August 24, 2023 • 20 mins
While the upcoming school year is on the minds of many right now, it has particular significance for kindergarten students and their families. In this episode the true experts - some of our own kindergarten teachers - talk about what to expect and how to prepare for kindergarten.
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Episode Transcript
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SPEAKER1:
[Classroom Chatter] As we get closer to the end of summer, the minds of families
and parents turn to the new school year. (00:01):
undefined
While this is old hat to families and students who have been a part of the OSDfor a while, it can be a time with many questions for those who are just
starting out.
Today on Inside the OSD, we are going to get some answers to common questionsabout kindergarten from the experts, four of our own kindergarten teachers.
SPEAKER2: Welcome to this episode of Inside the OSD podcast, where it's all about the kids. (00:32):
undefined
Here is your host.
Lifelong educator, and our superintendent, Dr.
Leslie Bergström.
SPEAKER1: This is an important topic for students and families who will be starting kindergarten in a couple of weeks. (00:46):
undefined
So thank you for being here today.
Let's start by having each one of you introduce yourself where you teachkindergarten and how many years you've been in the OSD.
SPEAKER3: My name is Paula Slattery and I'm a kindergarten teacher at Brooklyn Elementary and I have been in the Oregon district - this will be my 24th year. (01:02):
undefined
SPEAKER1: Oh, thank you. (01:10):
undefined
SPEAKER3: Hi, I'm Laura Jicha. (01:12):
undefined
I'm one of the kindergarten teachers at Forest Edge.
This is actually my 24th year in teaching.
My 21st year teaching kindergarten and my ninth year in the Oregon SchoolDistrict.
Wow. I am Christina Strutt.
I just changed my name this summer from Christina Olafson.
This is my second year with the district teaching kindergarten, and I am atNetherwood Elementary.
SPEAKER1: Thank you. I'm Marci Ingham. (01:36):
undefined
I'm one of the
SPEAKER3: kindergarten teachers at Prairie View. (01:39):
undefined
This is my 18th year teaching kindergarten, but my fourth year in Oregon.
Boy, it
SPEAKER1: really sounds like if you teach kindergarten, you kind of stick with kindergarten. (01:45):
undefined
That's really what it sounds like.
That's kind of cool.
It's a niche in teaching for sure.
So this is a super exciting time for families, but it's also a really bigtransition for our little students and their families too.
(02:06):
So what is the one thing you would say to families in anticipation ofkindergarten?
And I'd love each of you to contribute something to that one.
SPEAKER4: The first word that came to mind for me was just relax. (02:15):
undefined
Kindergarten is often like starting a new job when your child is going to begone all day, every day.
It's a very long day in the beginning and they will probably come home tired,hungry, maybe a little bit cranky.
(02:35):
And they may not want to share much about their day, but give them about amonth or so to settle into routines of school.
And they will start sharing and they will start getting into the routine and itwill be easy.
It will get easier.
SPEAKER1: That's lovely, Paula. (02:48):
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But it also reminds me of what I was like when I was teaching for that firstmonth of teaching.
I would come home hungry, tired, a little bit cranky and not wanting to share.
SPEAKER3: Oh, yes. (02:58):
undefined
SPEAKER4: And I still do as well. (02:58):
undefined
SPEAKER3: Yes. (03:00):
undefined
SPEAKER4: I just want to be quiet and not talk and not hear my name for the next eight hours. (03:00):
undefined
SPEAKER3: You know. (03:05):
undefined
SPEAKER1: That sounds like it's a real human thing. (03:06):
undefined
The transition.
SPEAKER3: I think kindergarten is the most exciting and unique year for you and your child. (03:10):
undefined
New friends and new experiences will be an important part of your child's day.
Your child will spend the kindergarten day in playful, fun activities whilelearning new skills and expanding their knowledge at the same time.
SPEAKER1: Yeah. Thank you. (03:26):
undefined
SPEAKER3: In kindergarten, a word or a buzz word is "problem solving." So just know that when your kindergartners are coming in, there's going to be so many different (03:28):
undefined
levels of situations where they're going to get the opportunity to buildindependence and to problem solve with a lot of support there, too.
And so there's going to be a lot of things that will pop up during the year andjust know that we're all on the team to support your student and to help them to
(03:52):
thrive and have a positive relationship with school.
SPEAKER1: That reminds me of that book, "Everything You Ever Needed to Know You Learned in Kindergarten," right? (03:55):
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How to get along with others, how to problem solve.
SPEAKER4: Take a nap. (04:03):
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SPEAKER1: Take a nap. You bet. (04:04):
undefined
SPEAKER4: You bet. It's all in there. (04:05):
undefined
SPEAKER1: I think I'd like to say welcome to the family. (04:08):
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I feel like we all have our own families and things that we do outside ofschool.
SPEAKER3: But teachers are just (04:14):
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SPEAKER1: as excited as the kiddos to start school -- to start a new year. (04:16):
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And so I think of them as like my daytime family that I spend all the time withthem.
