Puntos clave del episodio:

• La música como el primer lenguaje: Desde antes de nacer, la música conecta emociones y cogniciones, sirviendo como un medio universal de comunicación.
• Beneficios de la música en la primera infancia:
  • Autorregulación emocional: Historias personales de cómo la música ayuda a calmar y reconfortar a los niños.
  • Desarrollo de la memoria: El impacto duradero de la música escuchada desde el útero.
  • Facilitación del lenguaje: Canciones que enseñan turnos, reciprocidad y habilidades lingüísticas básicas.
• Estrategias para educadores: Consejos prácticos para integrar la música en las aulas, fomentando el lenguaje y la autorregulación en niños desde temprana edad.

Momentos destacados:

• (01:08) Presentación de Elizabeth.
• (03:56) La música como vehículo para el desarrollo cognitivo y emocional.
• (05:09) Anécdotas personales sobre el impacto de la música en la vida de los niños.
• (10:18) Estrategias para implementar música y lenguaje en la educación diaria.

Frase inspiradora:

"La música es el lenguaje universal de la humanidad." — Henry Wadsworth Longfellow, citado por Elizabeth.

Recursos mencionados:

• Métodos Montessori.
• Estrategias de Head Start para el desarrollo infantil.

Respect for diverse family cultures and caregiving choices is at the forefront of our discussion, emphasizing the importance of gentle, respectful communication. Johayra offers practical strategies for nurturing healthy infant development, ensuring caregivers are well-equipped to support their young ones through pivotal developmental stages.

Topics Discussed in This Episode

• [00:02:32] The myth of the cry-it-out method
• [00:03:52] Suggesting different infant-care methods while respecting the family’s culture and choices
• [00:05:51] Debunking the notion that infants act with spite
• [00:07:38] Debunking the concept of “spoiling” an infant
• [00:10:40] Research from a Romanian Orphanage and what it showed
• [00:12:17] Understanding the potential developmental impacts of early screen exposure on infants
• [00:15:34] Johayra’s final thoughts about the important work early educators are doing

Resources

Kate Cline  

Johayra Bouza

This is part one of a two-part episode. 

En esta conversación escucharás la importancia de planificar transiciones entre las actividades a lo largo del día, cómo benefician estas transiciones al desarrollo de las funciones ejecutivas cuando son bien implementadas y algunos ejemplos de cómo hacerlo apropiadamente.

In this episode, we unpack the critical components of emotional intelligence and their importance in creating emotionally supportive classrooms for Black children who have experienced ACEs. LeTosha White discusses the lasting impacts of ACEs and how emotionally intelligent environments can mitigate these effects. The conversation highlights the need for educators to develop their own emotional intelligence, focusing on self-awareness and empathy to create unbiased, nurturing learning spaces. Real-life examples illustrate how addressing personal biases and triggers can lead to more supportive responses to student behavior. Additionally, the episode emphasizes the importance of self-care for educators, reinforcing that thriving teachers are key to fostering thriving students. 

Topics Discussed in This Episode

• [00:02:21] How Letosha connects to the issue of emotional intelligence in the classroom.
• [00:03:23] What brought LeTosha to where she is today.
• [00:04:28] Defining emotional intelligence
• [00:05:14] The five skillsets within emotional intelligence
• [00:06:32] What ACEs (Adverse Childhood Experiences) are
• [00:08:45] How educators can start being more aware
• [00:10:32] How to build self-awareness
• [00:13:57] Understanding empathy
• [00:19:18] Becoming aware of biases
• [00:21:25] Coaching a teacher through biases
• [00:28:51] Specific ways to support Black children in the classroom
• [00:30:43] Encouraging educators to build bridges

Resources

Kate Cline  https://www.linkedin.com/in/kate-cline/

LeTosha White  https://www.linkedin.com/in/letoshawhite/

En este episodio, tenemos el placer de conversar con la doctora Johayra Bouza, una experta en psicología del desarrollo con más de 14 años de experiencia en el campo de la primera infancia. Johayra, orgullosa inmigrante cubanoamericana, nos relata cómo los educadores jugaron un papel fundamental en su desarrollo tanto personal como profesional.

Con una licenciatura en psicología, una maestría en estadísticas, y un doctorado en psicología del desarrollo, Johayra nos comparte su visión sobre la importancia crucial de la educación temprana. A lo largo de la entrevista, exploramos su experiencia y cómo su formación académica y práctica le ha permitido impactar positivamente en la vida de los niños y las familias con las que ha trabajado. Es una conversación que resalta la conexión entre educación y desarrollo en el primer año de vida.

Tópicos discutidos en este episodio:

[00:35] La trayectoria de Johayra Bouza

[03:50] El desarrollo del cerebro en el primer año de vida

[06:14] Estrategias para apoyar el desarrollo del cerebro y el apego

[11:28] Mitos sobre los infantes

[17:50] Sobre estimulación del infante y cómo evitarla

Jill emphasizes the significance of early childhood development principles and the importance of monitoring concerning behaviors. The episode also focuses on empowering educators by prioritizing self-care and adopting a student-centered teaching approach, offering practical tips for creating a supportive atmosphere where both teachers and students can thrive.

Topics Discussed in This Episode

• [00:00:00] Introduction
• [00:02:06] How Jill personally connects to the topic of making sure all children's needs are met 
• [00:03:12] Jill’s background and how she got to her current role
• [00:05:00] Shifting from teaching preschool to the role of a diagnostician
• [00:07:48] Special education language and definitions
• [00:08:56] Basic building blocks for meeting children’s needs
• [00:10:47] Setting boundaries in the classroom
• [00:13:23] When to start worrying about a child
• [00:15:52] Tracking behavior and language and learning challenges 
• [00:19:30] Specific examples of recognizing a problem 
• [00:21:01] What to say or not say when talking to parents 
• [00:23:55] Who to reach out to to get support for a child
• [00:25:58] The referral and evaluation process
• [00:30:09] Avoiding discouragement and staying motivated to come back every day 
• [00:32:33] Jill’s encouragement for educators

Resources

Kate Cline  

Jill Kuck

In our discussion, we emphasize the vital role of building positive relationships with students, especially in pre-K classrooms. We cover the importance of creating personal connections, meeting students where they are, and nurturing a supportive community. Through heartfelt stories, we illustrate how understanding a student's background and interests can empower them to take risks and grow. One tale stands out, showcasing how open communication and addressing unique challenges can transform a student's behavior and boost their confidence and success.

