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Interactions- controlling is not teaching

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Early Childhood Education Workshop that embraces CLASS standards, CSEFEL & TACSEI resources, and mentions VA SOLs.

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Interactions: Teaching is NOT controlling Jeanne E. HopkinsJeanne E. Hopkins Program Head & Assistant ProfessorProgram Head & Assistant Professor Ex-Rater & MentorEx-Rater & Mentor Child Development ProgramChild Development Program Virginia QualityVirginia Quality Tidewater Community CollegeTidewater Community College
Rationale • “Interactions between students and adults are the primary mechanism of student development and learning” • “Children’s social and emotional functioning in the classroom is increasingly recognized as an indicator of school readiness” • Motivated & connected ->positive trajectories in social and academic domains -Pre-K CLASS, pp. 1-2
Rationale, cont’d • “Emotional well-being and social competence provide a strong foundation for emerging cognitive abilities, and together they are the bricks and mortar that comprise the foundation of human development.” (National Scientific Council on the Developing Child, 2007)
Foundational Theory: Maslow
Foundational Theory: Dreikur • Underlying goals of misbehavior – Attention – Power – Revenge – Inadequacy
Foundational Theory: Erikson
Foundational Theory: Piaget
Foundational Theory: Vygotsky
David Sousa’s “How the Brain Learns”
Implications • Engaged • Challenged • Flexible • Meaningful • Given opportunity for autonomy and leadership (CLASS Indicators)
Interactions- controlling is not teaching
Emotional Support • Positive Climate – Smiling, enthusiasm, affection, eye contact, warm/calm voice, respectful language • Negative Climate – Irritability, threats, yelling, sarcasm, humiliation • Teacher Sensitivity – Anticipates problems/addresses, notices difficulties, acknowledges emotions, helps in timely manner, student comfort • Regard for Student Perspectives – Student lead, flexibility, choice, responsibility, allow movement, not rigid
Low Emotional Support • Students not interested • “going through the motions” • “You made a mess; big job to clean up!” • “Behave or you won’t go outside!” • Activities not DAP • Repeat question; not scaffold • “Big boys don’t cry” “I only talk to happy students” • Teacher’s agenda; not children’s interest • Rigidly adhere to lesson plans • No choice in activity or specific time allotted • Teacher talk predominates • Frequently reminding students to sit on bottoms, be quiet, be still
Classroom Organization • Behavior Management – Clear expectations, consistency, anticipates problems, attention to positive, redirects • Productivity – Choice when finished, provision of activities, students know what to do, brief transitions, materials ready, knows lesson • Instructional Learning Formats – Involved, auditory/visual/movement opportunities, hands on opportunities, advanced organizers, summaries
Low Classroom Organization • Rules not obvious (Can kids tell you rules?) • Reactive rather than proactive • “Don’t” “No” “Stop” • Long transitions • Waiting for teacher or other students – Each student has to wait for one to answer a question • One presentation model • No hands on; rather lecture or worksheets
Instructional Support • Concept Development – Why/How questions, prediction, evaluation, planning, connects concepts, integrates prior knowledge, relates to students lives • Quality of Feedback – Hints, assistance, feedback loops, explain thinking, specific feedback, reinforcement • Language Modeling – Feedback loops, contingent responding, open ended questions, extends/elaborates, mapping, variety of words
Low Instructional Support • Focused on getting students to remember and repeat facts • Focuses on facts, recall, repetition • No analysis and reasoning questions • Many yes/no questions • One way rather than creativity • Does not integrate prior knowledge • Present information in abstract manner (snow) • Dismisses, rather than scaffolds • “That’s not right” • General praise- “Nice work” “Good job”
Busting the Myths • When should children be able to write letters? – By the end of Kindergarten (VA SOL: K.11) – The student will print in manuscript. • a) Print uppercase and lowercase letters of the alphabet independently. • b) Print his/her first and last names. • When should children be able to read sight words? – By the end of Kindergarten (VA SOL: K.6) • Read his/her name and read fifteen meaningful, concrete words. • When should children be able to start reading AND spelling words? – By the end of Grade One (VA SOL: 1. 6) • Read and spell simple two-syllable compound words. • Read and spell commonly used sight words.
Busting the Myths • When should children be able to identify shapes? – By the end of Kindergarten (VA SOL: K.11a) – The student will identify, describe, and trace plane geometric figures (circle, triangle, square, and rectangle) • When should children be able to use calendar language such as names of the months? – By the end of Grade One (VA SOL: 1.12) – The student will use calendar language appropriately (e.g., names of the months, today, yesterday, next week, last week). – When should a child be able to identify basic colors? • At the end of Kindergarten (VA SOL: K.7) • The student will identify and use the following in works of art: Color—red, blue, yellow, green, orange, violet, brown, black, white
Familiar?
