Sink or Float

Children observing a boat they have constructed.

This is a popular science experiment for kindergarten children. I have done this experiment 3 times, here is a write-up of each activity. I have to mention that these activities have integrated the different domains required by NEL. There is no need to make time for "English" or "Math" lesson.

Activity 1

.Group children into 4 groups to try the next science experiment. The following are suggested instructions, children only have to ensure area is clean.
.Introduce the following materials: salt, baking soda, stones, 1 marker, 3 containers each group.
.Talk about the activity, and children have to gather hypotheses on which ingredient will cause the manipulatives to sink or float.
.Distribute worksheets with 2 sections. Instruct each group to do 1 worksheet, and to do their hypotheses on the top, the findings at the bottom.
.Get children to pour the ingredients into the 2 containers, 1 container will be empty.
.Pour water equally into the 3 containers, get them to tell the teacher to stop when water level is reached.
.Instruct them to label the containers as such: Salt, Baking Soda, Water
.Give them some time to explore the containers by dropping the manipulatives into the containers.
.Allow free-play, but only introduce the materials for them to use. Allow them to use anything in class, but put them back.
.Summarise the activity by getting children to share their findings, and compare with their hypotheses.

Activity 2

.Introduce the materials used: milk, soap bubbles, coloured water, 3 containers to hold the liquids, 1 transparent cup for them to pour inside, 1 container of random objects, 1 dropper
.Get each group to come to the teacher to collect the containers of liquids and materials, while the rest will wait.
.Encourage them to make their own hypotheses again for this experiment, then test them out by trying.
.Inform them to use the dropper to add in the liquid, so they don't mix together. Then they can add in the small objects to see whether they sink or float.
.Summarise the activity to talk about density.

Activity 3

.Divide children into groups.
.Distribute materials (that can either sink or float on water) for children, get each group to build a mini boat on their own using the materials. They are allowed to use anything else, but they must ask permission.
.Inform them the boat has to stay together and floating on the water.
.Show each boat, ellicit hypothesis from the children on whether each will float or sink.
.Bring each boat to the container of water near the garden to test out, place them one by one gently on the water, to test the hypothesis.
.Mention the boat must float for 10 seconds to succeed. Get them to redo when unsuccessful.
.Summarise the activity, get children to share their honest reflections. Talk about what makes their boat float. (E.g. Using light materials)
.Ellicit curiosity, ask them how a heavy ship floats on water.
.Talk about principle of buoyancy.
.Link to the heavy aeroplane able to fly in the sky.
.Get them to try the experiment with an orange, unpeeled then peeled at home. Get them to share their findings the next day.

(The next day)

.Talk about the Science experiment they conducted at home the previous day, get them to share with their friends on their hypothesis and findings.

.Get them to share about what they did at home, for them to remember what they did. (Nobody tried the experiment at home)

.Link to the principle of buoyancy, of the ship.

.Mention that heavy objects will sink in water, but when placed in an object that has buoyancy it will float.

.Demonstrate the orange science experiment with them, talk about how the skin gives buoyancy but the orange will sink in water.

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Toxic People

Toxic people.

Before tackling this issue, we need to define what toxic people are. 

What are toxic people?

A toxic person is defined as someone who makes you feel physically and emotionally tired and negative, but what makes it worse is that they are very good at confusing you, and you realise you trust their opinion more than you trust yourself (Langslet, 2018).

We can identify such people in our lives, but the challenge is to cut them away.

While adults can easily walk out of a toxic relationship, teenagers struggle with that, as they believe strongly in the opinions of others, even if a friend is constantly being sarcastic or even abusive, so they need self-esteem to realise that they are being abused (Rivera, 2013).

The impact of toxic people on young children

What makes it worse is that young children are susceptible to such people. It affects their development later on. Verbal, physical or sexual abuse has long-term effects on children’s self-esteem. Sometimes adults need to be discerning as to who the toxic people are, to protect these young ones. We as adults will sometimes struggle with healing those wounds, but are children capable of doing so?

Some relationships are worth keeping or repairing, but some people are like snakes. If you get bitten by a snake once, it is obviously the snake's fault. But if you allow the snake to bite you again, you are the one to blame. In the same way, we tell children to keep their hands on their laps; when they don't, and their hands get injured, the blame lies with them.

Hence, if certain people do not give you peace of mind, you have to make a difficult decision.

References

Langslet, K. (2018, April 6). 3 Signs a Toxic Person Is Manipulating You (and What to Do About It). Retrieved from GREATiST: https://greatist.com/live/dealing-with-a-toxic-person#8

Rivera, M. (2013). TOXIC PEOPLE. The Hispanic Outlook in Higher Education, 33.

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Independence in Children

We have all been there. For those of us who have kids, getting out of the house on time is already a challenge. Shoes are not tied. Clothes are not worn properly. Then we start to help them, we start to scold them.

But, it is during these time-restricted moments that learning has to take place.

Autonomy vs Shame & Doubt

Erikson describes autonomy vs shame & doubt as the second stage in his psychosocial theory, it entails children discovering their will, and they should not be restricted or punished, as they will develop shame and doubt about themselves (Santrock, 2019).