Topics Discussed in This Episode

[00:00:00] Introduction

[00:01:39] Paul’s connection to the topic of reducing negativity in the classroom 

[00:04:13] Paul’s background and experience

[00:04:57] Defining negative climate

[00:09:14] Heading off negativity before it has a chance to start 

[00:11:11] Individualizing relationships with students

[00:15:50] Setting children up to succeed in the classroom

[00:19:17] Building a relationship with a student who’s feeling negative

[00:22:26] Avoiding being sarcastic or disrespectful to students

[00:24:37] Staying in a calm, centered place when things go sideways

[00:29:30] The power of non-response

[00:32:18] How building your own sense of self and peace contribute to handling negative things in school

[00:37:59] What Paul would say to educators who need encouragement

Resources

Kate Cline

Paul Cline

Crystal Allen is a mother of 3 and a native of Louisiana with 18 years of experience in education. She’s served as a classroom teacher, school-based instructional specialist, mentor coach, district instructional specialist, and session facilitator. Crystal is currently the Early Childhood Coordinator for the EBR Ready Start Network. She has worked with the early childhood department since 2018.

Today, Crystal shares invaluable insights about how educators, even those who aren't naturally extroverted, can create a positive atmosphere through small yet impactful actions. Authenticity is key, and Crystal underscores how being genuinely interested in students' lives can foster a sense of value and trust. Whether it's attending a student's event or simply noticing the little things, these actions build stronger relationships.

Topics Discussed in This Episode

• [00:00:00] Introduction
• [00:01:31] Crystal’s story and history in education
• [00:03:02] Crystal’s background and education
• [00:05:49] What a positive climate in the classroom is and how to build one 
• [00:07:51] Positive doesn’t mean perfect
• [00:09:14] How warm relationships and respectful and positive communication benefit children and adults
• [00:12:29] How a positive climate sets people up for learning
• [00:15:21] How a teacher who is more naturally reserved can still create a positive climate 
• [00:16:49] The importance of authenticity
• [00:19:26] How to make sure every child benefits from a positive climate
• [00:22:44] How to relate well to other adults as well as children
• [00:26:41] Things teachers can try right away in their classrooms 
• [00:28:29] The disconnect of technology
• [00:30:12] Crystal’s encouragement for educators

Resources

Kate Cline  

Crystal Allen  

In this episode, we also shed light on the significance of cozy, quiet areas where children can decompress and reflect—an often-overlooked aspect of emotional well-being. Judy discusses how these spaces can serve both students and educators, providing a respite from the daily stresses of classroom life. Plus, we dive into strategies for educators to better understand and support their students' emotional needs through curiosity, self-reflection, and modeling behavior.

Topics Discussed in This Episode

• [00:00:00] Introduction
• [00:01:06] Why emotional support matters
• [00:02:01] Judy’s background
• [00:03:58] How Judy would describe emotional support
• [00:05:00] What kinds of things happen in classrooms with great emotional support
• [00:07:22] How to look for children’s cues
• [00:10:12] Supporting teachers in self-reflection
• [00:13:58] Setting the scene for building emotional support in a classroom
• [00:16:26] Starting the school year off on a good in a good pathway for emotional support
• [00:19:35] Ways to connect with new students and start building a relationship
• [00:22:42] The importance of asking children about their feelings rather than making assumptions
• [00:24:28] One thing a new or experienced teacher could try at the start of the new school year
• [00:25:46] Implementing self-reflection a couple of times a day
• [00:26:39] Modeling the behavior you want to teach and looking for what else you can learn
• [00:28:14] What Judy wants educators to know  

Resources

Kate Cline  

Judy Cuevas

By embracing self-care and emotional regulation, teachers can become the bedrock upon which children can rebuild their sense of safety and learn to express and regulate their own emotions. From the practicality of visual aids for emotional communication to the subtleties of co-regulation, this conversation is a treasure trove of insights.

Topics Discussed in This Episode

• [00:00:00] Introduction
• [00:03:00] Strategies that teachers can use to help meet children’s regulation needs as well as their own
• [00:07:43] Supportive interactions educators can have with children
• [00:12:45] Where to go after understanding what the child is going through
• [00:18:05] What to do once both teacher and child are calm 
• [00:21:45] The ripple effect of individualizing your response to one child
• [00:24:35] The importance of establishing a trusting relationship
• [00:25:11] Big takeaways from this conversation
• [00:26:53] The importance of supports for teachers
• [00:27:44] The message of encouragement Megin would share with educators

Resources

Kate Cline  

Megin Ruston

Listen in as we explore the scientific intricacies of the developing brain, discussing how regions like the amygdala and hippocampus respond to trauma and how these responses can have lasting implications into adulthood. Our conversation offers a heartfelt blend of professional expertise and real-life experience, shedding light on the often unseen challenges children face due to traumatic experiences.

Topics Discussed in This Episode

• [00:00:00] Introduction
• [00:01:26] Why the topic of trauma is so important to Megin  
• [00:02:45] Megin’s role with Teachstone
• [00:03:23] How Megin was involved in early childhood education before Teachstone
• [00:05:31] What is defined as trauma
• [00:06:25] How the brain functions under traumatic circumstances
• [00:09:54] The things that start happening in the brain that affect its development when a traumatic event occurs
• [00:13:16] What’s happening in the brain when young children are experiencing chronic stress
• [00:15:36] The meanings of dysregulation and regulation
• [00:18:30] How children learn how to calm down and regulate themselves
• [00:22:08] The adult’s role in the regulation process
• [00:23:47] Step 2 of co-regulating 
• [00:26:21] Why timeouts aren’t effective and how that relates to regulation
• [00:31:40] Why you need to be aware of a variety of strategies because we need to meet individual children's needs

Resources

Kate Cline    

Megin Ruston 

Colleen shares these tips on combating burnout: 

1. Focus on your why: Write your why on a sticky note where you will see it, feel it, and remember it. If you didn’t love what you do, or have interest in what you do, you wouldn’t keep showing up, and this job is challenging! Physically, mentally, and emotionally, so being grounded in your why can really help get through the day-to-day. 
2. Find your people: find positive people who will support you! Surround yourself with positivity and people who will empathize with you. Be mindful of who you are interacting with and how you’re responding. 
3. Focus on joy and relationships: One of the biggest perks of working in early childhood education is that you get to work with young children, have fun, and be silly. You get to go and focus on joy and building relationships. Sometimes it is more important to pause your lesson plan and go with what you know works, or what should be addressed at that moment. Relationships impact all of the learning outcomes you’re trying to achieve. 
4. Put yourself on the list: There is no program or regime for self-care, it is different for everyone. It can feel difficult to make time for yourself, but just do your best to be mindful of the things that will take care of your physical and mental health. It all boils down to things that you do to take care of you in a way that makes you feel more like yourself. Also, if you aren’t engaging in self-care, don’t be too hard on yourself. Be gentle with yourself and do what you can to prioritize your needs.
5. Advocate for yourself and your students: It’s not just about being a voice for the voiceless of your children, but also yourself, the families, your co-workers. It’s a big job, but when you are advocating for everyone but yourself, you will burn out.

