The importance of entry-level programming

Now that I am (kind of) retired, I have begun doing some consulting and I have the luxury of being able to choose projects which I find of interest. So the other day I began a short series of methodology-linked sessions with lower elementary teachers at a nearby public charter school group. It was interesting.

The group was all women, mid-twenties to mid-thirties, and with backgrounds ranging from regular public district schools, inner city and suburban, to a tony independent school in another state. All had somewhat generic pre-service "preparation" for elementary level, none had had specific training or K - 3, and all had "learned on the job". The gaps in knowledge, skills and experience, and even in outlook, was very interesting.

So as is my wont, I began with Philosophy, to wit, what is the role or purpose of K - 3 education?

To cut a long story short, and with some judicious prodding, the group agreed that this entry level is critical in preparing students for success in upper elementary and the path ahead. (Plus of course, being good people and citizens, nice to animals, kind to others etc.) Which led to the next series of questions/.

What is needed for success in upper elementary and above?

While details are still to be defined, the general feeling was "school ready attitudes' and "school-ready skills". Our next sessions will look at identfying these, and on creating the classroom (and school) culture to develop and inculcate them.

Initial thoughts included

• turn-taking
• putting things away in their proper place
• sharpening pencils into the trash and not onto the floor 
• raising hands before shouting out an answer
• staying seating for an entire lesson
• not "accidentally" poking a neighbor

These of course are either a combination of Attitudes and Skills, or the Skills manifestation of an underlying Attitude. Regular readers will not be surprised to know that this combo is the base of my Philosophy of Education so expect great things.

However, the key point is that neither this PoE or this "who are we and what business re we in?" approach was new to every single teacher in the room. Not once, neither at university / College of Education nor in any of their previous schools / districts / professional development programs. That's a problem. Initial Teacher Training and Continuing Professional Development should be focused on the child(ren) and on what works. They are not.

**Please leve comments and queries below.**