Teacher Assistants

Foundations North Carolina Early Learning Standards Widely Held Expectations Approaches to Learning Emotional and Social Physical and Health Language and Communication Cognitive

Foundations Guiding Principals Each child is unique. Development occurs in predictable patterns. 4 year olds are active learners Many factors influence a child’s development Children with disabilities learn best in an inclusive environment

Foundations Active Learning “learning to learn” Importance of Environment Making connections across domains Imprinting a positive attitude toward learning

Approaches to Learning Children begin to: Draw on everyday experiences and apply it to new situations Demonstrate an eagerness in learning while playing, listening, questioning and interacting Use multiple senses to explore

Social/Emotional Children begin to: Show self-confidence Use pretend play to express thoughts and feelings Show persistence Enjoy playing alone or near others Follow simple classroom rules Interact easily with familiar children and adults

Health and Physical Children begin to: Increase independence of self help skills Help care for the environment (pick up toys, wipe tables) Take care of own belongings

Physical Children begin to: Gain control of small and large muscles Uses pincer grasp to hold crayons or pencils Develop body strength, stamina, and balance Develop eye-hand coordination through activities (blocks, play dough, puzzles, etc.)

Language Children begin to: Understand increasingly complex sentences Understand and use a growing vocabulary Attend to language for longer periods of time (story time, conversations, etc.) Comprehend and use language for multiple social and cognitive purposes

Communication Children begin to” Initiate and engage in conversations Use increasing complex language Use language as part of pretend play

Cognitive Children begin to: Use numbers and counting in play Sort by 1 or 2 attributes Recognize simple patterns and shapes Understand the passage of time within their daily routines

Opening the World of Learning Curriculum Opening the World of Learning

OWL The OWL acronym stands for… Opening the World of Learning Developed by Pearson Early Learning from authors Judy Schickendanz, Ph.D. and David Dickinson, Ed. D. along with CMS

OWL Develops language and early literacy skills Builds a foundation in mathematics, science, and social studies Prepares every child to succeed Provides a research- based and field- tested curriculum Provides instruction for whole-group, small-group, and individual activities

Daily Components Morning Meeting Centers Transitions Story Time Songs, Word Play, and Letters (SWPL) Small Groups Let’s Find Out About It/ Let’s Talk About It

Study Units Unit 1- Family Unit 2- Friends Unit 3- Wind and Water Unit 4-The World of Color Unit 5-Shadows and Reflections Unit 6-Things That Grow

Teaching Materials 6 Teacher’s Guides OWL Program Guide 48 Children’s Books 100 full-color pictures The Big Book of Poetry A Sing-Along Songs and Poems CD

Additional Teaching Materials Evaluating Language and Literacy in Four- Year- Olds: A Practical Guide for Teachers Math Activity Aids Preschool – 4 Developmental Guidelines: The Work Sampling System A Professional Development DVD Family Connections

Adaptation Resources Adaptations for English Language Learners Adaptations for Children with Special Needs Adaptations for Mixed-Aged Groups

Morning Meeting Short meeting before Center Time to demonstrate centers to children. Sets the stage for the day, especially Center Time. Enables children to make informed center choices and use center activities purposefully

Sample Morning Meeting Welcome Preview the Day Center Materials Demonstration/s Simple Modeled Writing Transition to Centers

What do you think is MISSING from Morning Meeting? Calendar Helpers Weather

Morning Meeting sets the stage for the day!

Story Time Central to the OWL Curriculum Purposeful and planned Whole group, 20 minutes daily High quality children’s literature Multiple “reads” 4-5 story books for each unit- all are provided Guidance is available in the Teacher’s Guide Purposes vocabulary development Comprehension Literal interpretations Making inferences Engaging children’s interests in characters and stories Scheduled in the morning since the story is the foundation for the curriculum components and activities

First Read “Introduction” Introduce key vocabulary Build comprehension Use “think aloud strategy” Maintain the flow of the story Explain/define key vocabulary by using brief verbal explanations, tone of voice, facial expressions, gestures or book illustrations. Mention title. Author, etc briefly – don’t dwell on it “In and Out” – “During the first read aloud of picture storybooks, teachers contribute more talk while children are less active. Teachers are actively pushing “in” information through their read aloud style and comments to make children more aware of vocabulary and help them better understand the story.” Judith Schickendanz (2004) Draft of The Reading Teacher Article Focus on the story line using think out loud strategy. Ex. I’m thinking…. Or I’m wondering….. Read with expression using no extended explanations or questions.