So we're excited to meet everybody
SPEAKER3: and get started. (04:26):
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SPEAKER1: That's lovely. So with kindergarten, really with all grades, even though we have four schools represented here, we know that the experience is very (04:27):
undefined
similar because the academic standards are the same.
The social emotional learning standards are the same.
So there's a lot of similarities.
Even though some of the details within each classroom can be very different.
(04:49):
So given that, would one of you walk us through a day in the life of akindergartner?
SPEAKER3: Sure, I can do that. (04:55):
undefined
It's important to note that our days involve a balance of whole group and smallgroup activities.
Movement and social skills development are constantly mixed in with ouracademic time.
We want learning to be developmentally appropriate as well as fun.
We'll be working on reading and writing skills, phonemic awareness skills, mathskills, social emotional skills.
(05:17):
We'll be doing a lot of that problem solving.
Then you also throw in rotations, recess breaks, lunch and the best part of theday, free choice.
When they get to play and do what they want and interact with their friends andthen the day is done.
It's important to note that because the kiddos work hard, even when they'replaying, your child will come home exhausted, just like Paula had shared,
(05:38):
particularly in the first few weeks of school.
Because of this, it's so important to establish a routine at home with an earlybedtime and help your child adjust.
Along with that, please also know that if your child melts down at home afterschool or in the evenings, this is normal.
They simply need the time to adjust and they will adjust and they will besuccessful.
SPEAKER1: That's -- thank you so much for mentioning bedtime, too, because I think that's a summer conundrum for parents because of the light. (06:01):
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It's lighter outside longer.
It's very easy for kids to stay up a lot later.
And then the transition to school can be so abrupt if you're not thinking aheadand trying to get them to bed a little bit earlier, a few weeks before school
(06:22):
even starts.
SPEAKER3: It's so important to do that. (06:23):
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Yeah.
SPEAKER1: Thank you. How do you keep in touch with and get information to families with the understanding that every teacher has something a little bit different? (06:24):
undefined
SPEAKER4: I'll take that one. My main form of communication is email. (06:34):
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I love being able to sit down and jot a quick email right when somethinghappens or right when I think of something or even at the end of the day, if I
scribble myself a note, then sit down and send an email.
I also like emails because it gives -- if I'm asking them something or tellingthem of a situation, they have time to think about it and and comprehend it and
(07:01):
whatever. And so that's that's the way I do it typically.
And it might just be a little something.
"Oh, you know, Susie spilled her milk and she's got a different shirt on".
And just to try to let parents know they might be hearing things and this iswhat it was.
I also send a weekly newsletter home every Friday, and I do that over email aswell.
(07:26):
But if a family if email doesn't work for them, I can send it on a paper copy.
And I also find email works nice.
If there's split parents, I can have both on my email chain and it's a good wayto communicate with all family members.
SPEAKER1: So if a family needs something on paper instead of email, they should just tell you directly and you take care of that? (07:41):
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I'm sure that's the same for everybody.
SPEAKER4: Yes. And then I would just print it off and send it home with their kindergartner. (07:48):
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SPEAKER1: That's nice. Thank you. (07:52):
undefined
I remember sitting on the on the carpet with Mrs.
Nelson, my kindergarten teacher, and having her call each one of us up one byone to take home our newsletter.
And then as soon as you get it, you get to go back to the coat hooks and putstuff on.
So now you just get to send it and the little kid doesn't have to wait in linefor their copy of the newsletter.
SPEAKER4: And worry if it's going to make it home at all. (08:15):
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SPEAKER3: That's true. (08:17):
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SPEAKER1: I'm sure we didn't have backpacks. (08:18):
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I just carried
SPEAKER3: it all the way home. (08:21):
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SPEAKER1: Okay. Do students leave the kindergarten classroom to go to other classes? (08:22):
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And if so, how do they navigate the school building?
SPEAKER3: That can be such an exciting beginning of kindergarten is exploring the big school that they get to be a part of now. (08:32):
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And we all staff in the building kind of have kindergarten eyes, too, that they're watching to help out any friend who is not with the group.
But most of the time they're going to be with their teacher and with the groupbeing supported and to find the new spaces.
(08:55):
And as I mentioned before, independence is a goal of kindergarten.
So giving them the skills and teaching them and making sure we know where allstudents are at all times, but then also at the end of the year, starting to
give them opportunities for independence to navigate.
But they'll be leaving the classroom to go to places like rotations, classes,and they'll be going to the library or to tech classes, or they'll be going to
(09:19):
recess and the lunchroom.
And so there's a lot of places that they'll be accessing in their school.
And when we're doing that, we're getting into a line and going together.
We're practicing what it looks like, sounds like, feels like.
It's the cutest thing.