Learn more about combating burnout on our website:

How I Found Joy in Teaching after Losing Focus on What Matters

Interactions at the Heart of Healing - A trauma-informed CLASS® professional development series

More good reads:

Stress Levels of School Administrators and Teachers in November and January 

If You Feel Like You’ve Hit A Teaching Wall, You’re Not Alone

Why is November so stressful?

Join the CLASS® Learning Community to continue the discussion with thousands of other educators. 

Subscribe and share this episode on Twitter and Facebook!

Thanks for listening!

Topics Discussed in This Episode

[00:00:00] Introduction

[00:01:40] Lenika’s background and why she’s here to talk about using art in the classroom and managing feelings

[00:02:55] Where Lenika’s interest in art and using art in the classroom comes from

[00:05:51] How a regular teacher who’s not an expert in art can support art in the classroom

[00:09:08] Things to bring into the classroom to inspire children to explore and create

[00:11:42] Bringing children’s art and feelings together 

[00:18:37] Classroom organization and setting boundaries around art materials 

[00:21:26] Inviting teachers to be thoughtful in implementing art activities

[00:23:16] Whether educators get something out of art experiences alongside children

Resources

Kate Cline

Lenika Flores

The discussion ranges from understanding each child's unique cues and needs to effective strategies for classroom observations. Mary-Margaret highlights the importance of understanding each child's individual needs and cues, and how teachers can use that understanding to foster powerful interactions that support unique learning styles.

Topics Discussed in This Episode

• [00:01:38] Mary-Margaret’s background
• [00:05:19] How the guiding principles of CLASS® 2nd edition apply to all children, including those with special needs
• [00:07:41] How teachers can effectively interact with children who don’t like to interact
• [00:11:51] Attending to the needs of children with and without special needs in the same classroom
• [00:18:16] Addressing challenges in interacting with children who have developmental delays
• [00:22:29] What observers need to know about special needs when they go observe a classroom
• [00:28:27] Which tools observers use 
• [00:31:30] Strategies Mary-Margaret wants educators to know 

Resources

Mary-Margaret Gardiner  

Resources for Educators  

Recommendations for Using CLASS in Inclusive Early Childhood Programs  

Karen brings her expertise to bear as she shares fascinating research-backed evidence, demonstrating that supporting a child's home language not only helps them excel in English but in other languages too. She discusses the concept of "banking time" when teacher and student speak different languages, offers practical tips on how to engage with a child who speaks a different language, and emphasizes the critical role of building a genuine connection with the child through nonverbal skills and shared play materials. 

Topics Discussed in This Episode

• [00:00:51] Karen’s background and current role
• [00:04:25] How to define a multilingual or dual language learner
• [00:06:50] The strength of bilingualism 
• [00:07:19] What interactions look like when children and teachers speak different languages
• [00:09:39] What the research says about how multilingual learners can thrive in the early childhood education setting
• [00:13:52] How teachers can learn to interact with students in their home languages 
• [00:16:39] Training teachers on the importance of listening
• [00:17:50] Banking time when you don’t speak the same language as the child 
• [00:23:02] The multiple reasons to involve the parents and family of the child
• [00:24:27] Key takeaways for teachers to practice with their students 

Resources

Karen Nemeth

Karen on Facebook

ELLs / DLLs in Early Childhood on LinkedIn

Language Castle

Tópicos discutidos en este episodio:

[04:16] ¿Cuáles son las razones del comportamiento desafiante?

[07:38] ¿Cómo manejar la frustración y controlar los comportamientos desafiantes?

[17:30] Conectar con las dos partes del conflicto.

[21:52] ¿Cómo comunicar las conductas desafiantes a los padres?

[27:10] ¿Cómo fomentar que las familias se conecten con los niños y niñas en casa?

[29:20] Estrategias para implementar desde hoy.

Throughout this episode, Dr. Bouza provides invaluable advice on how to manage student trauma and challenging behaviors in the classroom. She underscores the importance of recognizing the trauma that educators themselves may be undergoing and shares effective coping strategies. From deep breathing exercises to setting boundaries and validating emotions, Dr. Bouza offers a range of strategies to handle difficult situations. Additionally, she discusses the critical role of understanding the child, engaging them in calming activities, and fostering positive parent-educator relationships. 

Topics Discussed in This Episode

• [00:00:39] Dr. Bouza’s background and current role
• [00:05:22] The reasons for changing student behaviors and more challenging behaviors
• [00:07:23] The kinds of behaviors students are exhibiting in the classroom these days
• [00:09:09] Ways to cope with more challenging behaviors
• [00:17:50] Communicating with parents about challenging behaviors
• [00:26:06] Strategies teachers can share with families to help them connect with their students
• [00:29:04] Concrete strategies teachers can use for children exhibiting challenging behaviors

Resources

Dr. Johayra Bouza

His approach emphasizes meeting children where they are, understanding their unique needs, and equipping them with tools for self-regulation. The conversation also touches on adapting activities to cater to individual needs and interests, fostering relationships with parents, and handling issues like sensory overload.

Topics Discussed in This Episode

• [00:01:05] Rommel’s background and current role
• [00:02:57] How teachers can build trust with toddlers
• [00:05:08] How teacher sensitivity impacts behavior in the classroom 
• [00:07:40] How to help individual students with problems like sensory overload 
• [00:09:35] Maintaining mindful expectations for students and modeling behaviors
• [00:12:23] Promoting growth and development in a sensitive way
• [00:16:53] Combining sensitivity with adaptability
• [00:18:09] Strategies that teachers can implement immediately to adapt activities or increase their awareness and responsiveness

Tópicos discutidos en este episodio:

[02:39 - 04:04] Sensibilidad del maestro y la maestra para generar confianza en los niños.

[04:04 - 06:19] ¿Cómo afecta la sensibilidad del maestro al comportamiento del niño en el salón de clase?

[06:19 - 10:54] ¿Cómo manejar los momentos de sobrecarga sensorial?

[11:07 - 14:07] Planificar actividades tomando en cuenta la individualización.

[14:07 - 17:12] Adaptaciones de las lecciones sobre la marcha y cómo afecta los cambios en la rutina.

[17:12 - 21:54] Estrategias que puedes implementar desde hoy.

Drawing from her wealth of experience, Kate shares practical strategies and innovative techniques such as 'banking time', a unique approach aimed at bridging the gap with students who find connection challenging. Listen to today’s conversation to learn about how educators can fortify these critical relationships by offering choice and autonomy activities coupled with acceptance, interest, and responsiveness.