Second Read “Reconstruction” Guide the “reconstruction” of the story as the book is read Prompt children to recall events and sequence with questions as the story is read Ask questions that support comprehension Enrich and review vocabulary from 1st read As the teacher reads the story, children are encouraged to recall what happened and/or what will happen next Make explicit the sequence of the story Help children to discuss characters and motivations Continue to emphasize vocabulary from the 1 st read and introduce additional vocabulary words Demo 2nd read

Third Read “Chime In” Invite all children to “chime in” with key storybook text. Provide prompts as needed. Ask questions about characters’ thoughts, feelings, and actions. What are the reasons for them? How they relate to story events? How do they relate to child’s experiences? Third read builds children’s expressive vocabulary Gives children an opportunity to be actively engaged in reading and practice new vocabulary words. Third read methods: Teacher selects key portion of text and explains “chiming in” Pause and/or prompt children when they don’t remember Incorporate new vocabulary words in discussion and extend meanings Model 3rd read using audience as the children.

Fourth Read “Dramatization” Invite children to participate actively Assign speaking parts to all children or Choose an alternate book if a fourth read is not appropriate Teacher’ guide (W2 D2) page 64 has suggestions (Ask teachers to find this page Plan to give the children the major speaking parts. (The teacher can read and keep the story going.) Involve multiple children in each role (1/2 class Baby Louise, ½ class Daniel) No “stars” Discuss character’s thought, feelings, motivations Relate story events to children’s experiences Alternate book needs to have a storyline, theme related and rich vocabulary (Show a few books here.) Activity: Half of the group of teachers acts like Baby Louise, half Daniel. (Read pages______with the group)

Story Time Format Summary of the story and link to unit theme Purpose Read the Story/Story Discussion Suggested Vocabulary & Definitions ELL suggestions and Extensions Page 19 Look at each item above In Read the story, find how to introduce new vocabulary words

Story Time Model Cover: Introduction Model (not a script) Story Discussion Transition activity Page 20 Cover; find the Think-Out-Loud Strategy Vocabulary words are in Bold print Questions which can be used at the end of the story Connects story characters/events to a transition activity Page 31 2nd read: Find the word in Read the Story Again that tells what to do for 2nd read (reconstruct) Page 32 Find the questions on pages 4-5 that help the children “reconstruct” the story (Who is trying here to get Baby Louise to stop crying? & Who tries to make Baby Louise stop crying next?) Page 43 No model. Gives words/phrases for chiming in and questions for discussion of characters and events Page 64 Suggestions for dramatizing/roles Discussion questions to tie story events to children’s experiences Suggestions for alternative books and making connections

Prepare for Story Time Reading Read the story ahead of time. Review the Purposes, Vocabulary and Guidance in the Teacher’s Guide Choose which vocabulary words you will explain. Read the Story Time Model in the Teacher’s Guide. Plan your own read. Practice out loud until you are confident. Read the slide

Making Story Time Work Remember the Story time model in the Teacher’s Guide is a model, NOT a script. Consider your children’s background knowledge and interest in the book. Prepare-prepare-prepare ENJOY the book! No need to have the Teacher’s Guide on your lap, nor read it word-for-word OK to have some notes for yourself Connect children’s interests and background knowledge to the books Preparation is essential. The more comfortable you are with the “read” the smoother it will go and the more the children will learn! Enjoyment: If you enjoy the book, the children will!