It's the
SPEAKER1: cutest thing. Yeah. (09:33):
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SPEAKER3: And so we get to -- with support, they're going to see a lot of spaces in the school building. (09:35):
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SPEAKER1: That's nice. Thank you. (09:40):
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Well, how does lunch and recess work?
I'll take
SPEAKER3: that. Like Christina said, we are going to be there to help them. (09:46):
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We will set
SPEAKER1: up the routines. (09:50):
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We'll establish the expectations when we go to different places and for lunchand recess before we even have lunch or recess.
We'll take them there. We'll give them a tour of the lunchroom.
We'll show them where the lunch lines are.
If you're taking, you know, which which lunch option you're taking, you'll goin a separate line, where to wash hands, where to put your lunch boxes, all the
routines in that room or what happens there to come or when it's time to go, also.
(10:16):
Same with recess. We'll go together as a class.
We'll show them the playground, where the boundaries are, where the toys are,all the things.
And we'll really just help them learn those routines.
They are going to think they know what to do on the first day when they comein, like, "Oh, I know how to go to lunch.
I know how to play at recess." But we will help establish those routines andshow them what to do.
So it's assume nothing situation where you're at the very beginning and parentsshould also think about that too.
(10:42):
When they're packing a lunch, like "what can the child open independently?" Nowwe know that there's always adults to help.
So absolutely, you know, it's completely okay for us to to open something forthe child.
But it also probably feels pretty good when you can sit down and open upeverything that's in your lunch by yourself without asking for help.
(11:02):
So that would be a thing for parents to think about this summer, too, right?
Yes.
SPEAKER4: And another thing along that line, when you're packing a lunch, don't pack so much that it's overwhelming that your child opens and doesn't know where to (11:07):
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start and ends up eating nothing.
Oh, that happens?
Yeah. Yeah. Sometimes just small portions of a few things.
And also the lunchroom is just such an exciting dynamic place.
They're looking all over the place, maybe not focused on their meal right away.
(11:29):
So yeah, just small portions of things that they like.
So it's not too overwhelming when they open that lunch box and don't even knowwhere to start.
SPEAKER1: Well, that's good advice. I wouldn't have thought about overwhelming with my lunchbox work, so that's good to know. (11:39):
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So how do they get to the right place to be picked up at the end of the schoolday?
Whether they ride the bus or they get picked up by someone at school.
This, I know, is a very point of high concern for families, making sure thattheir students know what to do when school is over.
SPEAKER4: Yes. And what we do at Brooklyn is I line my students up in their bus order to coincide with the bus order that's outside. (12:01):
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Oh, my. And then I put my kids that get picked up at the end of the linebecause.
Well, I'll tell you that.
So then we go out about probably at least five, maybe even sometimes tenminutes before release time.
(12:25):
So we get out there before the rest of the population comes out.
And so we walk and we stop at bus 12, we put everybody on bus 12.
Then I got a new line leader and we keep walking and then we put everybody onbus 15 and we keep walking and then we end up at the flagpole by the front door.
And that's where I tell parents to meet their -- the people who get picked upor get a ride, then that sets the tone for the whole year.
(12:50):
So once the kids do know how to walk on their own, the ones that get picked upgo to the flagpole.
So mom and dad don't come down.
Don't try to pick them up.
Don't try to pick them out of the line.
Right. Wait at the flagpole, because that's where the kids will be taught to goand meet you.
And then eventually when they -- and you can kind of tell some years it'squicker, some years it's later.
(13:11):
And that's fine -- that kids will go to the bus on their own.
But we are always out there with them.
And when I do tell my kids they can go on their own.
If I have a few that don't want to, I'll still walk them to the bus.
I'll be out there if something if busses are out of order or something.
Yeah, we're always out there.
And then at the end we have a pocket chart where we flip if Miss Slattery'sclass is out.
(13:36):
So I always tell the kids, "Don't worry, I'm not going to flip that tag untilwe are all out and all where we need to be.
So the busses aren't going to leave without you." And then we just need acommunication with mom and dad.
If the the pick up routine changes.
If they usually ride the bus but are getting picked up or vice versa or someoneelse is picking them up, please again send an email, write a note, leave a phone
(13:59):
message. But we have to have some communication to know that something ischanging.
Otherwise they will go what we usually where we usually send them at the end ofthe day.
SPEAKER1: And any of you can answer this, but where should parents send that information if grandma is going to pick them up instead of going on the bus, should they (14:11):
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tell the teacher or should they tell the main office?
SPEAKER4: They should tell the teacher because the main office is a very, very busy place and they don't always have time to run messages down to us. (14:22):
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So yeah, either shoot an email -- I tell parents I check my phone and my emailat 2:30 every day to see if something has changed.
Okay. So yes, I always say send an email or a phone message so that and thendate-- and a date.
(14:44):
So I know -- because a lot of times we have kindergarten.
"Oh, I'm going home with Johnny today on bus 12." Well, no you're not if Ihaven't talked to mom or dad about it, so.