Topics Discussed in This Episode

• [00:00:56] Kate’s background and current role
• [00:02:05] Ways for educators to start thinking about their relationships with their students
• [00:05:23] What educators can do to foster their relationships with children
• [00:11:24] Making relationship-building a priority
• [00:14:12] Weaving relationship-building into academics
• [00:15:13] What to do when forming relationships doesn’t come easily and how banking time can help
• [00:19:05] How to unlock the relationship superpower in the classroom
• [00:20:17] More resources for listeners

Resources

Kate Matthews

Streamin3 Curriculum

ECE Resource Hub

Banking Time

With 30 years of experience in the Early Education sector, Shawn Kaplan has supported Teachstone, the Los Angeles County Office of Education (LACOE), and local school districts as a consultant with CLASS-related learning applications and improvement plans. Shawn has also supported Family Child Care programs as a Quality Coach, worked in infant through PreK in both private and public programs, held leadership roles in the private sector, and managed non-profit programs.

Listen to the episode to hear Shawn’s insights on fostering critical thinking and problem-solving skills in children. The episode offers practical advice on enhancing children's cognitive abilities, understanding their non-verbal communication, and promoting their inherent creativity. Furthermore, Shawn introduces us to the innovative Architects of the Mind program, which aims to nurture advanced problem-solving skills in children.

Topics Discussed in This Episode

• [00:00:50] Shawn’s background
• [00:01:44] What it means to have children explain their thinking
• [00:02:44] How explaining their thinking helps children develop cognitive skills
• [00:05:41] Ideal moments for these interactions between students and teachers
• [00:09:38] Leaning into transitions
• [00:12:26] Reminders teachers can use to push that kind of thinking in students
• [00:14:48] How asking students to explain their thinking connects to the other four indicators of quality of feedback
• [00:18:38] How to have these kinds of interactions with children who are non-verbal or special needs
• [00:21:01] How educators can balance guidance and allowing children to think independently
• [00:23:48] Strategies for teachers to implement in the classroom 
• [00:26:24] Encouragement and grace for educators

Resources

Shawn Kaplan

En esta conversación escucharás la importancia de planificar transiciones entre las actividades a lo largo del día, cómo benefician estas transiciones al desarrollo de las funciones ejecutivas cuando son bien implementadas y algunos ejemplos de cómo hacerlo apropiadamente.

Tópicos discutidos en este episodio:

[02:12 - 06:46] ¿Cuántas transiciones se hacen en el día? Y ¿Cómo pueden manejarse esas transiciones?

[07:01 - 09:35] ¿Qué dice la evidencia sobre las transiciones y el tiempo que se invierte en ellas?

[09:38 - 13:13] ¿Cómo estructurar los momentos de transiciones?

[13:24 - 15:24] ¿Qué efecto tienen las transiciones en el aprendizaje?

[16:06 - 19:18] Una historia que ilustra estrategias para fomentar el interés y participación de los niños y niñas en el salón de clase.

[21:08 - 22:45] Estrategias que puedes implementar desde hoy. 

[23:04 - 26:06] Curiosidad intelectual e ideas finales.

In the latest episode of Teaching with Class, our host, Kate Cline, navigates us through the three Ws of teaching - the Why, the Who, and the What - offering actionable strategies to help educators reignite their passion and maintain their motivation throughout the academic year.

Topics Discussed in This Episode

• [00:00:52] Connecting to the opportunities of a new school year
• [00:01:40] Reconnecting with the present
• [00:02:08] The three Ws
• [00:02:34] Your educator why
• [00:03:22] Three whos: your students, your colleagues, and yourself
• [00:05:17] Finding a mentor as a new teacher
• [00:06:42] What you do each day in your classroom

Resources

Kate Cline

She explores the concept of an 'always yes' environment to nurture curiosity and open-ended exploration among young learners. The episode dives deep into the power of language, family engagement, classroom dynamics, and the importance of diversity in early learning environments. Thompson's fresh perspectives on language development, trust-building, and celebrating diversity are sure to inspire listeners and offer practical tips for cultivating a greater sense of belonging in their own classrooms.

Topics Discussed in This Episode

• [00:00:50] Pamela’s background 
• [00:03:24] What drove Pamela to stay in the classroom
• [00:04:42] Creating a strong partnership between parents and educators
• [00:09:14] Specific moments with parents and their children
• [00:13:44] How a sense of belonging helps children feel safe so that they can focus on learning 
• [00:18:02] How teachers can facilitate a moment of learning
• [00:26:55] Takeaways from this episode that educators can put to use right away

Resources

Pamela Thompson

The discussion encompasses strategies to identify rigid traits in toddlers and preschoolers, practicing flexibility and cooperation during calm moments, and fostering emotional literacy. She also addresses the importance of setting boundaries and behavior expectations in the classroom, handling challenging behaviors, and promoting self-regulation. The episode wraps up with Megin emphasizing the crucial role of positive reinforcement and acknowledgment in the classroom and the importance of practice for educators.

Topics Discussed in This Episode

• [00:01:38] The definition of a strong-willed child
• [00:03:13] What temperament means and how descriptions of temperament have changed
• [00:08:30] Why having a strong will is not necessarily a bad thing
• [00:09:43] The difference between a cooperative child and a compliant child
• [00:13:57] Thinking about what a child’s behavior means
• [00:15:38] Flexibility as a strategy for children with more rigid tendencies
• [00:21:05] Setting boundaries as a teacher
• [00:27:10] What happens when the student and teacher share a temperament 
• [00:29:14] Acknowledging the importance of every teacher

Resources

Megin Ruston

El desarrollo de conceptos se basa en cuatro pilares fundamentales:

• Análisis y razonamiento, se logra preguntando el por qué y el cómo de las cosas, resolución de problemas, ejercicios de predicción y experimentación, y ejercicios de comparación y exploración.
• Creatividad, se basa en generar oportunidades para que los niños y niñas puedan expresar sus propias ideas.
• Integración, con otros conceptos y el conocimiento previo.
• Conexión con el mundo real, para entender las aplicaciones del conocimiento en la vida cotidiana.

En esta conversación se discuten los conceptos básicos, ejemplos prácticos y consideraciones especiales.

Tópicos discutidos en este episodio:

[00:45] Conociendo a Maria Cristina Caro

[03:26] ¿Qué es el desarrollo de conceptos?