Examine this Circle Time.
“Is it Harmful?” If not, say YES! Controlling children is not how we define teaching. Facilitating learning experiences IS teaching.
Principles to Successful Classroom Management – Structure – Boundaries – Consistency – Choice – Adult Guidance – Manipulation/Hands On & Exploration – Challenge! – Build from Interest/Familiarity
STRUCTURE Without STRUCTURE, children do not know what to expect, thus, ACT OUT. • How would you feel walking into a classroom of clutter and not knowing what happening next? • Or better yet, walking into a cluttered classroom of wild children for the first time and be expected to “teach them”
Implementing Structure • Schedules – SPD • Distinct Centers & guidelines – “self-serve” = autonomy
Free Resources • CSEFEL- Center for Social Emotional Foundations of Early Learning – Scripted Stories – Book Nook – Teaching Social Emotional Skills- Feelings, Problem Solving, Solutions
Free Resources • TACSEI- Technical Assistance Center for Social Emotional Intervention – Classroom Rules – Visual Schedule – First-Then Board
BREAK
BOUNDARIES Without BOUNDARIES, children are unsure of what’s expected of them, therefore, they ACT OUT. • It’s children’s natural instinct to test their boundaries. It’s our job to limit their boundaries and make it clear what they can do and what they cannot do.
Forming Boundaries • Following through with limits is MUCH MORE effective than nagging, coaxing or stalling. • “It’s OK to get dirty, as long as you clean up!” • “You MAY say you don’t like what your friend is doing. You MAY say that you don’t like what they say to you. You MAY NOT say that you don’t like them because that hurts their feelings.” • Your wording should be PROactive
“YOU CAN MAKE A MESS…”
“…As long as you clean it up!”
CONSISTENCY Without CONSISTENCY, children do not know their boundaries; therefore, they are INCONSISTENT WITH THEIR OWN ACTIONS! • You must follow through with actions so that children know that you mean what you say! • “Remove from circle time? But…”
Secrets of Consistency • Again, having a daily routine is KEY! • Repetition is the key! (Over and over and over….) • No empty threats!
CHOICE Without CHOICE, children do not develop a sense of self- esteem, confidence, and independence; therefore they do not have the chance to grow and be self-sufficient. They also loose the opportunities to develop problem solving skills and learn about cause and effect. • “You may do (appealing) or you may (not appealing). It’s your choice.” • Everything can be made appealing. Arouse in the other person an eager want. (Dale Carnegie, How to Win Friends and Influence People)
Choice rather than command • Rather than “Get that fingerpaint off you! You’re a mess!” say, “It’s time to clean up now. Do you want to clean your face or your arms first?” • Rather than, “Quit that whining right now!” say, “It’s OK to be upset. You can go calm down over there until you are ready to join us or you can calm down now and stay here.” • Positive- Please walk, as opposed to Negative- Stop running! (Replacement behavior)
GUIDANCE Without GUIDANCE, children are not motivated or inspired to explore new things. If children did exactly what teachers INTENDED for them to learn, they wouldn’t have the chance to be UNIQUE! • You can’t just yell “Clean up!” and expect it to happen. You have to guide. “Where does this go?”
Adult Guidance, more than direction • Problem Solving- – TEACH THEM HOW to do things – GUIDE – ENCOURAGE • Kid has problem. You say, “What are you going to do about it?” – Back it up with teaching them what to say, – and if it doesn’t work, what to do.
Interactions- controlling is not teaching
Interactions- controlling is not teaching
MANIPULATION & EXPLORATION Without MANIPULATION & EXLPOLORATION, children miss out on many sensory and motor experiences. • Would you learn better coloring a picture or touching, feeling, listening, and eating? (AUDITORY, VISUAL, KINESTHETIC) You MUST incorporate ALL to reach each child!
Interactions- controlling is not teaching
Interactions- controlling is not teaching
Interactions- controlling is not teaching
Interactions- controlling is not teaching
Interactions- controlling is not teaching
Interactions- controlling is not teaching
Interactions- controlling is not teaching
Interactions- controlling is not teaching
Interactions- controlling is not teaching
Interactions- controlling is not teaching
Interactions- controlling is not teaching
Interactions- controlling is not teaching
The Idea: Tell me, and I’ll forget. Show me, and I’ll remember. Involve me, and I’ll understand. - Chinese Proverb
CHALLENGE! Without a CHALLENGE, children will not be able to perform to their maximum! Children need to be challenged in order to explore their ZPD (Zone of Proximal Development). (Vygotsky) • Do you REALLY know what your kids are capable of? You’d be surprised….
