Category Archives: teachers

Can’t We All Just Get Along?

teachers-disagreeThink about your own personality style for a minute. Do you crave order and organization, or are you a creative, “fly by the seat of your pants” kind of person? Do you like to lead the way, or do you prefer to blend into the crowd? Do you have endless patience, or are you a “short fuse?” Maybe, depending on the setting, you could lean either way. Now, reflect on the personalities of those you work with. As you’re thinking, two main themes are probably presenting themselves—those you get along with, and those you don’t!

At times in early childhood programs, personality clashes may develop among the adults working within the same program. Take my first classroom teaching experience, for example. At 21-years-old, fresh out of college with my brand spanking new early childhood degree, I accepted the position of lead teacher in a 4-year-old classroom. My assistant teacher was a woman in her 50’s (let’s call her “Jane”), who had been at this program for a little more than a decade, and had been teaching young children for over 20 years. The only reason Jane wasn’t the lead teacher in this classroom was her lack of formal education.

As my first day of employment neared, I thought about all of the wonderful lesson planning ideas I couldn’t wait to implement, how I wanted to rearrange the centers in my new room, and how I was absolutely sure I would be the teacher these children had been missing all of their little lives. Then, my first day arrived… and reality hit me like a punch in the face. In all of my teachery daydreaming, I had forgotten to take into account that I would have an assistant teacher who might actually have her OWN thoughts, ideas, opinions and experiences to add to my “perfect classroom.”

At first, Jane and I were very closed off around each other, sizing each other up daily. She was much more dominant than I in the classroom, and I had a much more progressive teaching philosophy than she did. It became obvious very quickly that she was “old school” and I was “new school.” The children figured this out quickly, and in a very short span of time, they began to play us against one another. Neither Jane nor I seemed to be able to figure out how to find some common ground, and the children were taking advantage of our discord.

As time passed, Jane and I discovered that, outside of the classroom, we had a very similar sense of humor. At staff meetings or break times, we could eventually make each other laugh to the point of tears. Once we broke the ice between us with humor, slowly but surely we started to come together and make a better plan for how things should happen in our classroom. We began to see each other as a team, rather than adversaries. By each of us compromising a bit, we finally got on the same page and backed each other up in front of the children. The day I left our classroom almost two years later, Jane and I hugged and laughed and cried, and I still think of her fondly to this day, 18 years later.

If you find yourself in a similar situation, here are some ways you can try to bridge the personality gap:

  • Keep what happens between the two of you just between the two of you. Running off at the mouth to other staff members about your frustrations with another teacher just breeds mistrust and resentment.
  • Try to find some common ground. Talk with each other—discover your likes and dislikes. Become human to each other. Who knows? Maybe your mutual love of The Very Hungry Caterpillar could be the spark that ignites a great teaching team!
  • Avoid confrontation when tensions are running high. Cool off, take some deep breaths and/or count to ten before you discuss something you disagree about, preferably out of the classroom.
  • Consider your own actions/reactions. Is your behavior contributing to the situation? Is there something you could be doing differently to change what’s happening?
  • Encourage your program’s administrator to have each staff member take a personality test like the DISC or Myers-Briggs. Discovering everyone’s strengths and preferences goes a long way in learning how to communicate effectively with each other.

Regardless of where you fall on the personality spectrum, in the workplace you rarely get to choose who works alongside you. Try to make the best of your situation and see someone for what makes them great instead of what makes them grate on your nerves!

Helping Children Cope With Death

grievingChildren experience big emotions. When they’re happy, they’re ecstatic! When they’re mad, they’re FURIOUS. And when they’re sad, they’re absolutely sorrowful. When children experience life changing events, such as the death of a loved one, these emotions often get all jumbled up in their little bodies, and can be very overwhelming. It is our job, as the adults who care for them, to help guide children through the process of grieving in a healthy way— a way that will allow them to process their emotions and move on.

A few months ago, my father passed away. My children’s grandfather—the silly, loving, larger-than-life man they had come to know and love—was there one day, and tragically gone the next. This event shook our family to its core. All of us were dealing with so many emotions that often changed from one moment to the next. How was I, in the midst of my immense grief, going to help my children cope with this loss?

The morning of my dad’s passing, my husband and I sat down with my children to talk to them. I gathered my son under one arm, and my daughter under the other, and I began to speak. “I need to talk to you. You know that grandpa was in the hospital because he wasn’t feeling well. The doctors and nurses tried their very best to make him better, but they weren’t able to fix what wasn’t working right in his body. Grandpa died this morning. Grandma and I were with him, and he was surrounded by our love when he died.” At this moment, both of my children began sobbing into my shoulders. I hugged them tighter, began to cry myself, and went on, “Please know that he loved you very, very much. And be certain that he knew how much you loved him. It’s ok to be sad, or mad, or however else you feel. It’s ok to cry.” And that’s just what we did.