Songs, Word Play, and Letters (SWPL) Whole Group activity (songs, poems, literacy games) Purpose – To develop phonological awareness Enjoyable About 20 minutes every day Even though the title of the activities may be the same from week to week (or day to day) there are often slight changes in the activity and skill being taught. Adequate preparation and review of the activities is essential to success for SWPL – PLAN, PREPARE, PRACTICE Help teachers locate SWPL materials and resources for Unit 1 Show – Big Book of Poetry and SWPL CD

Songs, Word Play, and Letters Activities (SWPL) Songs “Five Green and Speckled Frogs” Word Play Poems “Diddle Diddle Dumpling” Predictable Books Over in the Meadow Letters (Literacy Skills) Alphabet Memory Pocket Game I’m Thinking of ____ Clue Game SWPL consists of a variety of playful activities to promote literacy skills Model the activities listed above – can refer participants to pp. 34-35 of unit 1 for the descriptions Notes about activities: For presenter information only “Diddle, Diddle, Dumpling” is on p. 29 of Unit 1 guide Alphabet Memory Pocket Game – see next slide - p. 151 of Unit 1 guide I’m Thinking of _____ Clue Game (and Corduroy) p.144 of Unit 1 guide

use Velcro on outside of pockets – later in the year you will change the pictures to numbers on the outside of the pockets. (one purpose of this task is to match letters-not to hear beginning sound for the picture. May want to only use 9 or fewer pockets with a letter and have children work in pairs the first few times this activity is introduced. Use Scaffolding procedures for Alphabet Memory Pocket Chart Game handout to demonstrate this game.

Early Literacy Skills in SWPL Phonological awareness Syllables Rhyme Beginning sounds Phonemic awareness Blending Segmenting Substituting Alphabet knowledge Uppercase and lowercase letters Print awareness Poems and predictable books Vocabulary New story words Presenter uses chart paper with each bullet item already written with space below each item. Write in the information below as it is presented to the audience. Audience should have a handout to write information on as presented. Phonological awareness syllables (did-dle) – Clap names Unit 1 p. 35 rhyme (frogs, logs) p. 34, Unit 1, beginning sounds – “If Your Name Starts With [Name A Sound], Raise Your Hand”, Unit 1, p. 45 Phonemic Awareness blending – putting together (/c/ /a/ /t/ = cat) segmenting – taking apart (hat = /h/ /a/ /t/), substituting (Bingo – change /b/ to /s/ = Singo) Blending, segmenting, and substituting are presented in later units, not unit 1 Alphabet Knowledge Match and name upper and lower case letters “If Your Name Start With [Name a Letter], Raise Your Hand” – p. 22-23, Unit 1 Print Awareness Big Book of Poetry-tracking print left to right “Ten Little Fingers” – p. 81, Unit 1 Vocabulary – using new words from story time in games “I’m Thinking of _____ Clue Game” – p. 77, Unit 1

SWPL = Phonological Awareness the ability to attend to sounds of speech No letters, just sounds Phonemic awareness = speech is made up of a sequence of small units of sound – phonemes – the ability to manipulate those sounds No Letters, just sounds Phonological awareness examples = distinguishing between spoken words, breaking words into syllables and hearing rhymes, attending to beginning sounds Phonemic Awareness example: - What word to these sounds make /d/ /o/ /g/? Dog You can do these in the dark. As the year progresses, the sounds they have been listening for will be matched with the letter.

What is the difference? Developmental progression from large units of speech (phonological awareness) to the small units of speech (phonemic awareness) SWPL introduces many phonological awareness activities at each group time. Click one time for the top ruler to get longer. In general, through the course of entire curriculum you will see a progression from phonological awareness activities (large units of speech) to phonemic awareness activities (small units of speech) Children having difficulty with phonological awareness, need practice listening to and discriminating between environmental sounds to help enhance their listening skills. Demonstrate an example: Close your eyes and listen. Presenter claps or snaps and audience tells what they heard.

Successful SWPL PLAY with sound, print, and letters. SWPL should be Songs, poems, and other activities PLAY with sound, print, and letters. This is not drill. SWPL should be engaging and FUN! Remember: Poems are introduced the first time without print – teacher recites the poem and involves children Once you know the tune to the songs for SWPL and the poems you can sing/recite it yourself without using the CD. Teacher and student favorites can be added as needed. Activity presentation (use of flannel board, puppets, etc.) can be varied each time a song is used. Show several different ways to do the song 5 Green and Speckled Frogs-flannel board, hats/pictures around children’s necks, puppets. Bingo can be done with letter cards, magnetic letters, file folder word, etc.