Challenge! (ZPD) Prevent Boredom! • Assess often! Even if it’s observational! Take 15 min in the afternoon to just watch your class interact & play • Find out what they can do. Find out what they can’t. See what you can challenge them with.
INTEREST Without sparking some form of INTEREST, how will you catch their attention? How will you even begin teaching what you need to? You can tie ANY two topics together and make ANYTHING fun! • What do your kids LIKE? You can teach ANYTHING through this vehicle!
Build from Interest/Familiarity- • “Interest is the main vehicle for learning” • Do you like to learn things that you could care less about? • Dirt Table • Taking a walk • Building
Contact Me! Jeanne Hopkins Assistant Professor & Program Head Early Childhood Development Building C, Rooms 208, 209, 218 Portsmouth Campus jehopkins@tcc.edu 757-822-2758 Mrs. Hopkins at TCC Jeanne Hopkins

More Related Content

Interactions- controlling is not teaching

  • 1. Interactions: Teaching is NOT controlling Jeanne E. HopkinsJeanne E. Hopkins Program Head & Assistant ProfessorProgram Head & Assistant Professor Ex-Rater & MentorEx-Rater & Mentor Child Development ProgramChild Development Program Virginia QualityVirginia Quality Tidewater Community CollegeTidewater Community College
  • 2. Rationale • “Interactions between students and adults are the primary mechanism of student development and learning” • “Children’s social and emotional functioning in the classroom is increasingly recognized as an indicator of school readiness” • Motivated & connected ->positive trajectories in social and academic domains -Pre-K CLASS, pp. 1-2
  • 3. Rationale, cont’d • “Emotional well-being and social competence provide a strong foundation for emerging cognitive abilities, and together they are the bricks and mortar that comprise the foundation of human development.” (National Scientific Council on the Developing Child, 2007)
  • 5. Foundational Theory: Dreikur • Underlying goals of misbehavior – Attention – Power – Revenge – Inadequacy
  • 9. David Sousa’s “How the Brain Learns”
  • 10. Implications • Engaged • Challenged • Flexible • Meaningful • Given opportunity for autonomy and leadership (CLASS Indicators)
  • 12. Emotional Support • Positive Climate – Smiling, enthusiasm, affection, eye contact, warm/calm voice, respectful language • Negative Climate – Irritability, threats, yelling, sarcasm, humiliation • Teacher Sensitivity – Anticipates problems/addresses, notices difficulties, acknowledges emotions, helps in timely manner, student comfort • Regard for Student Perspectives – Student lead, flexibility, choice, responsibility, allow movement, not rigid
  • 13. Low Emotional Support • Students not interested • “going through the motions” • “You made a mess; big job to clean up!” • “Behave or you won’t go outside!” • Activities not DAP • Repeat question; not scaffold • “Big boys don’t cry” “I only talk to happy students” • Teacher’s agenda; not children’s interest • Rigidly adhere to lesson plans • No choice in activity or specific time allotted • Teacher talk predominates • Frequently reminding students to sit on bottoms, be quiet, be still
  • 14. Classroom Organization • Behavior Management – Clear expectations, consistency, anticipates problems, attention to positive, redirects • Productivity – Choice when finished, provision of activities, students know what to do, brief transitions, materials ready, knows lesson • Instructional Learning Formats – Involved, auditory/visual/movement opportunities, hands on opportunities, advanced organizers, summaries
  • 15. Low Classroom Organization • Rules not obvious (Can kids tell you rules?) • Reactive rather than proactive • “Don’t” “No” “Stop” • Long transitions • Waiting for teacher or other students – Each student has to wait for one to answer a question • One presentation model • No hands on; rather lecture or worksheets
  • 16. Instructional Support • Concept Development – Why/How questions, prediction, evaluation, planning, connects concepts, integrates prior knowledge, relates to students lives • Quality of Feedback – Hints, assistance, feedback loops, explain thinking, specific feedback, reinforcement • Language Modeling – Feedback loops, contingent responding, open ended questions, extends/elaborates, mapping, variety of words
  • 17. Low Instructional Support • Focused on getting students to remember and repeat facts • Focuses on facts, recall, repetition • No analysis and reasoning questions • Many yes/no questions • One way rather than creativity • Does not integrate prior knowledge • Present information in abstract manner (snow) • Dismisses, rather than scaffolds • “That’s not right” • General praise- “Nice work” “Good job”
  • 18. Busting the Myths • When should children be able to write letters? – By the end of Kindergarten (VA SOL: K.11) – The student will print in manuscript. • a) Print uppercase and lowercase letters of the alphabet independently. • b) Print his/her first and last names. • When should children be able to read sight words? – By the end of Kindergarten (VA SOL: K.6) • Read his/her name and read fifteen meaningful, concrete words. • When should children be able to start reading AND spelling words? – By the end of Grade One (VA SOL: 1. 6) • Read and spell simple two-syllable compound words. • Read and spell commonly used sight words.