Each of us dealt with our grief differently. My 4-year-old daughter talked about grandpa a lot, and even asked questions like, “So, we’re not going to see grandpa anymore, right? Like Stella?” (Stella was our cat who had died the previous year.) She drew lots of pictures— pictures of grandpa wearing his signature plaid shirts, pictures she wanted to give to grandpa, “if he was still alive.” My 9-year-old son was more private in his sadness. From time to time, a few tears would slip out when something reminded him of grandpa. Then, one day, I was outside cleaning out my dad’s truck. Inside, I found a photograph my dad had been carrying around of my son, taken while sitting on my dad’s lap. My son came up behind me and asked what I was doing. I showed him the picture and asked him if he wanted it. He shook his head yes, sat down on the concrete, and began to weep. I sat down with him, as did his sister. We all put our arms around each other, hugged, and cried, for a long time, right there in the driveway.

Grieving is a process for children, just as it is for adults. When children experience the death of a loved one, or even a pet, there are some things you can do to help them:

  • Use simple, clear words that leave no room for misinterpretation. Avoid using euphemisms like “gone to sleep” or “went away” that could lead to scary or misleading thoughts.
  • Let children talk or ask questions. Really listen to what they say without judgment, and try to answer their questions honestly, using terms they’ll understand.
  • Allow children to cry. Telling a child “You’re okay, you’re okay,” only negates their feelings and pushes them back down inside. They’re NOT okay, and they won’t be okay until they’re able to let those feelings out.
  • Cry with them. It’s normal and healthy to express sadness through tears, and modeling that yourself can be beneficial for both of you.
  • Help children remember. Talking about their loved one, telling stories about them, drawing pictures of them, and recalling fond memories they shared together are all things that will help a child get to the final stage of grief—acceptance.

Remember, grief has no timeline. Whatever period of time it takes a child to process the death of a loved one is the time that’s right for them. As early childhood professionals, our role is simply to be there to support them, to listen, to provide stability, and most of all, to care.

The Dreaded Parent-Teacher Conference

trey-drinking-the-water

As the parent of a “spirited” child, I myself get anxious about parent-teacher conferences!

Preparing for any parent-teacher conference takes time, but more time may be needed for more challenging children. These more “challenging children” are typically the ones we wish were absent on those mornings we forget our coffee, but at the same time they’re our favorites! Teachers often refer to these children as “spirited.” Which doesn’t mean they are bad children by any means; it just means they challenge us as teachers—which in return makes us better teachers. My son was and still is referred to as “spirited.” (He is pictured above, drinking the sensory activity water.)

No matter how nervous we may be prior to a conference, the parents of “spirited” children are just as anxious. Don’t forget these are the parents who are probably growing accustom to only hearing the negative or challenging aspects about their child. They consistently feel as if they need to defend their children because all they hear is the bad, and they know there is good inside there too! Keep in mind every parent loves to hear positive and funny stories about their children; that’s a great place to start the conversation.

Here are some key steps to a successful parent-teacher conference:

  • Interact with the children in your care. This should occur constantly throughout the year, everyday—not just before conferences. If you’re not interacting with the child chances are you have very little information on that child. As you interact with children, engaging them in play and conversation, you’re able to discover their skills, abilities, and developmental levels. You also establish what their interests are which you can use to entice them to learn or enhance skills.
  • Determine goals based on those everyday interactions. Where does this child need support? I found sometimes starting with a few goals is more productive than having goal overload. It’s easier to focus and plan for between one and three at a time. Plus this focus and planning will increase the child’s chances for success surrounding that goal. More goals can always be added later when the child is ready. Allowing the parents the option to add a goal is a great way to create a teaching team between school and home.
  • Create an action plan of how you’re going to support that child with each goal. This is the step a lot of teachers skip. Children don’t magically develop the skills needed to reach our goals, they get there through play, repetition, and our intentional planning. Document and explain to parents what YOU are going to do to help support their child using concrete examples. For instance, if Johnny’s goal is to recognize his name in print, but avoids the writing center like the plague, how can you use Johnny’s interests and favorite areas to intentionally plan for letter recognition through play? What kinds of playful interactions can families do at home to reinforce concepts and skills? I’ve found that suggesting “activities” to parents adds pressure and more often than not, there’s no follow through. However, everyday, intentional interactions are much easier steps for parents because there is no prep time or materials to gather. It can simply happen in the car or during dinner. Communicating your action plan takes some of the anxiety off parent’s shoulders and gives them ideas of how to make learning fun. Plus, it puts them more at ease during the meeting knowing you already have a plan to help their child. Again this helps create the teaching team between school and home.
  • Put it all in writing. Prior to the meeting, document your talking points, goals and action plan examples to ensure you’re not forgetting anything. It’s not only professional, but when parents see that you’re plan is documented, they know you’re going to follow through.