[10:51] Expectativas al comenzar

[16:27] Ejemplos prácticos

[21:42] Consideraciones para aplicar las estrategias con niños y niñas con necesidades especiales

She shares her innovative strategies for making learning accessible to all children and underlines the importance of preparation, observation, and quality feedback in teaching. Tune in to hear how Maria is thinking about teaching children the 'whys' and 'hows' behind concepts, strategies to make concept development accessible for all children, and the use of visuals, individualization, and inclusion as key components in concept development

Topics Discussed in This Episode

• [00:00:41] Maria Cristina, an experienced early childhood educator, and her background
• [00:02:09] What concept development is
• [00:04:48] How to go deep into concepts with children
• [00:10:08] When concept development happens
• [00:10:52] How to help children think about concepts indicator by indicator
• [00:13:19] Making connections within a larger concept
• [00:17:13] Concept development for children with special needs, different cultures, and who speak multiple languages.
• [00:17:34] How using visuals is helpful
• [00:17:50] Individualization and Inclusion in concept development

Resources

Maria Cristina Caro

In today’s episode, Jess Moorhead, a teacher from Memphis, TN, joins the podcast to explain some of the ways she helps her students develop socially and emotionally. Listen to the episode to learn about how Jess lays the groundwork for her students during the first two weeks of the year, then continues to set the tone every day to help her students develop the strategies they need to both verbalize and manage their feelings. 

Topics Discussed in This Episode

• [00:00:40] Jessica’s background
• [00:01:55] Jess’s dogs
• [00:02:40] Strategies for social and emotional development in the classroom
• [00:04:45] How Jess handles the first two weeks of the year
• [00:06:33] What happens after investing the first couple of weeks in social skills
• [00:07:35] Setting the tone in the classroom daily
• [00:11:45] Where children’s yucky feelings can come from
• [00:15:16] Normalizing kids’ feelings and giving them strategies for managing them
• [00:17:14] Making those strategies work for students
• [00:19:07] A situation Jess had with a child doing group work
• [00:24:05] Moving from one strategy to another when the first one doesn’t work
• [00:25:25] Techniques to help kids calm down
• [00:29:23] Takeaways for teachers to help children work on their feelings

Resources

Jess Moorhead

Listen to the episode to learn about how music affects communication and literacy, what’s happening in their lives and in their brains when someone is singing and sharing music with them, and how teachers can share music just using their own bodies or things they have in their classrooms. 

Topics Discussed in This Episode

• [00:01:37] Mary’s background
• [00:04:47] The impacts of sharing music with children
• [00:07:58] Why teachers should share music even if they’re insecure about their own singing
• [00:09:24] What happens in children’s brains when someone sings with them
• [00:13:00] The purpose of using music for communication
• [00:16:30] Connecting music to literacy
• [00:20:50] Making music with things in the classroom
• [00:25:04] Sharing music to build social skills
• [00:29:35] How music helps teachers
• [00:32:28] Takeaways that teachers can use with children right away
• [00:37:32] Incorporating different cultures into musical experiences for children

Resources

Mary Anderson

My Music Starts Here

Listen to the episode to learn more about concept development during science and why it shouldn’t be confined to science-specific blocks of the day. In this episode you’ll learn about the power of surrendering power and control over thinking to children, building on children’s innate curiosity, and implementing concept development across the day. 

Topics Discussed in This Episode

• [00:00:21] Today’s guest host, Emily Simon, and guest Lexi Alexander
• [00:01:25] What teachers are already doing in class to support concept development
• [00:03:55] How to start giving children control
• [00:06:23] How teachers can leverage and build on innate curiosity for concept development
• [00:11:10] How to support science learning and concept development across the day, not just during specific times of the day
• [00:16:35] How to give children space to think and come up with answers themselves
• [00:19:12] Planning specific science blocks that are developmentally appropriate and encourage critical thinking
• [00:22:22] How it looks to your own power and control to children
• [00:26:30] Key takeaways from this episode: curiosity, shifting focus on how you view the world, embody what it means to be a scientist

Resources

Emily Simon

Lexi Alexander

Listen to the episode to hear what Britney and Lisa have to say about how CLASS is helping and impacting their students, how educators who have never encountered CLASS before are transformed by it, and how parents and families get involved in what the school is doing. 

Topics Discussed in This Episode

• [00:01:07] Today’s episode is about supporting educators with a curriculum designed with CLASS in mind, making friends with data, and how US coaches can support educators
• [00:01:58] Introduction to Lisa and Britney and their roles
• [00:05:32] How CLASS is helping and impacting the students Britney and Lisa are working with today
• [00:09:28] The transformation period of a person who’s never worked with CLASS being exposed to the program
• [00:12:46] The impact Britney sees on the lives of the children
• [00:14:58] How children’s behaviors shift as a reaction to adult behaviors
• [00:19:51] How to get an educator excited about CLASS 
• [00:23:32] How to involve parents and families in the process
• [00:27:50] Understanding what educators went through during COVID 
• [00:31:50] The importance of taking a long view 
• [00:33:05] Giving yourself grace and space to grow.

Resources

Britney Blackman

Lisa Howard

Listen in to take a walk down memory lane as we remember the things we learned talking to Mr. Chazz, Marnetta Larrimer, Jacob Stewart, and others!

Topics Discussed in This Episode

• [00:01:19] The season kick-off with Mr. Chazz
• [00:01:39] Deirdre Harris with team vision and planning
• [00:02:09] Managing thoughts and behaviors with Dr. Angela Searcy
• [00:02:37] Observation day with Marnetta Larrimer
• [00:03:25] Classroom setup with Alisha Saunders-Wilson
• [00:04:10] Learning about advocacy with Jacob Stewart
• [00:04:54] Teacher influencers Miss Redacted and Mrs. Frazzled
• [00:05:15] Looking forward to next year: goals and special occasions
• [00:07:58] Re-establishing and reconnecting
• [00:09:03] Avoiding burnout and moving forward

Resources

Kate Cline

In today’s episode, we listen in as Marnetta Larrimer talks to Arielle, a teacher known on TikTok as Mrs. Frazzled, and Miss Redacted, a teacher influencer who left teaching. The two of them host a podcast together called Teacher Quit Talk. Listen to the episode to hear their thoughts about what’s controversial on TikTok – it’s not what you might expect – what the role of social media influencers is when it comes to their impact on diversity and equity, and what some of the inequities that occur in school are. 

Topics Discussed in This Episode

• [00:00:22] Teacher influencers and their role in the conversation on education
• [00:00:54] Miss Redacted’s introduction
• [00:01:22] Arielle, aka Mrs. Frazzled’s introduction
• [00:02:10] The responsibilities of teacher influencers
• [00:04:34] The most controversial Tik Tok, given the current climate 
• [00:08:22] The role of social media influences on the topic of diversity in education
• [00:13:09] The Addison Rae controversy
• [00:17:12] Equity projects that Miss Redacted and Mrs. Frazzled are involved with now
• [00:17:15] Student equity by region
• [00:20:35] How inequity is insidious
• [00:22:10] How social media influencers are impacting the teacher shortage 
• [00:26:20] What to say to teachers who decided to stay 
• [00:29:36] What policymakers and lawmakers should listen to and what they should do
• [00:35:06] How they feel about not coming back to teaching in the fall 

Resources

Marnetta Larrimer

Mrs. Frazzled

Miss Redacted

Teacher Quit Talk

Para hablar de todos estos temas, tenemos a Sandra Ampudia. En este episodio, Sandra nos comparte algunos conceptos básicos sobre el comportamiento, el aprendizaje y algunas estrategias para abordar los incidentes dentro del salon de clases. 

