‘EVERY DAY KINDERGARTEN’
RENEROSE C. PABLO
For a teacher in this level, the buzzword has always been “every day Ki nd er gar t en .”
That is because Kindergarten teachers have a lot of the same responsibilities of other teachers but also have to take into account that many of their students will be experiencing school for the first time. They must teach students basic skills in reading and writing in addition to showing them how to behave in the classroom and play nicely with others.
Kindergarten teachers also need to be able to assess where students are academically and emotionally in order to set goals for the class and individual students. With the exception of extracurricular activities such as physical education, art class, or lunch, all lessons are typically conducted in one cl assr oom .
In being “every day Kindergarten,” teachers will start the day early by preparing the day’s lesson and getting the classroom ready for students. She may greet students and parents when they get dropped off and instruct students to put their things away upon entering the classroom.
The teacher may have students learning while sitting on a rug, or she might take a more hands-on approach to some lessons and have them work in groups at tables, and take the children out for lunch and recess. This gives the teacher time to look at homework, clean the classroom, and prepare for the afternoon lessons.
The Kindergarten teacher may have additional time to plan lessons while the students take a nap after recess. After nap time, instruction resumes. Kindergarten teachers, especially in the first few years, will likely have work to do after the students leave. This can include planning lessons, calling parents, meeting with school administrators, or checking homework.
It’s the life of a Kindergarten teacher. It’s every day Kindergarten!
The author is Teacher I at San Matias Elementary School, Sta. Rita, Pampanga