Most importantly please remember, regardless of what our biases and opinions are telling us, ALL parents want their children to be successful. Some parents just show it in a different way than others. And some parents just don’t know or realize what they can do to help their children be more successful. That’s where you as the early childhood educator come in!

Social Emotional Teaching Strategies and the Role of the Caregiver

social-emotional-caregiver-roleThe school year has begun! As you prepare to teach your preschoolers this year, remember that your interactions and environment play an incredible role in children’s social- emotional well being. The social-emotional domain is foundational to all learning. Providing an experience for the children in which they feel safe and supported will give them the confidence they need to succeed. It is important to always be attentive to the child’s needs. Showing a child that you are there for them will build the trust that is needed for them to seek guidance. Keep in mind that each child will need unique interventions and support to help them develop their skills. Children flourish in environments that provide consistency. Focus on creating routines that involve meaningful activities, especially in times of transition. These can include things like games or songs to minimize problems when waiting in line. One of the most important goals as caregivers is to promote a love of learning to our children. If you follow a child’s lead, allow them to initiate activities, and remain flexible around their needs, you will create an environment in which they feel respected. This is key to motivating the desire to learn. Positive relationships with peers and adults—parents and teachers included—are critical to the development of social emotional skills in children.

Characteristics of adults who promote positive relationships.

  • Offer lessons that engages the children and relates to their lives and culture
  • Provide consistent guidance, clarity of rules
  • Model appropriate social skills
  • Provide a nurturing environment, acknowledge emotions, provide comfort and support
  • Demonstrate empathy through questions such as, “Why do you think she is upset?”
  • Promote children’s confidence by engaging them in problem solving
  • Model positive language
  • Engage with parents in a relationship to support children emotionally
  • Support autonomy and leadership, allow choice and follow children’s lead

As a teacher, you have the chance to play a vital role in the lives of preschoolers at such a critical period of social-emotional growth. Make sure you create a space where children feel valued, safe and cared about. Children’s emotional health is closely tied to the characteristics of the environment in which they are surrounded. As you plan, make sure to intentionally promote a positive place to learn. Children who develop positive relationships with their teachers or caregivers are more positive about learning, more confident and more successful in their learning environment. As you start your new school year, remember to lay the foundation children need to succeed! A smile, pat on the back and encouraging word may seem small, but will go a long way. As they say, people may not remember exactly what you said, but they will never forget how you made them feel. Children are no exception.

Planning Individually

individual-plan

Often times when I talk about planning for children, eyes widen at the thought of planning for each child in the classroom. There are many benefits when every child is considered in what goes on an activity plan. Children’s needs are met and they receive the quality care and education that they deserve. Below are some questions and thoughts around why planning individually is necessary and important for all age groups.

Why is planning for individual children important?

Every child is unique. This uniqueness should not be forgotten about or suppressed because group care is a reality and necessity for families. Although it may feel overwhelming at first, it is doable to plan for individual children within a larger group. Children benefit from individual planning when all aspects of development are considered. When you value a child’s uniqueness and learn about their strengths, these strengths can be used as tools to support other areas of learning and development.

What is considered when planning for individual children?

First and foremost, you need to understand child development when considering how to plan for all children in your care. This will help you plan for appropriate expectations and guidance no matter what age group. Children develop and learn in a certain sequence and there is a set of milestones to help assess if children are on the right track. Each child develops at their own rate and providing an enriching and open-ended environment can help children to achieve those milestones. In order to truly grasp “Approaches Towards Learning,” caregivers and teachers need to understand that their own agenda may not be the most appropriate for children. To truly support children’s learning and understanding of their world is to offer choices and freedom to play at their own risk.

How can you create a plan?

Routines and experiences can be individually planned for each child in your classroom and it doesn’t have to be as difficult as it may seem. Planning for routines means we consider how children may need support during events that happen consistently throughout each day, such as diapering/toileting, mealtimes, drop-off and pick-up.

Consider a newborn infant that is beginning group care at 6 weeks of age. They have already developed preferences. Their experiences and interactions with other people are their family. The family can give information about how much an infant is eating, how often, how they like to be held or not held. Gathering this information is all a part of planning for the individual child.

Experiences and activities can also be used to plan individually. A specific activity can be available to the whole group while intentionally giving a child that may need extra practice with a certain skill. Integrating learning concepts into a child’s favorite learning center, such as providing pretend cookies and a cookie sheet with a grid taped to it can be a way to introduce math concepts in the dramatic play area. Open-ended activities can offer many ways for children to use materials how they choose to and can offer insight on how to plan for each child

Although planning individually can seem daunting at first, there are several ways to simplify the process. Find time to observe children in the environment, watch and listen to what children have to say. Ask them what they want to learn about. Remember to consider every child in your care!