  • 19. Busting the Myths • When should children be able to identify shapes? – By the end of Kindergarten (VA SOL: K.11a) – The student will identify, describe, and trace plane geometric figures (circle, triangle, square, and rectangle) • When should children be able to use calendar language such as names of the months? – By the end of Grade One (VA SOL: 1.12) – The student will use calendar language appropriately (e.g., names of the months, today, yesterday, next week, last week). – When should a child be able to identify basic colors? • At the end of Kindergarten (VA SOL: K.7) • The student will identify and use the following in works of art: Color—red, blue, yellow, green, orange, violet, brown, black, white
  • 22. “Is it Harmful?” If not, say YES! Controlling children is not how we define teaching. Facilitating learning experiences IS teaching.
  • 23. Principles to Successful Classroom Management – Structure – Boundaries – Consistency – Choice – Adult Guidance – Manipulation/Hands On & Exploration – Challenge! – Build from Interest/Familiarity
  • 24. STRUCTURE Without STRUCTURE, children do not know what to expect, thus, ACT OUT. • How would you feel walking into a classroom of clutter and not knowing what happening next? • Or better yet, walking into a cluttered classroom of wild children for the first time and be expected to “teach them”
  • 25. Implementing Structure • Schedules – SPD • Distinct Centers & guidelines – “self-serve” = autonomy
  • 26. Free Resources • CSEFEL- Center for Social Emotional Foundations of Early Learning – Scripted Stories – Book Nook – Teaching Social Emotional Skills- Feelings, Problem Solving, Solutions
  • 27. Free Resources • TACSEI- Technical Assistance Center for Social Emotional Intervention – Classroom Rules – Visual Schedule – First-Then Board
  • 28. BREAK
  • 29. BOUNDARIES Without BOUNDARIES, children are unsure of what’s expected of them, therefore, they ACT OUT. • It’s children’s natural instinct to test their boundaries. It’s our job to limit their boundaries and make it clear what they can do and what they cannot do.
  • 30. Forming Boundaries • Following through with limits is MUCH MORE effective than nagging, coaxing or stalling. • “It’s OK to get dirty, as long as you clean up!” • “You MAY say you don’t like what your friend is doing. You MAY say that you don’t like what they say to you. You MAY NOT say that you don’t like them because that hurts their feelings.” • Your wording should be PROactive
  • 31. “YOU CAN MAKE A MESS…”
  • 32. “…As long as you clean it up!”
  • 33. CONSISTENCY Without CONSISTENCY, children do not know their boundaries; therefore, they are INCONSISTENT WITH THEIR OWN ACTIONS! • You must follow through with actions so that children know that you mean what you say! • “Remove from circle time? But…”
  • 34. Secrets of Consistency • Again, having a daily routine is KEY! • Repetition is the key! (Over and over and over….) • No empty threats!
  • 35. CHOICE Without CHOICE, children do not develop a sense of self- esteem, confidence, and independence; therefore they do not have the chance to grow and be self-sufficient. They also loose the opportunities to develop problem solving skills and learn about cause and effect. • “You may do (appealing) or you may (not appealing). It’s your choice.” • Everything can be made appealing. Arouse in the other person an eager want. (Dale Carnegie, How to Win Friends and Influence People)
  • 36. Choice rather than command • Rather than “Get that fingerpaint off you! You’re a mess!” say, “It’s time to clean up now. Do you want to clean your face or your arms first?” • Rather than, “Quit that whining right now!” say, “It’s OK to be upset. You can go calm down over there until you are ready to join us or you can calm down now and stay here.” • Positive- Please walk, as opposed to Negative- Stop running! (Replacement behavior)
  • 37. GUIDANCE Without GUIDANCE, children are not motivated or inspired to explore new things. If children did exactly what teachers INTENDED for them to learn, they wouldn’t have the chance to be UNIQUE! • You can’t just yell “Clean up!” and expect it to happen. You have to guide. “Where does this go?”