SONGS, WORD PLAY AND LETTERS Does this teacher look like she is having fun? (posed picture and teacher gave permission for it to be used)

Use the unit curriculum guide and read carefully and completely! SWPL Format Use the unit curriculum guide and read carefully and completely! List of songs, Word Play & Letter activities for each day Purposes – combined for the entire component Suggested sequence Description of activities – Look for little changes used for important learning Have teachers turn in unit 1 guide to pages 10-11 weekly planner page 154 song lyrics pages 100-101 daily plan Sequence can be adjusted for activity level (some activities are more active than others), and time constraints (least beneficial can be used at a later time. After last bullet: Ask teachers What are the songs? (5 Green & Speckled Frogs, I’m a Little Teapot, and Clap Your Hands) What is the word play activity & how are children playing with words (predictable book & rhyming) What are the literacy skills (letters)? (If your name starts with letter name raise you hand) How is the song 5 Green & Speckled Frogs changed? (uses ordinal words-first, second,…) Why? (small group activity uses these words) Changes may be minor but important

Centers

The purpose of centers is to allow the children to have first hand contact with many materials, to explore and experiment, and to learn to conduct themselves appropriately in a group of peers.

4 Center Times Start the Day Centers – 2. Center Time – 30 minutes at arrival. Only a few centers open. 2. Center Time – about 60 minutes in morning 3. Lunch/Quiet Time/Centers – 10 minutes after lunch. Also may only open a few 4. End the Day Centers – 20 minutes at departure. Only a few centers open

Classroom Centers Book Area Writing Center Art Area: Table and Easel Sand and Water Puzzles and Manipulatives (math too!) Blocks Dramatic Play Area

BOOK AREA

Writing Center

Art Table and Easel

SAND AND WATER TABLES

BLOCK CENTER

DRAMATIC PLAY CENTER

Additional Areas in the Classroom A large group area Tables for small group activities A quiet/cozy area A science center Cubby space for student’s belongings Teacher space for belongings Computer area Music area

Start-the-Day Centers When: During arrival time Time: Approx. 30 minutes The children engage in self-selected activities Materials selected are easily cleaned up.

End-the-Day Centers When: During staggered dismissal time and as children prepare to go home. Time: Approx. 20 minutes The children engage in self-selected activities. Materials selected are easily cleaned up.

LUNCH/QUIET TIME/CENTERS When Purpose Quiet/Independent ECERS REMINDER

Guidelines for Center Time OWL Quantity Additional activities Diversity KEYS TO SUCCESS Adults Large Center Time should be a large block of AT LEAST 60 minutes. All centers must be open for at least 2 full hours a day to comply to ECERS standards. Use the activities provided in the OWL curriculum. LIMIT the quantity of center materials early in the year and increase materials as students learn to clean up. Extend and add additional activities based on program and curriculum goals. Introduce at Morning Meeting. Center materials should reflect diversity among students. Preparation, planning and adult-student interactions are KEYS to the success of center time. Materials for Center Time MUST be prepared and collected before the students arrive. Activities need to be in place and ready for students to use. All adults should be talking, interacting and teaching students. This is a PRIME time for observing and recording assessment notes.

Planning for Centers Program Guide gives overview, pp. 12-13 Teacher’s Guide provides descriptions of activities for each week: Materials Preparation Vocabulary Interaction Guidance

Center Reminders Define areas Neat and logical organization Easily accessible Display Arrangement Materials Center labels should be easily read. They should be at eye level, be a good handwriting model, and words should be correctly spelled. Carefully consider classroom arrangement. Separate quiet and noisy areas. Use natural barriers to define areas. Make sure blocks and dramatic play are large enough for active exploration. Locate art and messier activities near a water source. Locate electrical equipment near power sources. Label materials on shelves with words and pictures when appropriate Center materials should be organized in such a manner that the center appears uncluttered. Date all students work that is displayed. ECERS requires for majority of artwork to be at child’s eye level. Teaching center routines and procedures begins on the first day with students and continues until the last day of school. If time allows, break into 7 groups. Assign each group a center. Discuss Week 1 activities.

