Easel Station
Children use their planning sticks to choose the easel area. Children then have a visual to notice that the easel area is currently full and can choose a different area. This is used because many times students choose easel but then walk away to get smocks on leaving it to look open but it is not. |
10 Things to Say Instead of Stop Crying: Creating Connections During Difficult Moments
Using the poster, talk with each child and identify how they would like you to respond when they are having a difficult time. Ask each child what they would like to you to say/do when they are having a difficult time. Talking about difficult experiences in small groups provides the attention and time to discover what children are comfortable with. Keep their preference in mind when difficult situations occur. Revisit this activity to stay in touch with any changes the children prefer (e.g. Initially, a child might want to hear their teacher say, “This is really hard for you.” As they grow and develop, they may change their preference to, “Tell me about it.”) Keep in mind, each child will choose a response that helps them feel safe and supported. Many children start with, “I will help you work it out.” As teachers, we spend a lot of time helping children manage their emotions. As we do, we fine tune our classroom management skills and strategies. Instead of saying, “Stop crying” or “You don’t need to cry” or “You’re a big boy/girl, you don’t need to cry” and so on, you create a connection instead. Extended Learning: Pre-cut the “waves” out. Place them in a small basket and let each child choose one. Talk about it and identify if any children prefer that response (print child’s name on that wave). Have extra waves available to add preferences children create. Post the poster in the classroom to support social-emotional literacy. You may want to enlarge the poster. |
10_things_to_say_instead_of_stop_crying.docx | |
File Size: | 327 kb |
File Type: | docx |
Cool Down Corner
Materials needed: Visuals: calm down choices, steps for using the Cool Down Corner, how to take deep breaths. “Fidget toys,” such as: stuffed animals, fidget spinners, pop-its, squishy balls, sensory bottles, sand timers, etch-a-sketches, drawing boards. Directions: Before implementing the Cool Down Corner, introduce it to the children during Large Group or Small Group Time. Explain what the Cool Down Corner is used for (e.g., “The Cool Down Corner is a place for you to go when you are feeling upset and you need a moment to be by yourself”), as well as the materials that can be found there and how to use them. Throughout the day, when children feel upset, offer the Cool Down Corner as a choice of a place they can go to help themselves feel better. This should be a choice, and not a requirement that they go there when upset. Children may need adult support to learn how to use the materials appropriately. Extended learning opportunity: Encourage families to create a “Cool Down Corner” for their child at home using common household items like pillows, blankets, and stuffed animals. Share copies of the visuals you use in the classroom for families to have at home. Be sure to emphasize that this is not to be used as a “time out,” but rather, a place their child can go when they are feeling upset and need a moment by themselves. |
PBIS
The whole building participates in filling the large jar of bees, and each classroom has a small jar of bees that they work on collecting. Students and classrooms earn bees when they are caught "Beeing" Safe, Responsible and in Control. Last time the whole building won, they chose to have a hallway dance party for a few minutes. |
"Work in Progress" Signs
Materials needed: Signs that say “Work in Progress” and show a hand with a “no” symbol over it Directions: During Large Group or Small Group Time, show the signs to the children and ask what they notice about them. What do they think these signs are telling us? Explain that the signs say “Work in Progress,” and they will be available to use during Work Time when the children are working on something and do not want anyone else to touch it. Show the children exactly where in the classroom the signs will be located. Extended learning opportunity: During Small Group, have children create their own “Work in Progress” signs to use in the classroom. |
Large Group Reminders
These visuals are posted in the Large Group Area as a reminder of the expectations for Large Group Time. At the beginning of Large Group, we sing a song to the tune of Frere Jacques: “Eyes are watching. Ears are listening. Voices quiet. Bodies calm. This is how we’re ready. This is how we’re ready. At school time. At school time.” |
Class Helpers
Classroom jobs are important part of an early childhood classroom. Young children enjoy it when they’re given daily opportunities to be independent and helpful and playing a contributing roll under classroom management. There a numerous ways teachers can create a job board, as well as what jobs they have, when and how to implement the jobs throughout the school year. Example: Our classroom has the exact number of jobs for each child. Children choose different jobs at the start of the week and keep it for the remainder of the week. Jobs included: Mathematician-child counts the number of children present for the day. Meteorologist-child looks out the window and tells us “what the weather is like” if it’s snowing, the sun is shining, raining, or a cloudy day which determines whether they are able to go outside or play in the gym. Line Leader-Child is the first one to line up at the line. Job boards help children to learn new skills, new language and interact with other children. Jobs can be changed as to the children’s interests and can be incorporated in what the children are learning about. |