Category Archives: Early Childhood Education

Thanks for Thanksgiving Book by Julie Markes

Thanks for thanksgiving

Thanks for Thanksgiving is a sweet book where every page says something the child is thankful for. Cultivating an attitude of gratitude can help us attract more of the same in our lives. The end of the book has a place to write what you are thankful for year after year.

https://www.youtube.com/watch?v=KCCo6SicS-ohttps://www.youtube.com/watch?v=KCCo6SicS-o

 

Morning Greetings: Meet and Greet Students At The Door

A free and easy way to start building relationships with students is by meeting and greeting them at the classroom door every morning. Head Start has foverever had this as a policy so they can do head checks (for lice), health checks and check in with the student emotionally before school starts. Here are some reasons every teacher should meet and greet students every morning: Continue reading

Sesame Street: Little Children, Big Challeges-Divorce  “Big Feelings” Video:

ACES-Adverse Childhood Experiences 

One Adverse Childhood Experience (ACE) that children struggle with is divorce. Sesame Street has come out with a great video to help young children deal with the “big feelings” they may feel as they live through their parents’ divorce.

Three Things To Start Trying Right Now In Student Teaching To Help With Behavior Management

Class rules boardmaker

  • Use your voice as a tool: One of the best tools we have as a teacher is our voice. Ensure that all students can hear you by projecting your voice. You can make your voice louder or softer as needed. Work on developing a “stern” teacher voice to use when you need it but don’t overuse it. If you use a soft spoken or quit voice while teaching, students may talk over you and start to take over the lesson. Practice using your voice as tool in your car on the way to school, at home, and during lessons to see the impact it has on your teaching.

 

  • Pre-teach behavioral expectations BEFORE starting the lesson: Be pro-active rather than reactive. Spend a few moments before teaching your lessons being explicit about your behavioral expectations. What do students’ bodies, voices, eyes need to be doing during the lesson? Be specific: “Eyes on me, hands in your lap, bottoms on the floor.” Use the same language as your motor teacher so students hear the consistency.

 

  • Notice or “catch” students who are following through on the behavioral expectations: During the lesson make sure to “catch” or notice the students who are following the behavioral expectations you explained at the start of the lesson. This can be as simple as saying “I notice Johnny has his hands in his lap, thank you Johnny.” Follow through on the same language your mentor teacher uses to praise student behavior for consistency. Do you have a classroom-wide behavior incentive in your classroom? If so, follow through and use the plan through the lesson.