SPEAKER3: I do just slightly different. (14:55):
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I do suggest for my families to let me know, but just in case, that day I wokeup with the flu or something and I wasn't there.
I do ask them to see see the main office so that I'll be the main person keeperof that information.
But they know if I had a substitute that day, that information isn't just heldin my email.
Okay.
SPEAKER1: Yeah, that's. That's a good tip too. (15:15):
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Thank you. I'm envisioning you, Paula, as sort of like the mama duck and allthe ducklings walking behind.
SPEAKER4: That's exactly how (15:24):
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SPEAKER1: most (15:25):
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SPEAKER3: of us that is. (15:26):
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SPEAKER4: Exactly what it looks like. (15:26):
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And it's been described that many, many times.
SPEAKER3: I bet. I can't deliver them to (15:31):
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SPEAKER1: the exact (15:33):
undefined
SPEAKER3: place they need to go. Exactly. (15:34):
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SPEAKER1: Which is exactly how it needs to be. (15:35):
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Right?
They're little babies.
So then is there anything we can do over the next couple of weeks to get readyfor kindergarten?
We've spoken about bedtime and maybe even a practice run with the Lunchbox, butis there anything else that might be helpful?
SPEAKER3: Oh, absolutely. (15:53):
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And these are things that they can start at any time and continue to practicethroughout the year.
Talk about and name their emotions and just get a real good feeling for thefeelings that they're having, play games, play outside practice, taking
turns, take walks and talk about things that they see and hear and make thoseobservations.
(16:16):
The communication piece is so huge.
Let your child do things independently, have them zip up their coat and opentheir own snacks and clean up after
themselves. Practice following two and three step directions.
Say first you're going to do this, then I need you to do that and start adding on to those responsibilities and also let your child see you making
(16:43):
mistakes and watch you problem solve how to fix them because they learn so muchby watching the adults around them.
SPEAKER1: Oh, that is so sweet and so much more meaningful than bedtime and lunch. (16:51):
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Lunch preparation.
Thank you. All right.
So any final thoughts for kindergarten students or their families?
Anything you want to add right now to kind of wrap it up?
SPEAKER4: I would just reiterate again, relax. (17:08):
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Show your student that you're excited and then they will get excited.
And it's so wonderful that we have the ready, set, go conferences so the kidscan at least have some time to come in to meet us to find their room.
And I really think that kind of puts everybody -- moms and dads andkindergartners at ease that they get to come in and and see their classroom
(17:34):
beforehand. But yeah, just be excited.
And one other thing is, whatever their routine getting to school is going to befor the year, you should try to do that on the first day.
And if it's riding the bus and then you need to come to school and make surethat's fine.
But typically, if they're going to ride the bus during the school year, youshould try to do that the first day.
(17:56):
So they don't think they can persuade mom and dad to give them a ride every dayor make sure they know this is just a special day.
SPEAKER1: So starting routine as early as possible. (18:05):
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SPEAKER4: Yeah. Okay. (18:07):
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SPEAKER1: Yes, Thank you. (18:08):
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SPEAKER3: I think just (18:10):
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SPEAKER1: as was (18:11):
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SPEAKER3: already stated, giving them an opportunity to take the lead in opportunities and you're going to get to watch them as they're in kindergarten grow and develop. (18:12):
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And so let yourself have those moments where you let them take the lead andwatch how they're growing and developing, too.
That's nice.
SPEAKER1: I think we're just all super excited (18:28):
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SPEAKER3: to get the year (18:29):
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SPEAKER1: started and reach out (18:30):
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SPEAKER3: if you have questions, that's better. (18:33):
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SPEAKER1: I'd rather have 100 emails to answer questions and get things straightened out rather than having some wondering. (18:34):
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Because if you have one question, other families might have the same questiontoo.
So please reach out for anything.
Yeah, we're just super excited to start the year.
Well, I just love how responsive everybody is and understanding of the factthat there are a lot of emotions wrapped up in the first day of school for a
(18:59):
little one, the first day of school in the school building, because a lot ofthem were for students.
But coming to the elementary school, that's a really big step.
Yeah. So understanding all the emotions that are wrapped up into that and beingresponsive to first, the families and our first students and then the families.
Thank you all for that.
(19:22):
Thanks for tuning in this week.
We know you're getting ready for the school year and want to remind you thatthere is a wealth of information on our website, such as details on school
meals, school supply lists, school safety, school pick up and drop offinstructions, how to talk to your kids about a wide variety of topics and much
(19:42):
more. Just go to OregonSD.org and look for the "For Families" tab.
We can't wait to welcome you to the 2023-2024 school year and we'll see yousoon.
Remember that you can find links to all episodes of Inside the OSD and submittopic ideas on our website at
(20:04):
OregonSD.org/podcast. You can find this podcast anywhere you can find podcasts.
Make sure to subscribe if you're listening on one of these apps to getnotifications on the most recent episodes.