[01:10] Conociendo a Sandra

[03:04] Saber identificar los incidentes de conducta

[08:15] Como manejar un incidente de conducta

[15:22] Que hacer cuando un niño muerde a otro

[19:42] Guiar el comportamiento con frases positivas

[28:29] Los sentidos en el aprendizaje

[34:01] Resumen de la conversación

Recursos 

Conecta con Sandra en LinkedIn

Conecta con Monica en LinkedIn

National Association for the Education of Young Children

Zero to Three                                            

Center of the Social and Emotional Foundations for Early Learning                                                                     

Únete a CLASS Learning Community para continuar la discusión con miles de educadores.

In today’s episode, you’ll hear a fun conversation between Kate Cline and return guest Deirdre Harris. Learn about parallel processes for adult behavior, making a lesson plan with other team members, and how team agreements can be made to improve the way the classroom runs and ensure a shared vision. 

Topics Discussed in This Episode

• [00:01:20] Thinking about sticky situations in the classroom 
• [00:04:00] Parallel processes for adult/adult behavior
• [00:06:15] Planning a lesson plan with feedback from other team members
• [00:08:05] Making the lesson plan visible
• [00:09:20] Quality of feedback 
• [00:11:43] How team vision can lead to team agreements
• [00:15:00] Documenting a shared vision
• [00:17:23] Focus areas for the agreement
• [00:17:44] Adding expectations
• [00:21:33] Why adding signatures matters
• [00:22:23] How to handle a lead teacher whose approach you disagree with 
• [00:26:55] Getting on the same page as a co-teacher

Resources

Kate Cline

Deirdre Harris

Today’s episode is about advocacy for educators and how educators can participate in it. You’ll hear from Jake Stewart, the Director of State Government Relations at the Early Care & Education Consortium. In today’s podcast, he discusses his journey from the classroom to his current position, what the starting points of advocacy are, and what topics teachers should be looking for. 

Topics Discussed in This Episode

• [00:01:25] Introducing Jake Stewart
• [00:02:06] How Jake got to where he is now
• [00:05:12] The starting points of advocacy
• [00:08:04] Whether one teacher speaking up makes a difference
• [00:10:29] How to help teachers participate
• [00:12:01] Who keeps track of calls and letters
• [00:15:08] What to do when an educator doesn’t feel knowledgeable enough about the subject to speak up
• [00:18:12] What educators need to both teach and support themselves
• [00:20:58] Current hot topics that educators should be looking out for
• [00:25:43] How to find out about things happening at the local and state levels
• [00:29:00] The importance of advocacy at the state level
• [00:30:20] Good times to speak up
• [00:34:18] Worries about speech that gets teachers in trouble
• [00:38:01] Other ways to get involved
• [00:40:28] Making the most of this point in time
• [00:42:56] Why informal advocacy can be a game-changer
• [00:45:48] Jake’s big takeaways for listeners

Resources

Kate Cline

Jake Stewart

In today’s episode, you’ll hear from Alisha Saunders-Wilson, a Teachstone CLASS® Specialist who has experience coaching other teachers in many things, including setting up classrooms. Listen in as she and Kate discuss classroom organization, behavior management, what materials to put out and when to rotate them, and what to do when materials are sparse. 

Topics Discussed in This Episode

• [00:01:20] Introducing Alisha 
• [00:02:14] What excites Alisha about setting up a new classroom in a new school year
• [00:02:46] How Alisha came to the ECE field and what she does with teachers these days
• [00:04:04] What to keep in mind when it comes to classroom organization
• [00:06:07] Questions teachers should ask themselves about behavior management
• [00:07:29] What and how many materials to put out
• [00:08:40] What to do if the children aren’t engaging with a particular set of materials
• [00:10:27] Setting up the classroom with emotional support in mind
• [00:12:53] What to do when you notice negativity popping up in a space
• [00:15:07] What to do when materials are sparse
• [00:17:24] Rotating materials
• [00:19:03] How classroom setup supports things like language development and problem-solving
• [00:22:09] Three major takeaways from the conversation 
• [00:23:48] Encouragement for classroom teachers

Resources

Kate Cline

Alisha Saunders-Wilson

En el episodio de hoy, tenemos con nosotros a Maria Cristina Caro, quien es consultora en el espacio educativo en edades temprana y quien además de tener una brillante trayectoria en el espacio de la educación tiene también una formación profesiona excepcional.

Escucharas la conmovedora experiencia de María Cristina Caro en el mundo de la educación desde una edad muy temprana, así como también muchos consejos sobre cómo y por qué utilizar el juego como vehículo del apredizaje.

[01:06] Introducción al juego como vehículo de aprendizaje.

[03:04] Conociendo a María Cristina Caro – Una historia realmente inspiradora

[07:00] Ideas para iniciar el aprendizaje por medio del juego

[08:53] El interes y la atención como fundamento de los programas basados en el juego

[11:37] Desarrollo de una enseñanza mas intencional

[15:20] El rol de la flexibilidad y la creatividad en la enseñanza

[18:55] Los niños aprenden en el contexto de las relaciones que tienen con los adultos

Conecta con Monica Nassif-Puyol: https://www.linkedin.com/in/monica-pujol-nassif-974b68189/

Únete a CLASS Learning Community para continuar con la conversación con miles de educadores

Marnetta Larrimer is today’s guest. She’s an early education professional and trainer who is currently a Professional Services Manager for Teachstone. In her conversation with Kate today, she’s going to talk about what a CLASS observation is all about. Listen to the episode to hear what she has to say about what she would be doing while observing a classroom, who she’s paying attention to, and what happens after an observation. The answers you hear will help you feel more confident the next time you’re being observed.

Topics Discussed in This Episode

• [00:00:35] What a CLASS observation is all about
• [00:02:48] What a CLASS observation actually is 
• [00:04:01] What to expect during a CLASS observation
• [00:06:10] What Marnetta would be doing during an observation, and for how long 
• [00:07:58] What Marnetta’s doing when she’s coding
• [00:08:54] What Marnetta is looking for from different age groups
• [00:10:03] If there’s a team in the classroom, who is Marnetta looking for
• [00:14:08] How a teacher and her team can prepare for an observation
• [00:19:23] What would happen if there were an accident or something extreme that happened during an observation
• [00:21:45] What happens after the observation
• [00:24:25] What Marnetta would say to encourage a teacher

Resources

Kate Cline

Marnetta Larrimer

En este episodio, discutiremos tres pilares de reflexión que debemos tomar en cuenta para ayudar a los niños en el desarrollo del comportamiento positivo, evitar el comportamiento desafiante y fomentar la autorregulación. Para discutir estos temas, tenemos con nosotros a Michelle Galindo, especialista en primera infancia, quien ha estado brindando capacitaciones dentro de sus 20 años de experiencia. Se ha inspirado para trabajar en estrecha colaboración con los educadores que apoyan el comportamiento positivo de los niños y enseña cursos de orientación conductual a nivel universitario que orientan a los futuros educadores sobre el comportamiento infantil.

