Back Pocket

We know that we want to get kids to talk and to think for the CLASS assessment in Early Achievers.  A best practice for this is to ask open ended questions and have conversations.  Sometimes, though, in the heat of the moment, we draw a blank and can’t think of a good open ended question.

For those times, it’s great to have a few easy starters in your “back pocket”.  At a recent reflective practice group we brainstormed some of these, such as:

“What’s up over here?”

“Teel me about this”

“What are you thinking about?”

“Wow, I want to know about this!”

These are all generic enough to be use at any time, for any activity, and can be in your “back pocket” when you need them.

 

What other back pocket starters can you think of??

Great Video

I just ran across this video that is very helpful.  https://www.youtube.com/watch?v=ObiMpB923oI&feature=share 

While she talks about standards from Illinois, remember that we have our own Early Learning Development Guidelines in Washington.  https://del.wa.gov/sites/default/files/imported/publications/development/docs/guidelines.pdf 

Helpful Logos

At an earlier Reflective Practice group, we looked at how some corporate logos can be helpful in our work…

 

Here are some scenarios I often see in the field.  Maybe you can relate to them!

A teacher is about to read a story to a group of children.  Some come right away and sit down ready to listen.  A couple of the other children are running around, avoiding storytime.  After lots of pleading “Come over, I’m going to ready a story now.”  “It’s one of your favorites, you’ll like it.”…  those children are still not having it – and now the ones that were ready before are getting antsy!

As Nike says – JUST DO IT!   Go ahead and start reading the story.  Those who were ready will be rewarded for being ready and those who were not will likely join in quickly.

 

Another scenario – with similarities to the first one.

A teacher is serving lunch.  All but one of the children washes hands and sits right down.  One child does not.  All her attention goes to that last child – “We’re waiting for you.”  “Time to wash up for lunch.”  … again and again.

In addition to Nike’s JUST DO IT, let’s take a cue from McDonalds I’M LOVIN”IT!   Give your attention to the positive behavior you see.  Serve those who are ready.  Say, “I love that you washed up and came right to the table.”  Children’s behavior is tied to attention – give your attention to the behavior you want to see more of and you will get more of it!  If your attention is on negative behavior – that’s what you will get more of.  As soon as you begin giving attention to those who sat right down, that last child will join you.

 

One more.

Sometimes I see teachers that seem stressed, angry, and annoyed with the children. 

Let’s take a cue from Disneyland THE HAPPIEST PLACE ON EARTH!   Remember, little kids are cute, they are fun and you get paid to play!  Allow yourself to relax and enjoy them.  They will not always be perfect because they are little and just learning. As you pay attention to their positive behaviors more and more, you’ll all be happier!

Tips for a successful UW assessment

Tips for a successful UW assessment

 

ü     Lots of free play

ü     Conversations

ü     How/Why questions

ü     Scan the room

ü     Notice positive behavior

ü     Read to one or two children

ü     Comment on nature and about
      something on the wall

ü     Have fun, smile, play with the
      children

ü     Narrate what you do , what the
      children do, and announce your
      arrival/departure

CLASS Olympics

Last night at our Reflective Practice Group, we had the CLASS Olympics. 

The events were:  Block play, Dramatic play, and Books

After watching some CLASS videos, each “team” created a skit of teachers and children and were judged to see if they included:

·         Brainstorming

·         Relating to the real world/life

·         Planning

·         Predicting

·         Open Ended Questions

·         Comparing

·         Conversations

·         A Positive Climate

Cue Cards

For Early Achievers, and for the best child outcomes, we are looking for teachers to have quality interactions with children.  Those interactions include asking open ended questions and having conversations. 

For many, this is a new skill that needs practice.   Asking open ended questions is not always intuitive for everyone.

Here’s a tip – make yourself some “cue cards” to post in the room and remind you of open ended questions and conversations you can have with each type of material.  See sample you might include below.

Another option is to start each day with a few 3x5 cards in your pocket that have you open ended questions.

Use your cue cards until asking open ended questions becomes second nature.

 

Questions/Conversations - Book Area

What do you think this book will be about?  Why do you think so?

What do you thing will happen next?  Why do you think so?

What was your favorite part of the story?

 

Questions/Conversations - Block Area

Tell me about what you are building.

How did you come up with that idea?

What else does it need?  How could you do that?

 

Questions/Conversations - Fine Motor Area

How did you figure out how to put that together?

Can you tell me how to do it?

What can we do with these?

 

Questions/Conversations - Art Area

Tell me about what you’ve made.

Why did you decide to make that?

How will you know when it is done?

 

 

Questions/Conversations – Science-Nature Area

How do you think it works?

What do you know about this?

Have you seen this before?  Tell me about it.

 

Questions/Conversations – Music Area

You lead a dance and I’ll follow you – show me how.

Can you make up new works for this song?

Why do you like this song (or music, dance)?

 

Questions/Conversations – Dramatic Play Area

What should we play today?  What will we need to do it?

How do you do this at home?

What are some more ideas?

 

Questions/Conversations – Math-Number Area

How can you tell which is more (or heavier, bigger)?

How do you know if you are right?

How can we sort them out?

The One Thing I Would Buy

 

 

I was thinking recently about the question, “If there was one thing I would buy for my program to increase scores in the Environment Rating System (ERS), what would it be?”

I think my answer would be a good set of diverse play people.

These people would pack a big bang for the buck –

·         they count as “people” accessories for the block play item

·         they count as gender diversity, age diversity, ability diversity and race diversity in materials for the diversity item

·         There are sets appropriate for toddlers, too

You can find these play people in a variety of catalogs, and in a variety of sets.  Try to find ones that have age, gender, ability and race diversity all in one set, if possible.

Many other items in the ERS can be homemade, bought at the dollar store, or thrift shop.  A good set of play people would be worth a little investment.