06/06/2026
Are children learningāor simply looking like they're learning? We had this really great discussion today in my workshop "When there is chaos at small group, large group and story time itās time to Push Past itĀ©! A guide to dealing with intense challenging behaviors during adult directed activities"
Here was my crazy idea...
What if we talked about the weather when we're actually outside in the weather?
Now, before anyone gets upset, having a child "report the weather" during circle time does NOT make anyone a bad teacher. It doesn't mean circle time is bad. š
You are a GREAT teacher.
In fact, I had my own weather report in myclassroom back in the day. So why don't I do that anymore?
Because if we're serious about what neuroscience and memory research tell us, people remember information best when it is experienced in context.
Children don't learn about weather because they pointed to a picture of a cloud on a weather chart.
They learn about weather when they feel the wind on their face.
When they all notice dark clouds rolling in together
When they jump in puddles.
When they shiver in the cold.
When they decide whether they need a coat.
This isn't about criticizing teachers. It's about a bigger idea.
Children are concrete learners.
They learn best through experiences they can see, touch, hear, smell, and do.
Weather isn't something children need to memorize.
Weather is something children need to experience, notice, talk about, and make meaning from.
Experience comes first. Understanding comes second.
Children feel the wind before they understand the word windy.
They jump in puddles before they understand rain.
They shiver before they understand cold.
They need a coat before they understand how weather influences our choices.
