Early Learning Matters - Great video that you should watch and share with others!

New Study: N.C. Investments in Early Childhood Programs Pay Off

New Study: N.C. Investments in Early Childhood Programs Pay Off

Behavior Management

Several of you have asked for help with behavioral issues in your classroom. Unfortunately, there isn't a one-size-fits-all approach to managing behaviors, but there are some "big picture" things to keep in mind.

First, in an effort to be proactive and prevent problems from occurring in the first place, be positive, warm and encouraging. Second, provide the children with a lot of choices. You can control the choices, but make sure that you are allowing children to have some control over their day. Third, be clear and direct, and don't use too many words (children will get confused so keep it simple).

I went to the Conscious Discipline Website and found a ton of great information. It's a great resource and everyone should check it out. I found the information that is below on the site, and I copied and pasted it from here:

http://www.consciousdiscipline.com/resources/challenging_behavior.asp

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When two kids are fighting, what should I do?

First, breathe deeply and affirm, “I’m safe. Keep breathing. I can handle this,” so you can approach the children calmly. I heard a coach once start a story about breaking up a schoolyard fight by saying, “I knew I really had the composure thing down pat when I noticed myself automatically breathing and saying, “I’m safe, keep breathing, I’ve got this,” in my head as I sprinted across the court to get to Marcus and Jacob.”

Physically separate the children and assertively say, “Stop.” Breathe and focus on maintaining the inner state you want both children to return to. Encourage them to take a deep breath. Say, “Breathe with me,” and help them calm themselves. Next, get down to their eye-level and say, “Both of you seem so angry. Something must have happened.” Let each child know you will listen to her story. Ask the first child, “Something must have happened?” in a questioning tone. Offer support to the second child by positioning yourself next to her and putting your hand on her shoulder as you listen. The second child will often interrupt, “But she…” Reassure her by keeping your hand on her shoulder and saying, “It’s hard to wait your turn. You will get a turn when she’s finished.” When the first child has finished, restate what she said to get clarification, offer empathy and reframe the situation with positive intent. “You were angry because she took your hat. You wanted it back and forgot to ask.” Then reposition yourself next to the first child and ask the second child to share. Restate, clarify, offer empathy and reframe with positive intent. “You were upset about what she said on the bus and didn’t know other ways to let her know.”


Step 1: Ask, “Did you like it when she_____?”
Step 2: She responds “NO!”
Step 3: Set the limit on the hurtful act and include choices for the next time: “You may not grab someone’s hat. Grabbing is hurtful. The next time you want her to know you are upset with something she said, say, ' I didn’t like it when you said_____.' Next time please say or do _____. Or come ask me for help.” 

Step 4: Say it now for practice.
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Food for Thought

"Good teaching is one-fourth preparation and three-fourths theater." ~Gail Godwin

{You've heard me refer to teaching as "acting," so my posting this quote won't surprise you. Your attitude and tone influence everyone around you, especially the children. It's not always easy, but it's critical that you set aside any distractions and put on a good show every single day. If you want your children engaged, you have to engage. If you want them to be excited about what you are reading, singing, sharing, etc., then you have to make it exciting. They will follow your lead... so make sure your example, your performance, is a good one!}

"In teaching you cannot see the fruit of a day's work.  It is invisible and remains so, maybe for twenty years."  ~Jacques Barzun

{Perhaps one of the most frustrating things about teaching, right? But know that you are building important, foundational skills that will serve your children for the rest of their lives. Take that extra few minutes with them. Read it again. Answer all of those questions. Explain "why." Ask questions that make them think. Smile. Give hugs and show warmth. Sometimes - and it's way too often - the respect and love children are shown at school is the only respect and love they are shown. Be the difference in a child's life. And know that someone up the chain is seeing the fruits of your labor.}

Seven Simple Secrets

A few years ago I participated in a book study with several other teachers in my district. The book, Seven Simple Secrets: What the BEST Teachers Know and Do, has lots of good information and was/is a valuable resource that I turn to again and again.

Part 1 offers (broad, big-picture) tips for lesson planning. Here are a few:

• Determine your objective (you should always use objectives as a basis for planning... ask yourself, "why am I doing this? what is the purpose?).

• Figure out how you will make things interesting and inviting.

• Actively involve the children in every part of the lesson.

• Gather all the necessary materials beforehand (in other words, be prepared!).

• Have fun with everything you do!

• Accept the fact that sometimes things won't go as expected - plan well and thoroughly, but when things go off course, accept it and move on.

• Remember that whoever is doing the "doing" is doing the learning. Children should be engaged, talking, and active. Teachers are there to guide and facilitate and expand upon things (this is where asking well thought-out, open-ended questions comes into play).

• Remember that an objective is a very specific goal - what you plan on accomplishing. An activity is one of many ways of reaching that goal.