These signs can be posted in your designated center areas These signs can be posted in your designated center areas. The bottom of each card has plenty of space to allow for hooks, velcro, or any other system of posting student tags for check-in. Center Area Signs

Managing Center Time ALLOW Transitions Establish a system Teach and re-teach Floater Clean-up ALLOW students to choose THEIR activities. (Pose question—What can you do if children go to the same center every day?) Have a plan for orderly transitions from the circle area to centers. Establish a system to manage the number of students in each center. Assign a specific number of children to each center. Visual is best for children. Share examples of ways to show numbers. Teach and re-teach center procedures until routines are well established. It may take some time and patience for children to understand and follow center procedures. Be consistent with your expectations. Children’s safety is first priority. Consider letting one adult be the “floater” during center time, while one adult supervises a specific activity. “zone coverage”

Remember the “tone” of the classroom environment is nurturing and supportive.

Interactions In the Classroom

Adult-Child Interactions Positive, pleasant tone Aware of whole group even when working with one child Talk is related to children’s play Extend thinking and add information Let children explore and discover

Interactions Warm and nurturing Respectful Expectations Supportive Reasonable and appropriate for age Supportive Help children solve problems Positive “Walk, please” rather than “don’t run”.

Supervision Careful supervision indoors and outdoors Aware of whole group even when working with one child Circulate on playground and among center areas Concentrate on children rather than “housekeeping tasks”. Quickly finish necessary tasks. Minimize time away from classrooms. Cell phone and computer before and after school.

Conversations When? Centers Meals and Snack Arrival and Dismissal Playground

Conversations What? Events at school and at home Play Open ended Questions

Conversations Why? Builds relationships Builds vocabulary Builds oral language Key to literacy

Teacher Assistants Small Groups

Small Group Time Class is divided into 3 groups 6-7 children per group Usually at tables Lasts about 25 minutes

SMALL GROUP CHART

Small Groups Activities include: games, writing, books, experiments math activities, manipulatives Provides hands-on experiences and focused instruction. Each group participates in only ONE Small Group activity per day, for whole 25 minutes

Successful Small Groups Be Prepared! Monitoring independent small group Expectations of children’s behavior Grouping children appropriately Book browsing and other options Visibility of all 3 groups Pacing of the activities Absent adult = 3 independent small groups 1 group lead by teacher, 1 by the assistant, 1 independent group Placement/grouping of students can be changed – make necessary changes when a rotation of 3 activities has been completed (end of a unit is a great time to regroup children) Be aware of position of tables when arranging rooms – all three tables for small groups need to be utilized during center time and also easy to visually supervise during small group time. Book Browsing may or may not work at a table. May need a back up activity if children complete the curriculum activity in less than 25 minutes

Let’s Find Out About It and Let’s Talk About It

Highlights of LFOAI & LTAI Whole group activity (typically) 20 minutes long Themes - science and social studies related Content - books read during Story Time lay the groundwork for specific kind of information text Social-emotional development – promoted through oral language and literacy discussions **LTAI is featured more towards the end of the year due to RECAP lessons. Method of building background knowledge and opportunities for prior experiences to be expanded upon. Needs preparation by teacher Often introduces ideas for small group: be sure to follow curriculum order and schedule (mention that they will hear about RECAP in a future workshop because this alternates with LFOAI based on the pacing guide) Book suggestions are available based on school site (many have been purchased with array of titles to meet the needs of the specific topic). 76