We'll see you next time on Inside the OSD, where it's all about the kids.
undefined
While this is old hat to families and students who have been a part of the OSDfor a while, it can be a time with many questions for those who are just
starting out.
Today on Inside the OSD, we are going to get some answers to common questionsabout kindergarten from the experts, four of our own kindergarten teachers.
SPEAKER2: Welcome to this episode of Inside the OSD podcast, where it's all about the kids. (00:32):
undefined
Here is your host.
Lifelong educator, and our superintendent, Dr.
Leslie Bergström.
SPEAKER1: This is an important topic for students and families who will be starting kindergarten in a couple of weeks. (00:46):
undefined
So thank you for being here today.
Let's start by having each one of you introduce yourself where you teachkindergarten and how many years you've been in the OSD.
SPEAKER3: My name is Paula Slattery and I'm a kindergarten teacher at Brooklyn Elementary and I have been in the Oregon district - this will be my 24th year. (01:02):
undefined
SPEAKER1: Oh, thank you. (01:10):
undefined
SPEAKER3: Hi, I'm Laura Jicha. (01:12):
undefined
I'm one of the kindergarten teachers at Forest Edge.
This is actually my 24th year in teaching.
My 21st year teaching kindergarten and my ninth year in the Oregon SchoolDistrict.
Wow. I am Christina Strutt.
I just changed my name this summer from Christina Olafson.
This is my second year with the district teaching kindergarten, and I am atNetherwood Elementary.
SPEAKER1: Thank you. I'm Marci Ingham. (01:36):
undefined
I'm one of the
SPEAKER3: kindergarten teachers at Prairie View. (01:39):
undefined
This is my 18th year teaching kindergarten, but my fourth year in Oregon.
Boy, it
SPEAKER1: really sounds like if you teach kindergarten, you kind of stick with kindergarten. (01:45):
undefined
That's really what it sounds like.
That's kind of cool.
It's a niche in teaching for sure.
So this is a super exciting time for families, but it's also a really bigtransition for our little students and their families too.
(02:06):
So what is the one thing you would say to families in anticipation ofkindergarten?
And I'd love each of you to contribute something to that one.
SPEAKER4: The first word that came to mind for me was just relax. (02:15):
undefined
Kindergarten is often like starting a new job when your child is going to begone all day, every day.
It's a very long day in the beginning and they will probably come home tired,hungry, maybe a little bit cranky.
(02:35):
And they may not want to share much about their day, but give them about amonth or so to settle into routines of school.
And they will start sharing and they will start getting into the routine and itwill be easy.
It will get easier.
SPEAKER1: That's lovely, Paula. (02:48):
undefined
But it also reminds me of what I was like when I was teaching for that firstmonth of teaching.
I would come home hungry, tired, a little bit cranky and not wanting to share.
SPEAKER3: Oh, yes. (02:58):
undefined
SPEAKER4: And I still do as well. (02:58):
undefined
SPEAKER3: Yes. (03:00):
undefined
SPEAKER4: I just want to be quiet and not talk and not hear my name for the next eight hours. (03:00):
undefined
SPEAKER3: You know. (03:05):
undefined
SPEAKER1: That sounds like it's a real human thing. (03:06):
undefined
The transition.
SPEAKER3: I think kindergarten is the most exciting and unique year for you and your child. (03:10):
undefined
New friends and new experiences will be an important part of your child's day.
Your child will spend the kindergarten day in playful, fun activities whilelearning new skills and expanding their knowledge at the same time.
SPEAKER1: Yeah. Thank you. (03:26):
undefined
SPEAKER3: In kindergarten, a word or a buzz word is "problem solving." So just know that when your kindergartners are coming in, there's going to be so many different (03:28):
undefined
levels of situations where they're going to get the opportunity to buildindependence and to problem solve with a lot of support there, too.
And so there's going to be a lot of things that will pop up during the year andjust know that we're all on the team to support your student and to help them to
(03:52):
thrive and have a positive relationship with school.
SPEAKER1: That reminds me of that book, "Everything You Ever Needed to Know You Learned in Kindergarten," right? (03:55):
undefined
How to get along with others, how to problem solve.
SPEAKER4: Take a nap. (04:03):
undefined
SPEAKER1: Take a nap. You bet. (04:04):
undefined
SPEAKER4: You bet. It's all in there. (04:05):
undefined
SPEAKER1: I think I'd like to say welcome to the family. (04:08):
undefined
I feel like we all have our own families and things that we do outside ofschool.
SPEAKER3: But teachers are just (04:14):
undefined
SPEAKER1: as excited as the kiddos to start school -- to start a new year. (04:16):
undefined
And so I think of them as like my daytime family that I spend all the time withthem.
So we're excited to meet everybody
SPEAKER3: and get started. (04:26):
undefined
SPEAKER1: That's lovely. So with kindergarten, really with all grades, even though we have four schools represented here, we know that the experience is very (04:27):
undefined
similar because the academic standards are the same.
