions you are making so they feel valued as the co-educator they are.  Be willing to try out their ideas, don't just dismiss them as not going to work, or already been there done that.  Ask for more specifics on how they handle situations, you are encountering, at home and what is effective for them.

When working with coworkers; Be respectful when they are teaching.
Is it group time? Stay quietly in the background, Do Not talk over them.  Why is your question more important than what the teacher and children are doing?

Are they speaking with a child, parent or coworker? Wait your turn.  If you interrupt you are modeling it is OK to interrupt others. (I see lots of us in this profession putting our needs ahead of others. I get it we are busy, but it is not about us.)

Do you disagree with their approach? Be respectful. Set up a time to meet with them to address the issue.  Do not go to others and complain.  Model conflict resolution.  It is a hard skill and one that needs to be practiced.

I will admit I need to grow in these areas.
I am far from perfect.

I fear as we are drawn more into impersonal, technological use we are forgetting what true respect is, but demanding we get it.

Are You Displaying an Attitude of Gratitude?

I am thankful for sunrises & sunsets!

We are entering a time when we focus on Thanksgiving here in America.  Yet it follows on the heals of some very tragic events.  Our world has been full of sad events this year.  Fires, Hurricanes, Monsoons, Earth Quakes, Terrorism, Violence, and so much more.  

Perhaps even your family has personally been touched by tragedy.  Yet In order to move on we need to find reason's to be thankful.  It is an important skill we need to model for our children and share with adults around us.  So how can we do that?

Let's look at the definition of THANKFULNESS first:

1. It is to be conscious of the benefit we received or are about to received

2. To express thanks

3. To be pleased 

Now to move on to GRATITUDE:

1. The quality of being thankful.

2. The readiness to show appreciation for something.

3. To return kindness. 

I know all day long I am watched by little eyes, and listened to with little ears taking in how I handle a situation. If I hold resentment or frustration they see it.  So I must first, check my own feelings and then find positive ways to express gratitude or find something good in the situation.

If they see this modeled enough they will soon practice it and soon it will become a habit for all of us.

I am not in anyway suggesting this is an easy thing to do.  

It is a choice.  

Like many choices we are faced with; the right one is not always the easy one. I had Ovarian cancer in 2008.  I had to choose to have chemotherapy.  I am thankful it worked and I am now 8 years cancer free.  I was worn out, tired and lost my hair.  Yet I am thankful I did not have the sever nausea some people have.  I was able to work most days and I had a care team that worked around my schedule so I could spend days with my kids at school because they realized the children kept me moving going.

When stress hit you at work, do you shake it off and find joy in the children in your care?  Or do you chew on the frustration missing the good around you? How can you find the good and be thankful?

Being thankful is contagious.  It eventually wears off on others.  They look to you to help them find the positive in life and soon they too are sharing an attitude of gratitude with others. What a gift to teach children young.  Perhaps the more we model it the less anger, violence and hate will will see becomes it will come more naturally and those in our care will teach others around them throughout their life to be Thankful in all things.

Some of my Favorite Books:

The Bernstein Bears Giant Pumpkin

Stone Soup

The Giving Tree 

Thank You For Thanksgiving 

The Relatives Came 

 

Some helpful links:

• 1. https://www.focusonthefamily.com/parenting/spiritual-growth-for-kids/gratitude/teaching-thankfulness

  2. http://www.pbs.org/parents/special/article-ten-ways-raise-grateful-kid.html
     https://www.jellytelly.com/blog/three-bible-stories-teach-kids-thankfulness
     https://www.healthychildren.org/English/family-life/Community/Pages/12-Tips-for-Teaching-Children-Gratitude.aspx 
     https://www.babble.com/kid/10-childrens-books-to-inspire-grateful-young-hearts/

Oh My!

I awoke this morning with giggles.  I was thinking of some of the things I have heard over my years of working with children.  It started my day with joy and I wanted to share with you a few of those words of "wisdom".  The names have been changed to protect the innocent (or not so innocent =) )  Any photos included are just to add more smiles to your face and not a reflection of the story teller.  Grab a cup of coffee and settle back with me for a stumble down memory lane.