Let’s Find Out About It (Unit One) Examples: folding paper airplanes, science exploration, advertisements, recipes from cookbooks, game directions, birth announcements, etc. Builds background knowledge – often builds into an activity for the next day in small groups or center time First turn to page 30 to see where the background knowledge is built for a future activity. Use baby care items to demonstrate real-life, functional care of infants. This activity ties in with Oonga Boonga, which is the first book shared with students. Now turn to page 109 and 113 to look at lessons. Mention using whatever materials are available for 109 (rice, sugar, flour, etc.) to assist students in visualizing weight (non-standard measurement). See Birth announcement page for adaptations. Remind teachers that they can take the provided handout during home visits. Mention that teachers could take the collected birth announcements (students will be bringing them in from home – whether dropped off during home visits or sent home on the first day) and create a class book or display. Turn to page 30 for your first look at LFOAI. 77

Making Bottle Shakers – Unit 1 p. 46 It is occasionally a demonstration by teacher and models an upcoming activity in small groups and centers. Reviewing units in advance will better equip your classroom for LFOAI activities. As you remember from the centers presentation the Materials and Resources page (the beautiful junk from home) is a great way to know what you will need. This can be an opportunity for you to ask for materials in your newsletter to parents. If a material is unavailable, be creative and substitute so that the purpose of the lesson is achieved. Sometimes even the best preparation will not garner all the necessary materials. Making Bottle Shakers – Unit 1 p. 46 Teacher demonstrates making the shaker at LFOAI. Show teachers an example of a shaker bottle from display. Children will make their own the next day at center time – depending on the pacing guide. 78

Where do I find LFOAI/LTAI resources for my lessons? Supplemental books - provided to support this component Materials from home Websites Magazines Local library School library (if available) Information text on topic can come from the library or supplemental books. These are used for the pictures and are not to read the text of the book. Hold up book to demonstrate using other resources to support lesson. Baby care items are a great example of materials from home. Refer teachers to additional sources handout. If time allows presenters will use handout on laptop (connected to data port) to demonstrate the websites by clicking on them while holding down the control button to automatically open the website. 79

This is my mother. This is my father. This is my brother. tall This is my mother. This is my father. This is my brother . . . tall. This is my sister. This is the baby. Oh, how I love them all! Mention that this activity might not appear as valued as the other components of OWL but it is a great opportunity to instill in children a love of science and social studies, build curiosity, reinforce vocabulary and inspire background knowledge. It accommodates those students who are using a different part of their brain than the rest of the day may focus on. Ask to see if anyone has any questions. If no questions or after questions demonstrate transition. Send teachers off to lunch and remind them when the next session will start (unless other staff enter the classroom at the close of this session with further information in regards to lunch schedule). 80

Reinforcing Positive Behavior Teaching Appropriate Social Skills Recap Reinforcing Positive Behavior Teaching Appropriate Social Skills

RECAP – Reaching Educators, Children and Parents is a social skills curriculum focused on teaching children how to behave appropriately in a variety of social situations. The program was developed by researchers and educators at Vanderbilt University for PreK – 6th grade. Much of Vanderbilt’s research has shown the program to be effective with children in both regular education and special education settings.

PURPOSE of RECAP Teach children appropriate social skills Teach children how to behave appropriately in social settings. Give teachers a tool for teaching social skills and behavior management.

Putting it into Practice Structure Clear Expectations Flexibility Keep children Engaged in learning Be Proactive As with all effective classroom management systems, RECAP emphasizes the importance of structure during the school day so that children have clear expectations. Structure here implies that activities are scheduled and planned and that transition times are minimized. Every child knows exactly what they are to be doing at all times. Flexibility is necessary in meeting individual levels of children. Transitions necessary in keeping children engaged. Both Targeted and gathering are needed to engage children before and after circle/group times.

The RECAP Curriculum Lessons Other Components Friendly Skills Self-Esteem Feelings Communication Relaxation Positive Attention Problem-solving Logical Consequences These are the main components of the RECAP curriculum. You have the lessons which are geared directly toward and focus on the areas of 1) Friendly Skills, 2) Feelings, 3) Relaxation, 4) Problem-Solving, and 5) Taking Responsibility Other focus areas that are pervasive and being implemented purposefully and incidentally all throughout the day are Self-Esteem, 2) Communication Skills, 3) Positive Attention, and 4) Logical Consequences, which we will discuss more later when we discuss behavior management