Why You Should Invest in Your Development

invest-in-your-development-for-children

Investing in professional development translates into the learning of the children you care for everyday!

It’s important that early childhood professionals have the tools they need to run high quality programs that engage children and families. It’s important to seek opportunities to sharpen your skills, master new concepts and implement new strategies into your program.

Just as doctors continue their education to stay abreast of new advances in medicine, you must stay up-to-date on the advances in education and child development. Education is an investment of time and money that translates into the learning of the children you care for everyday. Advanced education might come in the form of a one-day workshop, a community meeting, or an all day event. Whether you are a teacher, program administrator, or family child care provider, you are an advocate for children and families. To be the best advocate you must stay educated and then share your discoveries and knowledge with those you work with.

Conferences are a wonderful way to bring fresh energy and inspiration back to the surface. Early childhood program administrators with training in leadership are known to succeed in attracting and retaining highly qualified professionals. All early care and education professionals who attend these conferences are able to bring fresh ideas and motivation to the program to enhance the culture.

4C for Children’s Miami Valley Early Childhood and Leadership Conference will be held on Friday September 23, 2016 at Sinclair’s Pointz Center.  After hearing from keynote speaker Erin Ramsey, there will be knowledgeable professionals offering eleven breakout sessions to keep attendees informed of the latest research, stay abreast of best practice and offer information regarding new concepts. One of the breakout sessions that will be offered is titled “Assemble an Environment to Maximize Your Space” presented by Jenni Jacobs of the University of Cincinnati.  What a valuable topic for so many educators who need help taking a small space and turning it into the most conducive learning environment. Expertise in this area is useful for professionals both new and old. This is just one of the many sessions that will be sure to promote higher professional standards that will strengthen early childhood. Learn more about this exciting upcoming opportunity!

Change Is Hard.

toddler-transition

Summer is upon us. School has ended and many transitions are happening. For me, I have had to adjust my route to work because my son is going to summer camp instead of the bus stop or the drop off line at school. I have to remember to pack his lunch and the items in his backpack have changed. Rather than homework and a clarinet, there needs to be sunscreen, a water bottle, swim suit and a towel. Now that my son is eleven and knows that summer means a break from school (except for summer homework), it is an awesome and exciting event each year. These types of transitions have not always been so smooth.

Change is difficult for people in general. Especially when our typical routine is disrupted by life changes, such as moving from one classroom to another. All children need a strong, secure attachment in order to feel safe in their environment. A child’s temperament can dictate how they will react to change and the intensity to which they will need support from a new caregiver to feel safe and secure in their new environment. There is no telling, sometimes, how long this support will have to last.

Here are some tips for caregivers to use to support a child’s transition into a new classroom:

  • Understand that the way you have seen a child handle new situations can be a clue to how they will react in a new environment. If a child enters a new situation without much hesitation or little reassurance, this could indicate that a transition will run rather smoothly. A child that tends to have a tough time separating from their family at drop off or has the need of staying close to their caregiver may need added support through a transition.
  • Create a transition schedule to follow so that everyone is on the same page, this includes all caregivers/teachers and the child’s family. A sample schedule may consist of a span of two weeks. The first few days a child can have the opportunity to visit for an hour or two (with a current caregiver, if possible) and then return to the current environment. The time spent in the new environment should increase to include a lunch, naptime, afternoon and pick up experience. Note that this schedule may and will change based on the child.
  • Prepare children for change by making a transition book. Take pictures of the current and new classroom. Create a book to show children what is similar between the current classroom and the new one, along with pictures that will show things that will be new, such as pictures of the new teachers. Allow children to take the book back and forth between home and the program so it can be read to them in both environments for consistency.
  • Offer the opportunity for a family member or caregiver to visit with the child in order to establish the sense of trust for the new environment. Set up a separation routine for children, which could consist of sitting down for a few minutes at the breakfast table, reading a book, or handing off to a caregiver before saying goodbye for the day.
  • Go with the child’s flow. If they are ready to explore, let them. If they need to be held, hold them. Holding children for long periods of time in group care can be challenging. During the times that you cannot do so, let the child know that you are going to put them down before doing so. Let them know they are welcome to stay close as you change a diaper or help another child at drop off. Telling this to children out loud as it happens will help children understand that even though you may not be able to hold them that they still matter and you are there for them.

All in all, it is important to remember not to rush into a transition. Keep in mind the importance of preparing children for what is coming next and that it can take time for children to adjust to a new environment and the new faces in the room. Be empathetic and compassionate to how children may feel and use the transition as a teachable moment to discuss feelings, promote pro-social behavior and as always remember to be flexible.