But What About the Cupcakes?

Source: flickr.com via Megan on Pinterest

Well, the first week of new preschoolers went pretty well.  I went into it a little doubtful, thinking as a second-time mom does:  How could I love this new batch of preschoolers as much as the last?  But here on Day 5 I am seeing how this might just turn out to be a good class, too.

The week started off with a bang, with the usual general chaos,  very protective parents, and random crying.  I fortunately went into the experience armed with the knowledge that  I gleaned from my  notes about last year's class.  I just kept reminding myself that "They know nothing", and "It's just going to be crazy at the beginning."  And both us those things went right along with my expectations.

It was nice that we had three birthdays to celebrate at the beginning of the year.  We celebrated one on Monday and two on Tuesday.  It was a fun and festive way to start the year, but I knew that it just might mess with how the kids were going to view preschool.  Sure enough, we got to the end of day yesterday and when I announced that it was time to go home, I had at least one very confused and disappointed preschooler on my hands.  "But we didn't have cupcakes yet," she complained.

Ah, yes.  Cupcakes every day would be nice, but sadly, that's not how preschool really is.  And perhaps that's why they were a little more rowdy today - they were mutinous after realizing that this preschool business was not all it had been made out to be.

But I'll bring them around.  Sooner or later.

The Counting

Well, Week Two of the Little People went pretty well, all things considered.  Basically they just rode that ride that I like to call the "Little People Adjustment Rollercoaster", where one day things went pretty smoothly, and the next day I was asking myself, "What is WRONG with these children?"  And then the next day would be a little better.  

I did start Counting last week.  You know Counting - where you give them to three to shape up, or else unfortunate (and yet appropriate) consequences  happen to them.    This particular method is based on a book called "1-2-3 Magic" that is very effective.  I think the large part of this effectiveness stems from the fact that when you look straight at a child and say, "That's one," you are no longer pleading, cajoling or waffling while trying to convince them into a better way of acting.  It's clear cut.  Plus you use that Serious Teacher Voice and stern look, which can prove to be quite shocking to them.

In fact, the first time I did this in front of the group last week, it was because Little Johnny kept turning around on the carpet and making faces at Little Sammy to make him laugh hysterically.  I had already explained to Johnny why we didn't do this on the carpet and I had reinforced my expectations several times.  Finally I was fed up, and I gave them the Stern Look and used the Stern Voice to say, "Johnny, that's one.  If I get to three, you will take a time out at the back table."  Immediately, silence fell over the whole group and a little voice from the front said, "I want to go home now."  You would think that I had hissed the words or something.  

However, Johnny didn't turn around anymore, and every since has been keeping an eye on me cautiously, as if a second head would sprout on my shoulders that permanently held the Stern Look and Voice.

Of course, Counting does have its challengers.  Like the child who catches on really quick to the system and just starts counting for me.  When I say, "Little Ricky, you need to keep your hands to yourself and not swing them around in your neighbors face," he says cheerfully.  "Okay.  That's one." And then in then cafeteria when I say, "Ricky, your lunch box stays on the table," he says, "Oh, okay - now that's one," as if he's starting the count over for me.   Why thank you, Ricky.  I needed a little counting help there.

So far I haven't counted higher than one.  But then again, this was only Week Two.

It Might Be a Roller Coaster...Or it Might Be a Train Wreck

Well, remember when I talked about the "Little People Adjustment Rollercoaster"?  Well, this  is how the roller coaster looked today.  More, in fact, like a train wreck. 

Source: royarden.com via Gemma on Pinterest

Actually, the first part of the day wasn't too bad (except for the fact that they would not stop talking to me for a second ("Teacher, teacher, teacher...").  But then just after Outside Time it took a quick dive downhill.  Of course, "After Outside Time" is the time when they're required to actually sit on the carpet and listen and - most of all - stop talking.  ("Teacher, teacher, teacher...") 

It was in fact a steep and sudden downward turn, and the Little People just loved it.  They threw their little hands in the air and screamed in delight as the Roller Coaster cars plummeted downward.  Their hair stuck straight up from their heads and their eyes rolled back in an ecstatic frenzy as it went faster and faster and grew more out of control.  The foamed at the mouth as they realized the strength and potential of their Little People Mutiny.  They held hands with their little Roller Coast Car Neighbors, cajoling even the calmer and more on-track students down into the abyss with them.  And all the way down they chanted in their high-pitched voices: 

("Teacher, teacher, teacher...") 

Oh, it was chaos.  And a very good reminder of why I don't like roller coasters.

The good news is that no one was harmed in the Roller Coaster Plummet.  Even the child who sat and on the carpet and angrily threw wood chips at me was not harmed. 

They all went on their merry way after school, wiping the foam and drool from their cheeks as they went.  And hopefully tomorrow will be better.