J. arrived very upset.  It was not a good day.  Mom was leaving him at work.
G.G. one of his favorite teachers approached him. " J. are you OK?" J pulled back.
G.G. scrunched up her face in concern. Wrinkles appeared over her forehead and around her kind eyes.
"STOP that!" Shrieked J.
G.G.'s eyes widened.  "Stop what J?  I don't know what I did."
"Stop looking at me with that OLD LADY face!"


Miss. P. and 3 year old F did not communicate well.  F had a mind of his own and needed choices.

  Miss. P loved giving direct orders.  After a long day of battling, F told Miss. P "Shut up!"
Miss. P was not happy.  This was the ultimate insult.  She marched him to the office to sit with the secretary. "I want you to sit here until you are ready to apologize."
F was a very charismatic child.  Soon he had engaged the secretary, who was trying to ignore him in conversation.
"I am going to my grandma's.  She has a talking dog."
"Is it a toy dog that talks?"
"No a real dog that talks."
"Oh, you mean he when you tell him to speak he barks."
"NO. I mean he really talks like us."
"Hmm.  You could get a dog like that on T.V.  Lots of people would love to see a real talking dog."
Miss. P reenters a few moments later.  Hand on hip, swinging her long hair over her shoulder.  "Well F are you ready to apologize?"
Long silence steady eye contact from F. Shoulder shrug followed by wide, sparkling smile.  "Yes. Yes I am, because I have a dog that is going to make me so rich I can pay you to Shut Up!"

N had developed a like of four letter words.  (I don't mean food, door, truck...etc). This had become a conversation his parents and I had over several weeks.  They were very unhappy with what he was saying at home, and where sure that it was coming home from school.  We had all been really in tune to listen to the conversations and the only time we heard a four letter word it was always initiated by N.
His dad stood in the hallway.  In a very firm voice he said to me, "We do not use those words at home.  He must be learning them at school."
"I understand your frustration and I am paying close attention to the language here at school, but I am not hearing these words even from the schoolagers in the morning.  I too, would like to figure out where these words are coming from."
N pulls on his dad's hand, "Dad."
"Just a minute and we will go. This is becoming a bigger issue than you realize he is saying these words in front of grandparents.  My mother was very upset last Sunday when N said sh*! at the dinner table."
N pulls harder, "Dad!"
"In a minute, this is serious. We don not use words like this at home.  We do not allow him to play

with neighborhood kids who use these words."
"I am very sorry. I can imagine it was embarrassing to have him cursing at dinner.  We will keep trying to discover where these words are being learned."
"DAD!"
"What N?"
"You taught me the words!"
"I beg your pardon young man.  I do not say bad words."
"Yes, you do! Those are your garage words.  The ones mom says you have to say in the garage when I am not with you!"
Long silence. Painful eye contact from N's dad. Slight blush to his cheeks.  "I am sorry.  It seems we have solved the problem."

After a long walk at a local park full of geese, that was thus full of goose droppings we returned to the classroom.  We were removing shoes due to the droppings when this class decided to start chewing on their shoe laces. "Please, don't put your laces in your mouth."
I might as well have been mute.
"Don't chew on your shoe laces.  Remember all the goose poop we just walked through?'
Total lack of interest in my words of wisdom.
"DON'T chew on your shoe laces.  They might have goose poop on them and then your are putting goose poop in your mouth."
A few discussed looks, a few stopped, a handful became more determined. (Surprise.)
"Stop chewing on those laces!  There is goose poop on them.  You will get sick."
Blank stares then 3 children pick up their shoes and go to bite their toes.  I see a vision of the disgusting seen to occur.
"Do you not hear me their is Goose Sh*! on those shoes!" 
Now I have everyone's attention.  Oh my, how can you say goose poop so many times and then slip to that word.
My co teacher catches my eye as she stifles a snicker. "Thank you, you got their attention. And know I get to tell each parent that picks up tonight: Yes, Miss. Helen did say a bad word but she meant goose poop."

