One of the favorite routines that we've established in the K-1's is our daily "gratitude circle." This happens at the end of each day as kids come in from recess and get ready to say good-bye to one another. We sit in a circle and take turns sharing what we are thankful for. Here are some of the common responses:

"I'm thankful for....... "

• My teachers and friends 
• Parker school 
• Recess 
• My family 
• My pets 
• Holidays 
• My birthday 
• Books 
• Being at school 
• Playing sports

Fundamentally, gratitude is about being aware of who or what makes positive aspects of our lives possible, and acknowledging that.  Looking at this list and hearing all of the meaningful things the children are thankful for each day, makes me realize that they are beginning to understand this concept.  

Gratitude also grants perspective - in children and adults. When children recognize that the things they own and the opportunities they have come from someone other than themselves, it helps them develop a healthy understanding of how interdependent we all are - and they may be more inclined to treat others with genuine respect.

Teaching our kids to say "thank you" is important, but truly instilling a sense of gratitude in them is another matter entirely. Gratitude goes beyond good manners - it's a mindset and a lifestyle - one that can help us all live happier, more satisfied lives.

Our class gratitude tree 

I'm thankful for winter, frogs, and friends.  

Learning from our peers

Lately, we've been doing a lot of learning from one another in the K-1's.  A few weeks ago, we welcomed George (Emmett's older brother in the 2-3's) into the classroom to teach us about the solar system.  He sat in front of the students and talked about his passion - space.  The K-1's sat rapt with attention.  Here was a peer, not much older than them, teaching about something that was meaningful to him.  A few days later, he followed up with another "lesson" and take-home activity for the kids.  This turned out to be a memorable learning experience both for George and the K-1 students.

Last week, the first graders presented the geometry books they made during math to the kindergartners. One by one, they each got up in front of the class and taught their classmates something they had learned. Their faces beamed with pride as they read their books and answered questions.  Then came the kindergartners turn - they had the chance to share their counting books with the first graders.  The first grade children showed genuine interest as they looked at each book.  This time it was the kindergartners beaming with pride.

Reading  geometry books to the class

We also recently gathered together as a community to share ideas about kindness, friendship, and solving problems.  The K-1's and the PreK 4 children got together for a "Peace Summit" to share ideas and learn from one another.  It was a productive community building activity.  The K-1's had the chance to be experts on a topic very close to their hearts.

As a teacher, I am always looking for ways to create opportunities for my students to showcase their abilities as well as demonstrate their knowledge. Designing projects and activities that develop higher-level thinking around a chosen topic is just one way to achieve this.  Having the students create these projects themselves and teach their peers is a much more fulfilling way to reach this goal.

Beyond the mastery of the material, these types of activities can instill confidence and a level of engagement that comes with pursuing a genuine interest.  While it’s unlikely that you have ever heard a person say, “that worksheet changed my life,” most people have an assignment from their childhood that they remember with pride because it was meaningful to them. More often than not, that memorable assignment was one that allowed them to express themselves and follow their passions - maybe space, math, or even kindness.