Puntos de discusión en este episodio:

[00:00] Conociendo a Michelle Galindo

[03:21] ¿Qué es un comportamiento desafiante y que es ser autorregulado?

[07:57] Introducción a la autorregulación.

[11:15] El impacto que tiene en los niños el manejar nuestras emociones adultas.

[20:31] Crear un espacio seguro para practicar estrategias de autorregulación.

[25:00] Reconocer los sentimientos y establecer límites.

[28:08] Reflexión final.

Recursos:

Conecta con Michelle Galindo en LinkedIn.

Conecta con Mónica Pujol-Nassif en LinkedIn.

Únete a CLASS Learning Community para continuar la discusión con miles de

educadores.

Are you considering your own self-regulation needs as well as those of the children you’re working with? How can we process all of what we're feeling so we can move through challenging moments and make a difference for each child in our classrooms? 

Dr. Angela Searcy is with us in this episode to talk about how to deal with your own self-regulation in challenging moments. Dr. Angela Searcy holds a Doctorate in Education. Her research revolves around brain-based learning assessed by CLASS® and its correlation to aggressive behaviors in preschool children. Angela who began as an educator in 1990 has experience in all levels of education. Currently, Dr. Searcy is an adjunct faculty member at Erikson Institute, a professional development provider for teaching strategies, a CLASS Pre-K affiliate trainer for Teachstone, and a Bureau of Education and Research trainer. Dr. Searcy is also the author of Push Past It!, a positive approach to challenging classroom behavior for Gryphon House Publishing. 

Topics Discussed in This Episode

• [00:01:22] Today’s guest: Dr. Angela Searcy
• [00:02:57] Angela’s background
• [00:05:10] What Push Past It is all about
• [00:11:44] How to get started after separating out negative emotions
• [00:15:40] Processing, perspectives, and strategies
• [00:19:59] Personal space
• [00:20:24] How children respond when they’re in trouble
• [00:23:50] What to do when you’re out of ideas
• [00:26:51] Classroom support
• [00:28:16] Wisdom for the move into the post-pandemic phase
• [00:32:41] Where to find resources

Resources

Kate Cline

Dr. Angela Searcy

Dr. Angela Searcy at Gryphon House

Push Past It!

Werk It worksheet

Today you’ll hear from Deirdre Harris. Deirdre serves as an educational coach for the Pyramid Model Consortium. Deidre’s worked in the early childhood field for over 25 years and has a special focus on teaching teams. Listen in to hear what she has to say about how she began to focus on teaching teams, what to do when conflict happens, and why you should write down team agreements. 

Topics Discussed in This Episode

• [00:01:13] Today’s guest, Deidre Harris
• [00:02:49] Why Deidre decided to focus on teaching teams
• [00:04:13] What makes a teaching team strong
• [00:05:15] How teaching teams can get started
• [00:09:24] Plotting your perfect day and the parallels with CLASS
• [00:12:42] What to do when conflict happens
• [00:15:10] Options for resolving conflict when it happens 
• [00:18:18] Fixing the situation when you make a big mistake
• [00:21:08] The importance of writing agreements down
• [00:22:27] What to do when you’ve never been on the same page with a specific person
• [00:24:33] How to get people on the same page without forming cliques
• [00:27:30] Supporting each other when things are going well

Resources

Kate Cline

Deidre Harris

In today’s episode, Mr. Chazz explains how he got into teaching, why he decided to teach young children, and what kept him teaching. He also talks about building a community in the classroom and being the community you want to build.

Here are some tips that Mr. Chazz shared:

• A classroom is a community. It’s important to think seriously about what kind of community I want to create in my classroom, and model it consistently. It all starts with me.
• A sense of belonging is important in a community. I need to make sure all children have a sense of belonging in my classroom. I need to find ways to connect with children whose behavior is a cry for support, instead of excluding them which destroys their sense of belonging.
• It’s okay to let go of being a perfectionist and be an improvenist instead.

This episode focuses on Regard for Student Perspective.

Topics Discussed in This Episode

• [00:00:26] Today’s guest, Mr. Chazz
• [00:01:36] Why Mr. Chazz decided to teach young children
• [00:03:54] What’s kept Mr. Chazz teaching
• [00:06:52] What it was like for Mr. Chazz when he started
• [00:10:01] Spoken word for the classroom
• [00:11:52] Building community in the classroom
• [00:14:30] Setting a tone for the classroom
• [00:24:33] How children can recognize insincerity
• [00:27:17] Being the community that you want to build
• [00:29:04] Encouragement for teachers

Resources

Kate Cline LinkedIn

Mr. Chazz LinkedIn

Mr. Chazz Tiktok

Join the CLASS Learning Community to continue the discussion with thousands of other educators. 

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Check out Teachstone's other podcast, Impacting the Classroom! 

Joanna Parker joins the podcast to answer that question. Joanna has spent her entire career in early care and education. She’s worked with Head Start, Early Head Start, child care, early intervention, public PreK, and home visitation programs at the local, community, state, and national levels. 

Joanna explains that defining empathy in early childhood is all about understanding social-emotional development. Children will not display empathy the way adults do because they are still developing social-emotional skills. But educators can instill foundational skills for children to build upon as they mature. 

Here are Joanna’s 3 strategies to foster empathy in the classroom:

1. Positive climate: being in tune with children, respecting children’s emotions and needs, support friendship skills creating a sense of belonging and community
2. Teacher sensitivity: being responsive to children, narrating what children are feeling (emotional literacy) and explicitly individualizing
3. Regard: child focus and choice, providing opportunities for independence and autonomy promoting a sense of being capable and competent

Joanna also shares:

• Ways empathy begins to appear in those early childhood years 

• Strategies to help toddlers build friendships

• Tips for educators to ensure that they are modeling acceptance and eliciting other perspectives throughout the day

This episode focuses on Responsive Caregiving, Behavioral Support, and Emotional Support.

Resources referenced in the episode:

• Boy calming brother 
• Theory of the Mind with Alan Alda 
• Yale Infant Cognition Center - Can Babies Tell Right From Wrong?
• Brené Brown on Empathy
• Watch Mamie’s 3-year-old daughter teach her sister how to meditate, a skill she learned at preschool. 

Join the CLASS® Learning Community to continue the discussion with thousands of other educators. 

