"How can we become better friends toward self, others, materials, and environment?"

We are still in the midst of finding our many ways in building relationships. It seems like we are reflecting on how we, as individuals, also continually discovering ways to connect with others. Building relationships is an ongoing process, shaped by experiences, communication, and understanding.

In an educational context, we learn about building relationships through social interactions, collaborative learning experiences, and guidance. We encourage communication, empathy, teamwork, and conflict resolution by:
• Creating inclusive environments where everyone feels valued.
• Encouraging cooperative learning through group projects and discussions.
• Learning active listening and effective communication skills.
• Modelling positive relationships and conflict resolution strategies.
• Providing opportunities for us to reflect on our interactions and personal growth.

Through the many ways like moving together, working together, and discussing together, we reflect on the challenges that come up while going through this process. And as we know challenges are inevitable in any collaboration, but they also wonderfully provide opportunities for growth, innovation, and stronger teamwork. The key is how we navigate them - through open communication, adaptability, and a shared commitment to the goal.

Everyone of us learns and grows at our own pace. When facing challenges, some of us may tackle them quickly, while others may need more time. For example, Luka chooses to work independently while moving from one stump to another stump.

​It shows that we often thrive when we are given the freedom to tackle challenges in our own way and at our own pace. It is important to recognize that some of us may prefer independence, while others may benefit from more guidance or support.

When we face challenges and experience failure, it is an opportunity for us to develop resilience. Learning to persevere through difficulties helps us handle future challenges more effectively. Working through a challenge, individually and socially, we often experience frustration. For example, the above learning is full of challenges. However, our experiences provide us opportunities to practice self-regulation and calmness when things do not go as planned.

​Working through a challenge makes us often experience frustration. Learning to calm ourselves and keep trying teaches us emotional regulation. We begin to understand that it is okay to feel frustrated, but it is important to manage those emotions to keep going.

When things do not work as expected, we who are taught a growth mindset learn that effort and perseverance are key. We come to understand that failure is not permanent, but a chance to learn and improve. This shift in perspective helps us remain calm and motivated even when things are tough. 

As part of working toward shifting our perspective, we are working on this big question, "How can we become better friends toward self, others, materials, and environment?" 

We are hoping this question encourages us to broaden our sense of responsibility and empathy. It invites us to reflect on how our actions impact ourselves, the people around us, the things we use, and the world we live in. 

As part of our many ways, we like going on a beautiful nature walk, gathering treasures from our environment to use in creating art. Each leaf, stick, and stone collected spark curiosity, creativity, and connection with nature. 

​Emily creates this beautiful art piece using the natural materials we gather during our nature walk. Proudly, she shares, "This is the house for the birds." Such thoughtful creativity and care for our feathered friends!

Today we enjoy a meaningful and imaginative learning experience where our little friends draw the very first person who come to our minds. The responses are heartwarming—some immediately think of Mom, others lovingly draw Dad, and some proudly choose to illustrate ourselves! This part of the learning experience is especially valuable as it allows us to express our feelings about people who are significant in our lives and encourage self-awareness and emotional expression.

Following our drawing session, we move on to an exciting watercolor exploration. We eagerly blow vibrant watercolor paints across our papers using straws, creating beautifully unique masterpieces. This playful technique encourages creativity, fine motor development, and sensory exploration. The laughter and smiles throughout the room highlight not only the joy but also the deep engagement and collaboration among peers.

We recently have a meaningful discussion about what it means to truly listen.  We always value these conversations because they reveal so much about our understanding of respect, boundaries, and communication.

Pranssi shares a very insightful reflection: "If teacher says stop and you don't stop, that means you're not listening, but if you stop, that means you are listening." Her words remind us that listening is not just about hearing words but responding appropriately. Listening is shown through actions.

Fides builds upon this idea, adding, "If the teacher says something and you follow, that means you are listening. And if you don't do it, that means you're not listening." Fides highlights that listening involves following directions and participating actively in classroom routines. His perspective helps us appreciate how listening is a cooperative act that helps our classroom run smoothly.

Emily gives a practical example, saying, "It is not listening when you are called to wash your hands, and you continue to play and don't wash your hands." Her example illustrates clearly how listening impacts our daily routines and our ability to stay safe and healthy. 

​Our discussion helps us realize that listening is an essential skill that helps everyone feel valued and safe. Through our observations, we demonstrate an understanding that listening is not just hearing but showing respect and care through our actions.

We explore emotions by reading the delightful book How Do You Feel? by Lizzy Rockwell. This engaging story opens up wonderful conversations about our own feelings and how we experience them every day.

Pranssi shares joyfully, "I feel happy because I like going to school and I like to play in school." Her enthusiastic expression reminds us how happiness can come from the simple yet meaningful activities we enjoy each day. School is indeed a place filled with friendships, exploration, and fun learning moments.

Emily bravely shares her own feelings too, saying, "I feel shy when there are new people." Her honest reflection brings an important reminder that feeling shy is completely normal, especially when facing unfamiliar situations or people. It also gives us opportunities as educators and peers to create supportive environments that help every one feel welcomed and secure.

Our reading of How Do You Feel? helped us understand the importance of recognizing and sharing our feelings. It encourages empathy and creates a safe space for expressing emotions openly.

Kindest,
Children & Friends.