The Truly Scary Part of Halloween

Since mid June I have been hearing my preschoolers plan for Halloween.

"I am going to be Spiderman."
"I'm going to be a fairy princess,"
"Well, I am going to be Batman!"

And so it has gone from weekly conversations, to daily conversations and now hourly conversations.

It's not the sugar high that scares me.
It is not November 1st after a late night and too much excitement that makes me quake.

No, Halloween is not scary until you realize it ushers in 55 days or more of pure holiday overload. After the holiday overload you are dumped into what feels like endless winter days, especially if it is a particularly cold and harsh, Minnesota winter that traps you indoors for days on end.

So, how do you make the most of what is to come?

1. Acknowledge it is coming, there is nothing you can do but embrace their excitement.  Stop and feel the joy and anticipation they are feeling.

2. Keep to your schedule. Your daily routine might be the only thing in their little lives that is consistent for the next few weeks.

3. Discuss emotions. Help identify feelings and teach ways to express those emotions. Add books to your reading area on feelings. Keep your feelings under examination and identify how you are feeling and why. I do this with my class if you are not that type of person at least admit it to yourself.

4. Move it, move it, move it! Plan LOTS of activity in and through your day. Dance, play games, make up silly reasons to get up and roam around. Take unexpected walks, even if just through the building.

5. Provide lots of sensory experiences. Provide small bowls of

warm soapy water to play in. Make play dough and add seasonal scents. Play in shaving cream. Listen to soft music. Light your room in Christmas lights and turn off over head lights.

6. Make the most of it. It only comes once a year and it really is not that long. Embrace the season and magical moments. Look for those instead of looking for the crisis waiting to arise.

You are in control of the environment set up for the kids around you. Make it the best for them and it will give you peace and delight too.

Some helpful links:
https://www.familyeducation.com/fun/playdough/play-doh-recipes
https://www.yourtherapysource.com/blog1/2009/06/
https://www.verywell.com/holiday-stress-and-anxiety-in-children-620516

Have a great idea? Email me at Fromfingerprintstomasterpieces@gmail.com and I will include it on my facebook page.

Pumpkin Provocations

To provoke someone is to stir up or arouse a feeling or action.  It is an intentional act to draw someone out.  Often we think of it in a negative term as in to provoke anger. 

A provocation is meant to inspire another to investigate.  With this in mind I provided white pumpkins, decorative gourds and squash for my class.  I put out hammers, golf tees, rubber binders and sticks.  Nature provided the leaves and tomatoes that joined the provocation.

Once set up on the table children were drawn to it like magnets.  They came and went as they pleased.  I stood by but did not offer any suggestions or aid; unless help was requested starting a golf-tee or removing a golf tee.  A few children remained at the table for over 2 hours never once heading anywhere else to play.  

Being outside meant that there was no concern of what kind of mess the exploration would create.  The sun danced over the table creating fun shadows and lighting while the exploration was going on.  The breeze blew leaves around the activity in swirls.

Once done the loose parts were gathered up for another day and the pumpkins, squash and gourds were left outside for further perusal at another time.  

Fine motor skills and hand-eye coordination were put to work while trying to hold a golf-tee and use a hammer to pound it into the gourd. There was focus, muscle memory and language
developement, while manipulating the loose parts.  

Science, language and literacy came into play as observations were made.
*"The pumpkin shell is cracking the further I push the nail in."
*"The outside of the pumpkin is hard to poke."
*"These binders stretch easier than those little binders."
*"Tomatoes poke easier than the pumpkins."
*"These brown spots are softer than the rest of the pumpkin."

Art was explored as rubber bands were added like spider webs, and leaves and twigs were braided into the rubber bands.  Gourds and tomatoes were stacked to create 3 dimensional art.

