Four years ago I was placed in a Kindergarten classroom. It was a whole day, alternate day program and I had over 50 students between my two classes. Last year I taught Young 5's to one group and Kindergarten to the other. This year I'm teaching all day Young 5's to just one group of 23.
With double the time and half the students I should feel relaxed. Nope!
I've tried to learn all I can about writing, after reading the Lucy Calkins Units of Study I wholeheartedly jumped into the workshop. Each year I've read at least two more books about writing and have tried to learn all I can. I'm blessed to have a good friend in first grade. Betsy is a writing teacher extraordinaire and she's so willing to look at anything I need. I'm not alone.
This year all Young 5's, Kindergarten and First grade teachers are going to a literacy training program hosted by our intermediate school district. We've assessed, assessed and assessed. We've collected data and analyzed data. And after all this I feel so inadequate. The program is focused on K and 1st. We don't really have a young 5s curriculum in our state and the training only addressed our Young 5's questions when we ask and it often feels like they don't know what to say to us. Maybe that's the root of my problem.
I enjoy teaching writing. I love helping my students to see they always have a story to tell. I love seeing them use those new letters and sounds they have learned to make words! Kids drawing makes me smile. Why does writing time feel so frustrating?
Am I pushing Kindergarten down to Young 5's? Am I expecting too much from myself? Is it report card time and I'm stressed? Is this the disequilibrium that comes with learning and applying new skills?