VS. FRIENDLY SKILLS UNFRIENDLY SKILLS One of the first lessons is . . . FRIENDLY SKILLS Friendly Skills – this is the core or the heart of the program b/c when we translate it the friendly skills are in essence the social skills that we are trying to teach children to demonstrate. We use the language of friendly skills all throughout the school day. May call class rules friendly skills to incorporate that same language. Show - Friendly Skills Posters The RECAP lessons begin with Friendly Skills and they are continued and interwoven throughout other main lesson themes that we will discuss shortly. VS. UNFRIENDLY SKILLS

Suns Talk with your teacher about when to give out suns to children. In general: When child demonstrates desired behavior (or even a part of the behavior) Don’t threaten. Once given, don’t take sun away. Remember to follow through with reward when child has reached “5 Suns”.

Behavior Management: Helpful Vocabulary Rational detachment Positive reinforcement Specific praise Setting Limits Logical Consequences Corrective Feedback We have learned through extensive observation that teachers who are effective at managing student behavior have several things in common. For the next few slides we are going to discuss those commonalities…We are going to discuss… Quickly go over the list (further information follows on next slides)

Rational Detachment Crisis Prevention and Intervention (CPI) Rational detachment is the ability to stay calm and in control—to maintain your professionalism—even in a crisis moment. It means not taking things personally. Elaborate as needed Rational—calm, controlled, even tone Detachment—removing ‘self’ from the event Effective behavior managers remain rationally detached during ‘crisis’ situations.

Positive Reinforcement Remain consistent Give positive attention as soon as a positive behavior is observed Give positive attention as often as possible when the behavior occurs Reiterate the importance of positive attention… (Example of Alyssa between 3 & 4 and us saying ‘NO’ to her all of the time.) Especially catch them doing exactly what you have taught them. Thank you for… You are so smart. You remembered to… I am proud of you. You…

Tips for Focusing on the Positive Use specific behavior praise to recognize and reinforce appropriate behavior. (intangible reinforcement) Use ‘suns’ to recognize and reinforce appropriate behavior. (tangible reinforcement) Quick slide…specific praise is next Intangible and tangible reinforcement Make sure students know exactly what behaviors you are encouraging Over generalize at the beginning to reinforce the behaviors you are teaching and gradually back off from the tangibles. SUNS are a part of the RECAP behavior management system.

Happy Talk, Keep Talking Happy Talk! Specific Praise Happy Talk, Keep Talking Happy Talk! You’re doing such a great job of listening to [student name]. Look at you helping [student name] clean up—what a friend! Nice job of saying “Thank You.” Wow, what a caring attitude! [Student name,] everyone appreciates the way you’re keeping your hands and feet to yourself! Bravo for walking in a straight line. [Student name] you’re doing such a great job of staying in your seat while we are eating, thank you! [Student name,] thank you for remembering to walk. Quickly go over the list

Setting Limits Crisis Prevention and Intervention (CPI) Step 1—Explain to the child exactly which behavior is inappropriate. Step 2—Explain why the behavior is inappropriate. Step 3—Give reasonable choices or consequences. Step 4—Allow time. Step 5—Enforce consequences What do expert behavior managers do when a child misbehaves? Activity… They remain rationally detached and speak to the child in private with appropriate tone and… Go over the steps…

Logical Consequences: Target the Behavior, Not the Child !!! The behavior is what needs to change, not the child. It is easier to change behaviors than to change a person. Focusing on specific behaviors decreases the likelihood that the child will take it personally. Focusing on solutions instead of punishment. Effective managers of behavior know that there are times when students need to accept the consequences of their actions. They also know how to identify logical consequences and use them effectively to manage behavior. In order to establish logical consequences teachers must recognize that…(go over list)