Social skills were developed as children took turns with hammers, helped each other problem solve issues and discuss what their plan was with the

gourd they were working on.  Cooperation was developed as several children worked on one pumpkin together.This provocation was rich in learning and so much fun to just observe.

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Making Magical Memories

Look at this smile.

It embraces everything I love about children. Joy - He is definitely delighting in the moment.
Goofy- Yes, he is a ham.
Creative - He and another child have been busy building together, exchanging ideas and learning to work cooperatively.
Engaged - Nothing is going to stop his plan, not even a nosy teacher with a camera.

Memories are born from allowing children to just be. To spend time seeking, searching, exploring and playing without an adults agenda sitting over them. Memories are a gift we allow our children to create, package and wrap for themselves. I believe it is one of our greatest gifts we give if we sit back and just become a part of that magical moment in their life.

It is my personal belief that in the push to provide the best for our kids we have forgotten how magical moments become magical memories. Providing the best education, the endless exposure to sports and sport camps, and planning every detail of our children's lives are not allowing them to discover their own memories. They are carrying away memories we lovingly, gave them.

But what about their own memories?

I think of my mom and stories from her childhood that would give today's teacher, gray hair, heart palpitations and yet at the core do embrace Developmentally Appropriate Practices.

She tells of finding and big, old tire and rolling it down a street, that was on a long hill with several cross streets. This was back in the late 40s and early
50s but still dangerous with cross traffic.

When the thrill of that wore off what do you do next? Wedge the smallest child in the tire and roll him down the hills. (Deep breath, he survived, unhurt.)

The best part of the memory is watching my mom tell the story, see her picturing the moment as an old home movie and listening to her laugh as she describes the scene to us.

I want to supply the children in my life with those moments, but within the bounds of safety and security. 😀 So how do we do that?
1. Provide plenty of time for children to play on their own.
2. Provide expose to nature, and the great outdoors.
3. Open ended materials. (Sticks, rocks, stumps, tires, tubes, boxes, sheets, etc...)
4. Quietly observe and only step in when danger is a real thing.

Please share some of your fondest childhood memories in the comments below.

FEAR NOT! When my mom comes to visit me at work I keep her with in arms reach and under close supervision.

Love you mom!

Still making wonderful memories with my mom.
Camping together October 2017 in Afton State Park.

Take Care of Yourself!

Teaching is hard.

Loving and supporting little individuals, with minds and personalities of their own is not easy. So why do you do it?
I started teaching, to put myself through college. I was going to be a veterinarian.  (I am still using lots of skills I learned preparing for that field, everyday with classroom pets.) I stayed a teacher because I fell in love with my kids. So why do you teach?

I have many wonderful days with my class. Then I have thousands of average days, with my class. Then I have runs of Terrible, Horrible, No Good, Very Bad Days where I am not even sure Australia is far enough away and Mars sounds peaceful. But I get up every morning, actually eager to see my kids. And go back. So why do you go back everyday?
 One of the things I discovered early on was I needed to know why I chose teaching, why I went back every day and I needed to know how to recharge. Have you asked yourself these questions? Only you can answer them.

I teach because: I am amazed by their minds and thoughts. I love learning with them and because of their questions. But my biggest reason is I can not image not getting up and going to school. I can't imagine not seeing their smiles, hearing their giggles and not helping them through their difficult moments. I do it for the pay. (Hugs, snuggles, drawings and paintings, and never ending trust that they are my most important treasure.) Yes, I am rich beyond measure, but penny poor. So why do you teach?

I come back because: I make a difference in each life. I matter to these children and they depend on me. I need them in my life because they teach me so much about them and myself. Why do you go back?

I recharge by: drawing, writing, painting and learning. I recharge by taking time away from work, by going on restful vacations and camping. I recharge by reading, crocheting and sometimes knitting (not always recharging). I recharge by reevaluating my whys in the above questions. If children ever slip out of the main focus then it is time to either recharge or find another calling for my life. A passion never burns you out if you take care of yourself.