The social emotional learning standards are the same.
So there's a lot of similarities.
Even though some of the details within each classroom can be very different.
(04:49):
So given that, would one of you walk us through a day in the life of akindergartner?
SPEAKER3: Sure, I can do that. (04:55):
undefined
It's important to note that our days involve a balance of whole group and smallgroup activities.
Movement and social skills development are constantly mixed in with ouracademic time.
We want learning to be developmentally appropriate as well as fun.
We'll be working on reading and writing skills, phonemic awareness skills, mathskills, social emotional skills.
(05:17):
We'll be doing a lot of that problem solving.
Then you also throw in rotations, recess breaks, lunch and the best part of theday, free choice.
When they get to play and do what they want and interact with their friends andthen the day is done.
It's important to note that because the kiddos work hard, even when they'replaying, your child will come home exhausted, just like Paula had shared,
(05:38):
particularly in the first few weeks of school.
Because of this, it's so important to establish a routine at home with an earlybedtime and help your child adjust.
Along with that, please also know that if your child melts down at home afterschool or in the evenings, this is normal.
They simply need the time to adjust and they will adjust and they will besuccessful.
SPEAKER1: That's -- thank you so much for mentioning bedtime, too, because I think that's a summer conundrum for parents because of the light. (06:01):
undefined
It's lighter outside longer.
It's very easy for kids to stay up a lot later.
And then the transition to school can be so abrupt if you're not thinking aheadand trying to get them to bed a little bit earlier, a few weeks before school
(06:22):
even starts.
SPEAKER3: It's so important to do that. (06:23):
undefined
Yeah.
SPEAKER1: Thank you. How do you keep in touch with and get information to families with the understanding that every teacher has something a little bit different? (06:24):
undefined
SPEAKER4: I'll take that one. My main form of communication is email. (06:34):
undefined
I love being able to sit down and jot a quick email right when somethinghappens or right when I think of something or even at the end of the day, if I
scribble myself a note, then sit down and send an email.
I also like emails because it gives -- if I'm asking them something or tellingthem of a situation, they have time to think about it and and comprehend it and
(07:01):
whatever. And so that's that's the way I do it typically.
And it might just be a little something.
"Oh, you know, Susie spilled her milk and she's got a different shirt on".
And just to try to let parents know they might be hearing things and this iswhat it was.
I also send a weekly newsletter home every Friday, and I do that over email aswell.
(07:26):
But if a family if email doesn't work for them, I can send it on a paper copy.
And I also find email works nice.
If there's split parents, I can have both on my email chain and it's a good wayto communicate with all family members.
SPEAKER1: So if a family needs something on paper instead of email, they should just tell you directly and you take care of that? (07:41):
undefined
I'm sure that's the same for everybody.
SPEAKER4: Yes. And then I would just print it off and send it home with their kindergartner. (07:48):
undefined
SPEAKER1: That's nice. Thank you. (07:52):
undefined
I remember sitting on the on the carpet with Mrs.
Nelson, my kindergarten teacher, and having her call each one of us up one byone to take home our newsletter.
And then as soon as you get it, you get to go back to the coat hooks and putstuff on.
So now you just get to send it and the little kid doesn't have to wait in linefor their copy of the newsletter.
SPEAKER4: And worry if it's going to make it home at all. (08:15):
undefined
SPEAKER3: That's true. (08:17):
undefined
SPEAKER1: I'm sure we didn't have backpacks. (08:18):
undefined
I just carried
SPEAKER3: it all the way home. (08:21):
undefined
SPEAKER1: Okay. Do students leave the kindergarten classroom to go to other classes? (08:22):
undefined
And if so, how do they navigate the school building?
SPEAKER3: That can be such an exciting beginning of kindergarten is exploring the big school that they get to be a part of now. (08:32):
undefined
And we all staff in the building kind of have kindergarten eyes, too, that they're watching to help out any friend who is not with the group.
But most of the time they're going to be with their teacher and with the groupbeing supported and to find the new spaces.
(08:55):
And as I mentioned before, independence is a goal of kindergarten.
So giving them the skills and teaching them and making sure we know where allstudents are at all times, but then also at the end of the year, starting to
give them opportunities for independence to navigate.
But they'll be leaving the classroom to go to places like rotations, classes,and they'll be going to the library or to tech classes, or they'll be going to
(09:19):
recess and the lunchroom.
And so there's a lot of places that they'll be accessing in their school.
And when we're doing that, we're getting into a line and going together.
We're practicing what it looks like, sounds like, feels like.
It's the cutest thing.
It's the
SPEAKER1: cutest thing. Yeah. (09:33):
undefined
SPEAKER3: And so we get to -- with support, they're going to see a lot of spaces in the school building. (09:35):
undefined
SPEAKER1: That's nice. Thank you. (09:40):
undefined
Well, how does lunch and recess work?