  • 38. Adult Guidance, more than direction • Problem Solving- – TEACH THEM HOW to do things – GUIDE – ENCOURAGE • Kid has problem. You say, “What are you going to do about it?” – Back it up with teaching them what to say, – and if it doesn’t work, what to do.
  • 41. MANIPULATION & EXPLORATION Without MANIPULATION & EXLPOLORATION, children miss out on many sensory and motor experiences. • Would you learn better coloring a picture or touching, feeling, listening, and eating? (AUDITORY, VISUAL, KINESTHETIC) You MUST incorporate ALL to reach each child!
  • 54. The Idea: Tell me, and I’ll forget. Show me, and I’ll remember. Involve me, and I’ll understand. - Chinese Proverb
  • 55. CHALLENGE! Without a CHALLENGE, children will not be able to perform to their maximum! Children need to be challenged in order to explore their ZPD (Zone of Proximal Development). (Vygotsky) • Do you REALLY know what your kids are capable of? You’d be surprised….
  • 56. Challenge! (ZPD) Prevent Boredom! • Assess often! Even if it’s observational! Take 15 min in the afternoon to just watch your class interact & play • Find out what they can do. Find out what they can’t. See what you can challenge them with.
  • 57. INTEREST Without sparking some form of INTEREST, how will you catch their attention? How will you even begin teaching what you need to? You can tie ANY two topics together and make ANYTHING fun! • What do your kids LIKE? You can teach ANYTHING through this vehicle!
  • 58. Build from Interest/Familiarity- • “Interest is the main vehicle for learning” • Do you like to learn things that you could care less about? • Dirt Table • Taking a walk • Building
  • 59. Contact Me! Jeanne Hopkins Assistant Professor & Program Head Early Childhood Development Building C, Rooms 208, 209, 218 Portsmouth Campus jehopkins@tcc.edu 757-822-2758 Mrs. Hopkins at TCC Jeanne Hopkins

Editor's Notes

  1. Foundations from theorist: Piaget (learn through doing), Vygotsky (ZPD), Dewey (present; everyday experiences), Erikson (building on stages), Garner,
  2. Example: Lennon Drive; “What are they SUPPOSED to be doing?”
  3. CHILDREN NEED IT! This is one of the MOST important things. Training, this is the first thing I fix. FOUNDATION of all of the rest! (Center Tags) You need to be about to ask your kids what comes next and they can tell you!
  4. Have you ever been in a 2 year old room? What are they doing? Going crazy? Your director will tell you they’re “testing their boundaries.”
  5. What if you had a problem speeding? Would you really stop if you kept getting warnings and no fine?
  6. EXAMPLE: Field Trip “Spill”
  7. I WANT TO WATCH YOU DO THIS. i DON’T WANT TO SEE YOU DO THAT.
  8. Guidance is used in everything: new skills, speaking, moving, healing
  9. Favorite Quote: “What are you going to do about it?” Back it up with teaching them what to say, and if it doesn’t work, what to do.
  10. That’s a three year old who understands “File, Print” She was guided and taught.
  11. Boys being wild; “Can you be a waiter and take my order please? I would really like a hamburger”
  12. EXCERCISE: Teach ASL sentence “Flowers grow in the garden” by using listening, watching, doing (separately)
  13. Learning about flies hands-on
  14. It’s OK to get dirty. How’s that feel? Dry or wet? Hard or soft? Does it change or stay the same? Worried about the mess? TEACH THEM how to clean it up!
  15. Teaching Science: Density, Cause & Effect, Problem Solving, Critical Thinking
  16. THIS is UNIQUE!
  17. Learning about stores by actually using dollars, coins, or cards.
  18. Vacation Week: Disney Parade
  19. Waving to the rest of the school watching the Disney Parade
  20. Vacation Week: Mountain Climbing
  21. Vacation Week: Mountain Climbing (Had to learn rules first!)
  22. Vacation Week: Camping (Really did make microwave s’mores with these)
  23. VACATION WEEK: Putt Putting
  24. Hang this for parents to see! Hang it for you to see! Never forget this!
  25. Make your children think? It’s as simple as problem solving; asking a few questions.
  26. “You can cut with scissors, try the zigzags scissors.” “You can cut with scissors, try the zigzags scissors.” Ex.: You can cut with scissors. Let’s try using the hole puncher.
  27. Forest lesson -> my kids like Play-Doh - make sawdust play- doh
  28. Dirt Table, Taking a walk, Building in the block center. Incorporate themes in all centers! (OLD WILMINGTON LESSON)