Allow children to make mistakes

As adults, we should allow children to make mistakes. Children are not miniature versions of ourselves. They have unlimited energy and potential. They need adults to be there to encourage them.

For myself, I was quite restrained or pampered when young. That caused me to cry even when going home alone at Primary 3, and that involves only crossing 2 roads. I believe children should be free to be by themselves. Check out this video, one of the children used to be in my current kindergarten.

References

Santrock, J. W. (2019). Life-span Development (17th Edition). New York: McGraw-Hill Education.

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Humility

Humility.

What is humility?

I think humility is a virtue that adults should teach to their children. It is not good enough to tell them to have it when we do not practise it ourselves.

Recently, I borrowed a book from the library. I placed it at the water bottle rack that the children use. It was my oversight, so water got onto it. The pages were soaked, and 2 of the pages were stuck together, and when I tried to peel them open, they tore.

I told my classes that my plan was to admit to the librarian staff and pay the charges as necessary. Hopefully, that day shall become a memory forever etched in their minds. An adult actually admitted to his mistake and is going to do something about it.

So earlier on today, I admitted it to the library staff. Honestly, I don't have to do it. I can just return the book as if nothing had happened. But what would that do?

Honesty is also another virtue that adults should have.

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Encouragement

A mother giving a star to her son.

Today I wrote a note to a boy, because he made a new friend. You might wonder why, since this is quite normal, but it is something I have never seen him do before.

The context is this: He is a boy who is great friends with another boy, because he is crazy about sharks, and the other children don't like it when he always mentions sharks. Sharks. Sharks. Sharks. I do get annoyed hearing him mention sharks EVERYWHERE. I work in a Catholic school, so even his prayers are all about sharks.

After I wrote the letter, his behaviour really improved. When he was going back, he was smiling.

Of course, this is not easy. Impossible, even. I am a generally positive person, but I have to be firm with the kids. Sometimes work stress does get to me, and I must confess that some of it goes to the children. Seeing colleagues being firm will no doubt force me to do the same.

Positivity is always better than negativity

But I believe positivity is more powerful than negativity. Speaking words of encouragement will really go a long way. As educators, while it is important to be firm with kids, we must be careful that our words don't come across as too hurtful.

It is always easier to say words than to hear them. Calling someone stupid might be harmless, but it can crush a person. Children are even more vulnerable. I might just stay in their memory for the rest of their lives; better not be a source of pain or negativity to them.

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Loved and Unloved Children

A mother hugging her child.

There are two boys. Boy A and boy B.

Boy A is adored by his parents and grandparents from both sides of the family. His achievements are celebrated and honoured. He is always so cheerful in class, both to his peers and teachers. Though he is a little bit shy, he is comfortable with showing his work to others.

Boy B has a broken family. One parent is passive, so the pressure is on the other. He gets scolded daily. When asked what he did wrong, he could not answer. He would apologise, but then do the same action again.

The role of adults

It takes a village to raise a child. While children learn social skills and moral values in school, it does not mean that parents do not have to inculcate values in them. It is a partnership between parents and teachers to nurture the child. I am not a parent yet, but I do understand the struggles parents have to go through. I am thankful that I get to see them for only a few hours daily. But then, there is not enough time.

Values like honesty, loving others, respecting others, etc, must be taught both at home and in school. Children must be empowered and encouraged. I really don't like to scold children. The negative words or tone can actually break them. I have tried saying something positive or giving a gift as encouragement, and it helps to build them.

Faith, hope, and love. Love is the most important.

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Tell Me Your Story

A storybook.

Yesterday, a boy came to me and told me he was writing a story. I told him to show it to me, and after thinking for a split second, he said it was not done. This boy is more open with his friends and quite shy with me. So I really treasure this moment.

There is also another boy who is addicted to sharks. Everything has to be about sharks. He is someone I have classroom management issues with. He would often inject sharks into any random topic or discussion, to the annoyance of his peers. He shared with me that he has only one friend, because the rest don't like it when he mentions sharks. But I believe there is a deeper meaning behind his fascination. Usually, kids will not be so fixated on one thing.

I read a book to the class, and I mentioned that I chose the book for him. It has a picture of a shark inside, though that was not the focus of the story. Throughout the day, his behaviour improved.

Honestly speaking, I love the first boy more than the second. I confess this sin. But I am still learning to love every child equally. It is obvious that when you empower children, they feel more confident, and you notice their behaviour becoming better.

Love each child equally

Every child is different, and we teachers should cater for their needs. Right now, I am preparing the children for their K2 graduation. The process is very child-directed, from the theme to the song choice to the costumes, though as a teacher, I have to plan the dance and formation. But it is more majority-based than individual-based. Even during normal lessons, I am behind the syllables. I try to ensure the children complete the worksheets, and I would go to each group to teach them if they need help. So the children will usually do the worksheets or practise their dance.

In the context of the classroom, it is usually teacher-directed. It takes more effort on the teacher's part to make it cater to individuals. We are not their parents, so it is easy to classify each child as "1 of the 25," or "3 of the 15."

But each child is an individual, with their own unique stories to tell. If we invest more time in allowing each child to share their stories, we might see miracles.

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