I'll take
SPEAKER3: that. Like Christina said, we are going to be there to help them. (09:46):
undefined
We will set
SPEAKER1: up the routines. (09:50):
undefined
We'll establish the expectations when we go to different places and for lunchand recess before we even have lunch or recess.
We'll take them there. We'll give them a tour of the lunchroom.
We'll show them where the lunch lines are.
If you're taking, you know, which which lunch option you're taking, you'll goin a separate line, where to wash hands, where to put your lunch boxes, all the
routines in that room or what happens there to come or when it's time to go, also.
(10:16):
Same with recess. We'll go together as a class.
We'll show them the playground, where the boundaries are, where the toys are,all the things.
And we'll really just help them learn those routines.
They are going to think they know what to do on the first day when they comein, like, "Oh, I know how to go to lunch.
I know how to play at recess." But we will help establish those routines andshow them what to do.
So it's assume nothing situation where you're at the very beginning and parentsshould also think about that too.
(10:42):
When they're packing a lunch, like "what can the child open independently?" Nowwe know that there's always adults to help.
So absolutely, you know, it's completely okay for us to to open something forthe child.
But it also probably feels pretty good when you can sit down and open upeverything that's in your lunch by yourself without asking for help.
(11:02):
So that would be a thing for parents to think about this summer, too, right?
Yes.
SPEAKER4: And another thing along that line, when you're packing a lunch, don't pack so much that it's overwhelming that your child opens and doesn't know where to (11:07):
undefined
start and ends up eating nothing.
Oh, that happens?
Yeah. Yeah. Sometimes just small portions of a few things.
And also the lunchroom is just such an exciting dynamic place.
They're looking all over the place, maybe not focused on their meal right away.
(11:29):
So yeah, just small portions of things that they like.
So it's not too overwhelming when they open that lunch box and don't even knowwhere to start.
SPEAKER1: Well, that's good advice. I wouldn't have thought about overwhelming with my lunchbox work, so that's good to know. (11:39):
undefined
So how do they get to the right place to be picked up at the end of the schoolday?
Whether they ride the bus or they get picked up by someone at school.
This, I know, is a very point of high concern for families, making sure thattheir students know what to do when school is over.
SPEAKER4: Yes. And what we do at Brooklyn is I line my students up in their bus order to coincide with the bus order that's outside. (12:01):
undefined
Oh, my. And then I put my kids that get picked up at the end of the linebecause.
Well, I'll tell you that.
So then we go out about probably at least five, maybe even sometimes tenminutes before release time.
(12:25):
So we get out there before the rest of the population comes out.
And so we walk and we stop at bus 12, we put everybody on bus 12.
Then I got a new line leader and we keep walking and then we put everybody onbus 15 and we keep walking and then we end up at the flagpole by the front door.
And that's where I tell parents to meet their -- the people who get picked upor get a ride, then that sets the tone for the whole year.
(12:50):
So once the kids do know how to walk on their own, the ones that get picked upgo to the flagpole.
So mom and dad don't come down.
Don't try to pick them up.
Don't try to pick them out of the line.
Right. Wait at the flagpole, because that's where the kids will be taught to goand meet you.
And then eventually when they -- and you can kind of tell some years it'squicker, some years it's later.
(13:11):
And that's fine -- that kids will go to the bus on their own.
But we are always out there with them.
And when I do tell my kids they can go on their own.
If I have a few that don't want to, I'll still walk them to the bus.
I'll be out there if something if busses are out of order or something.
Yeah, we're always out there.
And then at the end we have a pocket chart where we flip if Miss Slattery'sclass is out.
(13:36):
So I always tell the kids, "Don't worry, I'm not going to flip that tag untilwe are all out and all where we need to be.
So the busses aren't going to leave without you." And then we just need acommunication with mom and dad.
If the the pick up routine changes.
If they usually ride the bus but are getting picked up or vice versa or someoneelse is picking them up, please again send an email, write a note, leave a phone
(13:59):
message. But we have to have some communication to know that something ischanging.
Otherwise they will go what we usually where we usually send them at the end ofthe day.
SPEAKER1: And any of you can answer this, but where should parents send that information if grandma is going to pick them up instead of going on the bus, should they (14:11):
undefined
tell the teacher or should they tell the main office?
SPEAKER4: They should tell the teacher because the main office is a very, very busy place and they don't always have time to run messages down to us. (14:22):
undefined
So yeah, either shoot an email -- I tell parents I check my phone and my emailat 2:30 every day to see if something has changed.
Okay. So yes, I always say send an email or a phone message so that and thendate-- and a date.
(14:44):
So I know -- because a lot of times we have kindergarten.
"Oh, I'm going home with Johnny today on bus 12." Well, no you're not if Ihaven't talked to mom or dad about it, so.
SPEAKER3: I do just slightly different. (14:55):
undefined
I do suggest for my families to let me know, but just in case, that day I wokeup with the flu or something and I wasn't there.
I do ask them to see see the main office so that I'll be the main person keeperof that information.