Consequence/Discipline Ideas Redirection (verbal, physical, attention getting) Reminders (verbal, physical) Warnings Think Time Set Limits – give child a choice to change behavior or to remove himself/herself from an activity Set Limits – give child a choice to comply w/request or choose a consequence Corrective Feedback… The following are some other ideas on how to help students learn how to correct their behavior… Redirection… verbal incident…“Why don’t you go to this center instead?” physical incident…take them by the hand and get their attention onto something else attention getting incident…take them aside and teach them appropriate attention seeking behaviors Reminders… verbal incident…”Remember our friendly skill…” physical incident…”Remember what we talked about…” Warnings… Next time this is what will happen Think Time… Example of the ‘peaceful place’ and Alyssa Setting Limits… Activity…Role play teacher/student…How should you react if… DELIBERATELY SPLATTERS PAINT OR PAINTS ON THE FLOOR TAKES A TOY FROM ANOTHER CHILD JUMPS IN FRONT OF LINE PUSHES ANOTHER STUDENT THROWS MANIPULATIVE ACROSS ROOM DELIBERATELY HITS OR KICKS ANOTHER STUDENT REFUSES TO CLEAN UP CENTER SPLASHES ANOTHER CHILD AT SINK WHILE WASHING HANDS CALLS A CHILD A HURTFUL NAME REFUSES TO COME IN FROM OUTSIDE

Corrective Feedback Feedback that is intended to help students correct their behavior or performance. Feedback that teaches the child how to behave appropriately. Feedback presented in such a way that the students can understand without becoming embarrassed, hurt, or angry. Go over notes on slide

RECAP Principles Focus on the Positive! Create clear, reasonable, and developmentally appropriate expectations. Remain consistent and follow through. Remain rationally detached when teaching desired behaviors through corrective feedback. Recognize that our feelings affect our behavior. Recognize that behavior is a choice. Recognize that children and adults are responsible for our own behavior. Review by going over the slide.

Expectations and Responsibilities

Before and After Team Work!! Plan with your teacher what you both will take care of before and after school. Cleaning, Straightening, Paint, etc. Center Prep – Add supplies, etc. Name tags

With Children Take Home Reader Folders Lunch Attendance Finish as quickly as possible

Whole Group Times Morning Meeting Story Time LFOAI/LTAI/Recap Songs, Word Play, and Letters Sit near back of group Help with “crowd control” Support children who need reminders Speak quietly and/or use non-verbal signals

Small Groups Study ahead of time the lesson for “medium support” group. Teach lesson as directed from Pacing Guide. Have materials ready! Plan how you will introduce the activity to children. Visually supervise independent group. Plan a transition. Reinforce good behavior with “suns”.

Center Time Interact and Engage with children. Ask open-ended questions about play. Use appropriate vocabulary As indicated from teacher’s guide From current and past story book High level names and action words Complete sentences Support and extend child’s learning. Guide through problem solving rather than telling.

Meals and Snacks Walk with class in the hall - one person in front and the other at the rear Count children before leaving the room. Check for stragglers. Assist with meals, trays, utensils, milk One adult at each end of the table. Converse with children near you.

Quiet Time Take Home Readers – exchange quickly Work with individual Support children who are having difficulty settling down.

Outdoor Time Accompany group to playground. Remain with children. Zone coverage Circulate as needed Support children’s efforts on equipment. Converse with children.

Program Responsibilities RESULTS – assist teacher with observation and notes as needed Planning Assist with materials Maintain and change centers as directed Plan for your small group Be familiar with daily lesson plans

Classroom Management Reinforce positive behavior Support children’s efforts to solve problems and conflicts Refer to classroom rules Assist with making transitions smooth and unregimented “send and receive”

Interactions Appropriate tone of voice and voice level. – not “too loud” or “too soft” Interact positively with children, parents, and other staff. Supervise children at all times. Circulate indoors and out as needed. Interact with children especially during centers, meals, and outdoors.

Quiet Time Maximum of 25 minutes After 10 minutes, give children who are not sleeping a quiet activity Adequate lighting (shades open, some lights on) Use mats or towels Everybody up after 25 minutes.** **Let heavy sleepers rest an additional 15 minutes.

Environment Display children’s art and writing Classroom should be child-centered Classroom should be neat, clean, safe, and attractive. Clean tables several times a day. Sanitize at the end of the day. Sanitize mats weekly. Give hand washing reminders as needed.

Focus on Student Learning!