Author Archives: Graciela Florez
It was that time of the year again for the California Kindergarten Conference in Santa Clara. I have been fortunate to attend this conference two years in a row while here at the AIMS Center. This year was extremely special for me because I was selected, along with one of my colleagues, Jason Chamberlin, to present at the conference. This was my first time presenting at CKC. Jason and I led two presentations: Not Your Regular Math Tools and Moving Beyond Subitizing.
Presenting to this group of teachers was a lot of fun. I felt that the presentations were well received and very helpful for the teachers in attendance. Jason and I were looking to connect the presentations to real classroom experiences. We wanted our message to be that teachers have a wealth of resources and materials in their classroom right now that they can make use of in new and meaningful ways to provide students with rich mathematical experiences. One of our participants commented how refreshing it was to be told she already had the materials in her classroom that she could use to help her give her students more mathematical experiences.
Our Not your Regular Math Tools presentation was not about new tools to use in the classroom, it was about how lots of experiences using many “ordinary” supplies can be the tools that build meaning for students. For instance, any common classroom materials, such as dominos, instruments, dice, counters, and dollar store finds are all the materials teachers really need to provide students with fun and engaging experiences that will add to their meaning of numbers. It’s about giving students the time to count, count, count. Count their fingers, count pips on a dice, count the sounds played on a toy piano. I know this sounds so simple and may not be enough to build rigorous math curriculum, but the that is what students need time to do.
As I reflect back to my own time teaching in a kindergarten classroom, I have not changed a lot of the work that I do with students. Rather, what’s changed is how I view the work my students do. I now value their experiences so much more and I want to give them time to experience numbers in new and playful ways. I have said many times that if someone walked into a classroom I was teaching now they would think, “that’s not hard, I can do that.” But it’s the experiences I allow students to have and the conversations about their thinking that have more value in my classrooms now. When that is our focus, it doesn’t matter what tools I use, but that I allow students to use their experiences to construct meaning.
Our presentations are shared on the outreach section of the AIMS Center website. If you are interested in seeing our presentations, please go check them out. Comment below with any questions or ideas so that we can start a conversation. Now take a second to go back into your classroom and look at the tools you already have. Is there a way you can allow students to use them to build some new experiences?
I have now been working in a kindergarten classroom for nearly a semester and my time with this class is nearing an end. I have taught in the classroom of 23 students for an hour and fifteen minutes a day almost every day. So my question to myself, near the end, is “Have I made… Continue Reading
My last blog post focused on the calendar that I have been using in kindergarten. This week, I want to focus on what students are doing during our math center time. I am running a two-center a-day rotation, making it possible for me to work with two groups of six students for 13 minutes each.… Continue Reading
If you have been reading my blog posts you may know that I have started working in a kindergarten classroom. If you are just joining my journey, read my previous two blogs here: (New Adventure and Introducing Stef the Moose). My work in the classroom has brought up many questions regarding why teachers do the… Continue Reading
Some of the most precious and meaningful memories I have from teaching kindergarten came from a classroom stuffed bear I called Mr. Teddy. He was part of six kindergarten classes. He would go home with a new student every Monday and return to class on Friday with a new story to tell that had been… Continue Reading
In my role as a Research Associate here at the AIMS Center, I have been asked many times how I would have changed my instruction in the classroom if I knew then what I know now. This is a question that I have asked myself as well. After teaching for over 11 years I know… Continue Reading
Whew!!! You’re almost there! This is the time of year that things get a little crazy in your classroom but you are also winding down the school year. It’s time to reflect on where your students are and just how much they have grown this past school year. It is also the time to begin… Continue Reading
How many times do you sit in your classroom looking over fluency tests or the latest reading assessment you gave your students? I have many memories of diving into these assessments with my grade level team. We would spend time looking at our student’s scores one child at a time. By the end of our… Continue Reading
There you are, sitting in your classroom after all the students have left for the day and you’re pondering just how much you think your students have grown academically throughout the school year. I know this situation, I can remember being in it many times. Unfortunately, I focused a lot more on what my students… Continue Reading
January 13-15, 2017 I was very fortunate to attend the 32nd Annual PK1 Conference, sponsored by the California Kindergarten Association. The conference was attended by many preschool, transitional kindergarten, kindergarten, and 1st grade teachers. This was a great place to gather with other teachers and early childhood leaders that were interested in early childhood education.… Continue Reading