But they know if I had a substitute that day, that information isn't just heldin my email.
Okay.
SPEAKER1: Yeah, that's. That's a good tip too. (15:15):
undefined
Thank you. I'm envisioning you, Paula, as sort of like the mama duck and allthe ducklings walking behind.
SPEAKER4: That's exactly how (15:24):
undefined
SPEAKER1: most (15:25):
undefined
SPEAKER3: of us that is. (15:26):
undefined
SPEAKER4: Exactly what it looks like. (15:26):
undefined
And it's been described that many, many times.
SPEAKER3: I bet. I can't deliver them to (15:31):
undefined
SPEAKER1: the exact (15:33):
undefined
SPEAKER3: place they need to go. Exactly. (15:34):
undefined
SPEAKER1: Which is exactly how it needs to be. (15:35):
undefined
Right?
They're little babies.
So then is there anything we can do over the next couple of weeks to get readyfor kindergarten?
We've spoken about bedtime and maybe even a practice run with the Lunchbox, butis there anything else that might be helpful?
SPEAKER3: Oh, absolutely. (15:53):
undefined
And these are things that they can start at any time and continue to practicethroughout the year.
Talk about and name their emotions and just get a real good feeling for thefeelings that they're having, play games, play outside practice, taking
turns, take walks and talk about things that they see and hear and make thoseobservations.
(16:16):
The communication piece is so huge.
Let your child do things independently, have them zip up their coat and opentheir own snacks and clean up after
themselves. Practice following two and three step directions.
Say first you're going to do this, then I need you to do that and start adding on to those responsibilities and also let your child see you making
(16:43):
mistakes and watch you problem solve how to fix them because they learn so muchby watching the adults around them.
SPEAKER1: Oh, that is so sweet and so much more meaningful than bedtime and lunch. (16:51):
undefined
Lunch preparation.
Thank you. All right.
So any final thoughts for kindergarten students or their families?
Anything you want to add right now to kind of wrap it up?
SPEAKER4: I would just reiterate again, relax. (17:08):
undefined
Show your student that you're excited and then they will get excited.
And it's so wonderful that we have the ready, set, go conferences so the kidscan at least have some time to come in to meet us to find their room.
And I really think that kind of puts everybody -- moms and dads andkindergartners at ease that they get to come in and and see their classroom
(17:34):
beforehand. But yeah, just be excited.
And one other thing is, whatever their routine getting to school is going to befor the year, you should try to do that on the first day.
And if it's riding the bus and then you need to come to school and make surethat's fine.
But typically, if they're going to ride the bus during the school year, youshould try to do that the first day.
(17:56):
So they don't think they can persuade mom and dad to give them a ride every dayor make sure they know this is just a special day.
SPEAKER1: So starting routine as early as possible. (18:05):
undefined
SPEAKER4: Yeah. Okay. (18:07):
undefined
SPEAKER1: Yes, Thank you. (18:08):
undefined
SPEAKER3: I think just (18:10):
undefined
SPEAKER1: as was (18:11):
undefined
SPEAKER3: already stated, giving them an opportunity to take the lead in opportunities and you're going to get to watch them as they're in kindergarten grow and develop. (18:12):
undefined
And so let yourself have those moments where you let them take the lead andwatch how they're growing and developing, too.
That's nice.
SPEAKER1: I think we're just all super excited (18:28):
undefined
SPEAKER3: to get the year (18:29):
undefined
SPEAKER1: started and reach out (18:30):
undefined
SPEAKER3: if you have questions, that's better. (18:33):
undefined
SPEAKER1: I'd rather have 100 emails to answer questions and get things straightened out rather than having some wondering. (18:34):
undefined
Because if you have one question, other families might have the same questiontoo.
So please reach out for anything.
Yeah, we're just super excited to start the year.
Well, I just love how responsive everybody is and understanding of the factthat there are a lot of emotions wrapped up in the first day of school for a
(18:59):
little one, the first day of school in the school building, because a lot ofthem were for students.
But coming to the elementary school, that's a really big step.
Yeah. So understanding all the emotions that are wrapped up into that and beingresponsive to first, the families and our first students and then the families.
Thank you all for that.
(19:22):
Thanks for tuning in this week.
We know you're getting ready for the school year and want to remind you thatthere is a wealth of information on our website, such as details on school
meals, school supply lists, school safety, school pick up and drop offinstructions, how to talk to your kids about a wide variety of topics and much
(19:42):
more. Just go to OregonSD.org and look for the "For Families" tab.
We can't wait to welcome you to the 2023-2024 school year and we'll see yousoon.
Remember that you can find links to all episodes of Inside the OSD and submittopic ideas on our website at
(20:04):
OregonSD.org/podcast. You can find this podcast anywhere you can find podcasts.
Make sure to subscribe if you're listening on one of these apps to getnotifications on the most recent episodes.
We'll see you next time on Inside the OSD, where it's all about the kids.
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