‘But Rogers knew that without familiarity – and, by extension, the trust that familiarity fosters, children’s curiosity can wither. It sounds counterintuitive, but children’s sense of adventurousness is paradoxically tied to their sense of safety. Kids need both to feel confident enough to explore the world around them.’ (Behr and Rydzewski, 2021:29)
One of the persistent myths about inquiry-based classrooms is that they are chaotic, and unstable environments where anything goes. A commitment to listening to children and planning in responsive ways suggests to some a lack of routine, order, or predictability. I am currently reading Behr and Rydzewski’s delightful book: “When you Wonder, you’re Learning” which draws on the beautiful work of Fred Rogers (a mainstay of children’s television in America from 1968 – 2001) and offers important lessons and reminders for today’s parents and educators. (I highly recommend it and have Linda Kaser and Judy Halbert to thank for recommending it to me!) Not only did the television show itself become a reliable, routine aspect of so many children’s lives – something to look forward to each day/week – the format of the show was similarly predictable. But within the show, were countless moments designed to spark wonder, to invite the young learner to venture into the unknown, to ask questions, to make connections, and to explore. For me, this mirrors the ‘sweet spot’ in the inquiry classroom. In order to effectively move with the unexpected moment, to be open to the question you do not know is coming, to be responsive and agile and take risks – we need a secure home base. We need rhythm and routine – boundaries that allow us to experiment in safety. Inquiry classrooms can and should be calmly energetic, a safe space in which learners are relaxed AND alert and where predictability and routine help support the spontaneity and adventure.
Here in Australia, we are beginning the school year. More than ever before, as children in many states return to the learning on site after months of lockdown last year, we are acutely aware of the need to nurture relationships, establish routines and create a space that helps kids feel confident enough to explore. These first few weeks are vital in creating a learning culture – a culture which can either enhance or diminish children’s willingness to explore, take risks, make mistakes, reflect, collaborate and so on.
Of all the routines I value as a primary school teacher, there is none more precious than gathering as a class to share in a really good book. When I taught full time, this was a sacred time – usually straight after lunch EVERY day and one of my great joys was in choosing what to read. Oh the anticipation of the book! The conversations we had! As readers of this blog and my newsletter will know, I am a devotee of high-quality children’s literature - real books written by real authors and of the simple, powerful joy of reading to and with children. So if you are going to create any kind of routine in your classroom this year – make sure reading to your children is one of them. Do it every day. The routine has the added bonus of connecting the group through the invisible thread of the shared experience of listening to and connecting with a powerful story. Serial reading is so important but reading a full picture book, start to finish, is a unique experience.
Last year, I shared a post about the way Oliver Jeffers’ book “What we’ll Build” could be used to create a class learning agreement. This year, I am casting my net a little wider and sharing a few more of my favourite books (so hard to choose! So many!) to use early in the year together with a few questions or prompts that might be helpful in shaping dialogue about shared expectations, goals and roles, ways of relating, agreements, etc.
All the Ways to be Smart by Davina Bell and Allison Colpoys
What is smart? What does it mean to be smart? What kind of smart do you think you are? What makes you say that? Can you get smarter? Are we born smart, or do we become that way? This book is such a lovely way to open up the idea that being ‘smart’ can take all sorts of forms. The examples are numerous, and the rhythm and rhyme of the text is beautiful. I would begin by asking children to share their ideas about ‘smart’ before reading and then reflect on new thinking at the end possibly inviting them to write a letter sharing their view of their own strengths as learners. Great one for parents too!
The Name Jar by Yangsook Choi
This is an old favourite and one of many books I own about names and identity. This is a really lovely way to introduce an inquiry into the story of our names. It is often surprising what kids don’t know about their names and fantastic way to build intercultural understanding as well as honouring identity. After reading invite children to share what they DO know about their names and brainstorm some questions together that they can go home and ask to find out more. Have them teach tell the story of their names through the week.
My Heart by Corinna Luyken
This really is a most beautiful book. Simply reading it to your kids and inviting their reflections and connections may be enough. A gentle way into conversations about the degree to which we can manage or control our emotions and responses to experiences. The last line: ‘Closed, or open – I get to decide’ is the kicker! What a wonderfully provocative statement. Do we get to decide? How much control DO we have over ourselves? This book is also a lovely way to introduce the idea of a heart map – where children write or draw, in the shape of a heart, their interests and passions so you can get to know them better.