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In this episode, we are joined by Megin Ruston. Megin has worn various hats in the ECE field, from student to professional to educator and advocate. She started her career as a teacher. During this time, she began working as a Home Visitor in a parenting program supporting families with children ages 5 and under. After that adventure, she provided social- emotional interventions for school aged children identified as having increased risk factors. And now we’re very lucky to have her at Teachstone. Listen as Megin helps educators understand why tantrums and meltdowns happen and how to respond to them. 

Here are some tips that Megin shared:

• With infants and toddlers, meltdowns and the other behaviors like biting and spitting are developmentally appropriate behaviors for those age groups. Meltdowns are a common response to frustration, sadness, and… emerging independence! Children outgrow this! As they develop that self control and self regulation, they DO outgrow these behaviors! 
• Control your own emotions. 
• Conventional wisdom to ignore a meltdown is actually not that effective and can be counterproductive, can prolong meltdowns, and doesn’t really teach what we think it’s teaching (This includes sending a child to a “quiet corner” by themselves to “calm down.”)

This episode focuses on Early Language Support, Behavior Guidance, and Teacher Sensitivity.

Learn more about learning through play and child-led activities on our blog:

3 Overlooked Opportunities for Facilitation of Learning and Development

Behavior Guidance Is as Easy as PB&J

Educators who earn the Child Development Association credential understand how to meet and nurture the emotional, physical, intellectual, and social needs of young children. Earn your CDA credential through our CDA with CLASS® program. ​​CDA with CLASS provides educators with a unique online and high-quality professional education experience. 

More good reads:

Understanding and Responding to Children Who Bite

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Here are some tips that Devynn shared for teachers who want to do more child-led learning:

• Watch and observe, see what comes up naturally, and notice what questions they are asking, what are they drawing when they color, what do they get excited about?
• The only limit is your imagination, seek out inspiration by connecting with other educators, look on pinterest and instagram for fun ideas and tweak them to suit your children’s needs 
• Throw out your check list/preconceived curriculum - “the children will seek out what they need” and you can address all areas of learning under a theme the children provide and it’s ok to have more than one “theme” going at a time.

This episode focuses on Regard for Student/Child Perspective. 

Learn more about learning through play and child-led activities on our blog:

• What Does Regard for Student Perspectives Look Like in a Teacher-Directed Activity?
• How to Increase Children’s Autonomy in the Classroom

More good reads:

• Playful learning: Where a rich curriculum meets a playful pedagogy

Join the CLASS® Learning Community to continue the discussion with thousands of other educators. 

Subscribe and share this episode on Twitter and Facebook!

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Dr. Lourdes Norman-McKay joins us to explain how teachers can get students comfortable with shades of grey in the discovery process and with not knowing the right answer.

Dr. Lourdes Norman-McKay is a professor at Florida State College and the author of a globally marketed undergraduate microbiology textbook with Pearson. She earned her baccalaureate degree from the University of Florida and her Ph.D. in Biochemistry and Molecular Biology from the Pennsylvania State University College of Medicine. For the past 18 years, Dr. Norman-McKay has been teaching allied health students at the collegiate level. She also serves as a speaker for the U.S. Department of State's International Information Programs––a diplomacy outreach bureau––to promote STEM education, innovation, and women in STEM.

This episode dives into Quality of Feedback and Concept Development.

Actionable tips to try from this episode:

• Ask more questions, give fewer answers
• Increase questions on how children know things rather than on what they know
• Focus on learning by experiencing and doing
• See mistakes as opportunities

Learn more about promoting equity in critical thinking skills:

• How to Help Girls Avoid the Trap of Perfectionism
  
• How Do Integration and Connections to the Real World Contribute to Concept Development?
• The Impact of Creating an Emotionally Supportive Learning Environment in Math Classrooms

Join the CLASS® Learning Community to continue the discussion with thousands of other educators. 

Subscribe and share this episode on Twitter and Facebook!

Thanks for listening!

Teacher and coach, Colleen Schmit, will share how teachers can strike the balance between following the lesson plans and giving children freedom of choice and flexibility in the classroom. 

Learn more about regard for student's perspective on our blog:

• What Does Regard for Student Perspectives Look Like in a Teacher-Directed Activity?
• Regard for Student Perspectives: A Key Instructional Strategy for Improved Instructional Support

Join the conversation in the CLASS Learning Community!

Subscribe and share this episode on Twitter and Facebook!

Thanks for listening!

Here are some tips that Heather shared on how teachers can develop relationships and build trust with families, both in remote learning and in-person settings:

• Teachers should be themselves! Showing your true self as a teacher, will make parents/caregivers feel more at ease.
• Bank time with the parents to build those relationships. This helps tremendously, especially at conference time.
• In remote settings, invite parents/caregivers to join the first few minutes of each session if they can, and take this opportunity to bank a few moments with each of the parents. 
• In remote settings, also take the time to schedule virtual parent/caregiver gatherings every few months. Let them talk and get to know one another, and you better. 
• For in-person settings, invite parents/caregivers to volunteer in the classroom, and drop by anytime they want. Also, invite them to special events such as parties or special visitors coming to the classroom.
• If your center permits it, send pictures to the parents/caregivers during naptime of what their children have been doing that day. 

Learn more about family engagement on our blog:

• Engaging ECE Families in Remote Learning
• Interactions at the Core: The Power of Interactions In Any Setting

Check out Heather’s Little Fish Playroom and her blog: How to Set Up Infant & Toddler Learning Spaces to Facilitate Exploration. 

To see more photos of Little Fish and learn more, go to facebook.com/littlefishplayroom and www.littlefishplayroom.com

Join the CLASS Learning Community to continue the discussion with thousands of other educators. 

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Modeling Composure to support self regulation

• Being aware of Adult emotional triggers or strong emotions and practicing regulating and managing them by deep breathing and using positive self talk. Remaining calm yet intentional during interactions to respond to children’s needs vs. reacting by impulse or emotional trigger.

Creating a safe space to release strong emotions 

• A physical space where children can independently process emotions that is visible to adults for close supervision. Create a space with children’s input for safely expressing strong emotions using: mirrors, soft objects, family photos, feelings charts and other visuals displaying emotions.
  

Acknowledging Feelings while stating a boundary: 

• Naming the feeling/emotion during a conflict and narrating the action or behavior that was unsafe or unhealthy. Labeling the feeling through verbal affirmations or physical safe touch while stating the boundary (unsafe or unhealthy action/behavior)
  

Learn more about Behavior Guidance on our blog:

• Behavior Guidance Is as Easy as PB&J
• Behavior Management in the Classroom
• More Behavior Guidance Strategies
  

Join the CLASS Learning Community to continue the discussion with thousands of other educators. 

Subscribe and share this episode on Twitter and Facebook!

Thanks for listening!