In kindergarten tragedy and drama abound. When you are five, tragedy takes on a much different meaning than for most of the rest of the world. Yesterday afternoon, one of the tragedies faced by a young learner in my class was not being called on to share at exactly the moment the child wanted to share. The student was so upset I was shocked. Talk about wailing and gnashing of teeth! But, we were all just a little bit on edge after back to back days of emergency drills. My students performed pretty flawlessly for their first fire drill of the school year on Wednesday. For many of them, it was their first ever! They walked and remained quiet as we had practiced. I was impressed with how they followed directions during the exercise.
Yesterday, we had probably the scariest of all drills required in California public schools: run, hide, and defend. In this simulation, we practice what measures we would take in the event of an active shooter on campus. In some ways, students enjoy the exercise because we hunker down in the dark behind a fort that I singlehandedly improvise in the few moments between the beginning of the drill and when the administration comes to the door to check on my engineering skill, as well as the children’s ability to mute themselves and remain out of sight.
As with the fire drill, my students did a pretty amazing job, considering they are all of five or six years old and we were sitting in tight quarters on a tile floor for about 20 minutes. When students considered the purpose behind the simulation and the what would be at stake, a couple of them became afraid. But, I reassured them it was only a practice, although I was careful to not assure them they would never have to do this for real. Nevertheless, most of the students overcame their fear quickly and when the exercise was over, were immediately distracted by the novelty of inspecting fascinating things found on my desk, which they are never allowed to approach and for good reason–my desk is a catch-all shielded behind a fourth grader high bookcase. The students cannot easily see my unremarkable, metal teacher desk since it is surrounded by play kitchen furniture and the taller-than-them bookcase.
In addition to my lunch bag, travel mug, and school district issued laptop, anything that I can’t remember where it should be kept or that I have never seen before ends up on top of my desk until I can deal with it. Consequently, my desk is a virtual treasure trove of miscellany, including various magnetized objects. I imagine they are doing their best to figure out the tall person in the room and somehow to feel more comfortable with this newfound student-teacher relationship.
However, I cannot read their minds and I am not a psychologist, so it could just be that they are still learning about their environment through a hands-on approach similar to when they were crawling and would pop everything into their mouths. Literally and figuratively, I am simply the biggest thing in the school environment, which they are still trying figure out. I will probably never understand the mystery my students constantly strive to unravel because I do not remember experiencing this kind of mystique surrounding any of my teachers. But, throughout my teaching experience, I have come to expect the curious and sometimes uncomfortable scrutiny of these small ones and I try to remember not to laugh or startle them with my reactions to their questions or observations. Sometimes, without much success because kindergarten tragedy and drama abounds!