The Most Magnificent Thing by Ashley Spires
Another perennial favourite, I come back to this book again and again as a way into conversations about managing expectations, making mistakes and coping with disappointments. This is the perfect book to include early in the year when we should be having open conversations about the nature of learning and the value of mistake making.
The Tree in Me by Corinna Luyken
Another Luyken book - I am a big fan! This is a book about connection, and I just adore it. Even the title ‘The Tree in Me’ is enough to spark wonderful speculation: What might this mean? Can you really have a tree inside you? Why this title? On reading the book, I encourage children to think not only about their connection with nature but also about what feels so special, so connected to them that it almost feels ‘inside’ them. I would love to share this book while seated beneath a tree – have children spend time really feeling and exploring that connection with nature and ask: how might we keep connected to the earth as we learn together this year? How might we stay connected to each other?
My teacher is a Monster by Peter Brown
We talk a lot about the “image of the child” in inquiry circles – and equally important is the image of the teacher held by children (and parents) and indeed by ourselves! This story is about perspective – the way we see each other and the judgements we make and how shared experiences and a willingness to see each other in new ways can redefine our relationships. Early in the year, we should be explicit and transparent about roles and invite children to share their thinking about what they think a good teacher says/does/feels/thinks? Always fascinating and a great way into inquiring into learning.
How to Heal a Broken Wing by Bob Graham
It is almost impossible to choose which Bob Graham book to feature – I want to share them ALL. I am not even sure why this one comes to mind as a good early-in-the-year book. All I know is that when I read this book to a group of children a reverent hush always descends on the group. It is a story about noticing, empathy, kindness and being a good citizen in the most unassuming of ways. I think it can lead to gentle conversations about looking out for one another, about taking time to support and help others about how kindness can find a home in your classroom.
Wonder Walkers by Micha Archer
My collection of books about wonder grows every year. This one is a great way to invite children to share the things that THEY are curious about. After reading it, ask them to share their own wonderings. – “what would you like to explore this year?” The best way to use this book is as an invitation to conduct your OWN wonder walk. Even if the kids are really familiar with school – try a wonder walk where they deliberately approach the buildings and grounds with curiosity. Can we notice things we have not noticed before?
Nine things to Remember (and one to forget) by Alison Binks
A beautiful book to read aloud. I like the idea of innovating on this text and asking children what they think THEY should remember about being a learner? If you…remember to …. Another way to use the text is as a stimulus for them to imagine themselves at the end of the year. What memories would they like to have?
What do you do with a problem? By Kobi Yamada
All Yamada’s books are fabulous for the beginning of the year but this one is especially good for igniting a conversation around behaviour and generating ideas to form a class agreement. Most children are well aware of some of the typical issues/problems that come up in a classroom. Discussing what they are, why they occur and what the response might be can help build collective ownership of the norms and expectations in your learning community
Going Places by Peter Reynolds
Like Bob Graham, Oliver Jeffers and Kobi Yamada, I could choose ANY one of Peter Reynolds books to use in the process of building a community early in the year. Going Places is an ideal text to introduce the idea of being imaginative, creative, and unafraid to ‘do it your way’. This is a book to prompt innovative, agentic thinking. It is also a beautiful way to explore the power of collaboration and what can happen when we put our heads together. You might follow this book with a rich, open-ended task and encourage your children to do it THEIR way, to celebrate thinking outside the box and be less concerned about what others are doing.
The Wonder of Winsome by Kath Murdoch
I just can’t leave her out!! I wrote this book with the beginning of the year in mind (especially the prep/kinder year). I would encourage you to share it at a parent night – a reminder to parents that adults have such incredible power when it comes to curiosity and agency. How would I use it in the classroom? I’d set up some wonder boxes or wonder journals (one for me too) and invite children to add to these whenever they have a wonder. Another routine can be the weekly sharing of wonders and selecting one to explore together.
Oh my goodness! This has been such a LONG post and yet I finish it feeling dissatisfied. Why? Because there are SO many more! (You should see the pile I began with… )I would love to hear about your favourite books to use early in the year as you collaboratively create your learning community with your children. Please do share! And I also encourage you to consider the kinds of routines and rituals that you will introduce into your classroom this year to help create the calm, secure space we need for adventurous learning.
What routines do you like to establish?
What are your favourite books to use early in the year?
Do you read to your children every day? Do you have a ritual associated with it?
Just wondering …