Catch Them Being Good!!

What we focus on is what we get.  On my observations at sites, a place where I often see growth needed is to focus more on the positive.

Such a simple thing, right?   But so often we forget to do it!

When a child/children are doing exactly what you hope for them to do – sitting nicely, using thinking skills, touching gently, carrying on a conversation…  whatever it is- support that by noticing and commenting.

Can you challenge yourself to notice each child doing something great and saying so?

Both the Environment Rating Scale and the CLASS assessments will be looking for this.  Boost your score by focusing on the positive (and you’ll most likely get lots more positive behaviors from the children!)

Early Achievers in the News

There was a great article in the Redmond Reporter about Early Achievers – take a look! 

http://www.redmond-reporter.com/news/201299581.html   

Simple Reminder

Remember the idea of tying a string around your finger to help you remember something?  At a recent reflective practice group we did a similar thing with wood beads. 

In the CLASS assessment, the “Concept Development” section has some key practices to do with children to help them develop reasoning skills.   Asking prompting questions, predicting, comparing, brainstorming and relating to real life may not be things you are used to doing on a regular basis. 

In order to remind ourselves about incorporating these skills into our interactions with children, we make wood bead bracelets with the key first letters of each word on 5 of the beads.  Whenever the bracelet passes your line of vision, be reminded to incorporate something deeper into your interactions. 

Give it a try!

 

Questions

Predict

Compare

Brainstorm

Relate to real life

Keep The Conversation Going!

Having deep, rich conversations with children helps them develop language skills, conversational skills and reasoning skills that will help them be successful in school. 

Once the conversation begins, you can keep it going.  See it like a tennis match.  The ball keeps going over the net between both of you many times like a tennis volley.  So often, our talk with children is just a serve and a return – you say something and they answer.  Challenge yourself to long volleys instead!

 

Questions that get children to think are great ways to get a conversation started.  Here is a list that came from a recent reflective practice group exercise: 

Open ended questions/starters

What would happen if…

What do you think this book might be about?

Do you need anything else?

What do you need to get started?

How does that work?

How did that happen?

What is another way we could do that?

Can you think of…

How will you start?

What is your plan?

What’s happening?

How could you get that out?

How do you think we could fix that?

Want do you think happens next?

What could we do?

What do you think made this happen?

What should we put in this space?

How do you think…

What do you think about…

What made you think of that?

What are some ways…

How could we…

What else could we…

What else can you think of to…

What is another way to…

What is another way we could…

Do you have any ideas about…

What ideas can you think of for…

I wonder if there are other ways – what do you think?

How could we figure that out?

What would we need to…

Help me figure out…

What are your best ideas about…

I bet you have an idea about…

I need help figuring out…

What would be the best way to…

How many ways could we…

What are some other ideas about this?

How do you think we could…

Why do you think that this…

What do you think?

How did you figure that out?

Tell me how…

Tell me when…

Tell me why…

Keep it going with simple prompts:  And?…..   And then what?…..   Then?…..  What happened next?.....

Tip the Scales!

When we talk with children, the way we interact usually falls into 3 categories:

1.       Correctional

2.       Social

3.       Instructional

Let’s take a look at those…

Correctional:

This might sound like:

“We need to stop throwing rocks”

“Put the blocks in the block area”

“Use walking feet”

The interaction does not need to be mean or harsh, but it is primarily an interaction to correct behavior.

Social:

This might sound like:

“Tell me about what you did last night”

“I like pink, too.  Why do you like pink?”

“I’m cold, are you cold too?”

These interactions are just part of having a relationship.  They are not necessarily teaching the child anything in particular, but part of being in a relationship with them.

Instructional:

This might look like:

“How many blocks do you think we can add to the tower before it falls down?”

“Why do you think this paint turned orange?”

“When we go to the library, what rules should we have?”

These interactions teach the children something.  Of course, the best ones are the ones that ask questions to get the children to think for themselves!

Now monitor your own interactions with the children.  How many fall into the correctional category?  How many are social?  Instructional?

In Early Achievers, we hope to tip the scale toward the social and instructional interactions. 

See if you can tip your scale in that direction!

An Early Achievers Baker’s Dozen

Here are 13 things to practice daily with the children to elevate your teaching practice and prepare for your eventual assessment.

1.       Ask a child/children how they figured something out, what made them say that, think that, etc.  Get into their thinking process. (For toddlers, this might be asking more simple questions)

2.       Ask children to predict what is going to happen and compare things, make a chart or graph together (For toddlers, this might be pointing out what happens)

3.       Pay most of your attention to positive behaviors – what you want to see more of

4.       Have social conversations with open ended questions, learn about them and their life, and share yours, too.

5.       Read books – with large or small groups and with  individual children

6.       Sing and dance, use multicultural instruments and music

7.       Play WITH the children – indoors and out, get to all areas of the room, to each of the children

8.       Help a child figure something out – but let them figure it out, just give hints, then celebrate with them when they do figure it out

9.       Let child/ren take the lead and offer their ideas, acknowledge their ideas  (for toddlers, this might be building on what they are doing)

10.   Minimize waiting times, reduce large group transitions, maximize learning times

11.   Point out things in nature, bring things from the outside into the classroom

12.   Surround children with language – interesting words defined, rhyming words, extended conversations

13.   Smile, laugh and show that you love what you do.

Look for the Beauty, not the Spots

As we launched into the Behavior Management part of the CLASS assessment at our recent Reflective Practice group, I shared this story…

A young couple about to be married went to meet with their pastor for the expected premarital counseling session.  After waiting in the outer lobby, they were invited into the pastor’s office.  He asked them, “While you were waiting, did you notice the beautiful rug in the lobby area?”  They replied, “Yes, we did.  It is beautiful!”  The pastor then asked, “Did you also notice the spot in the corner of the rug?”  “No” said the couple.  The pastor explained to them, “Well, I know it’s there and it’s all I notice.  My advice for your marriage is this:  Always look for the beauty, not the spots.”

What we focus on expands.  What we focus on is what we get more of.  If we focus on children’s misbehavior, we are likely to get more of the same.  If we notice the “spots” we will just see them more.

Picture this scenario…  During circle time there is one child who just isn’t going with the program.  S/he might be wiggling around, making faces, refusing to cooperate and distracting all the other children.  So often what I see is all the attention going to that child.  “We are waiting for you to sit quietly so we can start”  or “Please sit still now so we can get going”  or maybe the teacher going over to that child to try to get him/her “in line” with the circle time.  Of course, what often happens is that child continues with the misbehavior.  What we focus on expands! 

Most misbehavior is attention seeking behavior, right?  In that scenario – the child is succeeding by getting all the teacher’s attention.

Instead, try giving the attention/focus on what you want to see more of.  Focus on the positive behavior.  “I like the way Hannah and Raj are sitting so nicely ready for circle time”…  As soon as that child who was disruptive settles in – then “I like the way ____ is sitting”.  The beauty, not the spots.

In the CLASS you will see:

Reinforcement of positive behavior (Toddler CLASS)

Attention to the positive (PreK CLASS)

Think about a child that challenges you.  That child that knows how to push your buttons or irritate you on a regular basis.  Now picture that child in your mind and look for the beauty instead of the spots.  The next time you see that child, focus on the beauty and see what happens!