What About Discipline? Case #1
In my last article, I encouraged teachers to ACT instead of REACT. In fact, in several of my most recent articles, I heavily stressed the need to identify possible causes or triggers of behavior in order to help prevent or minimize disruptive behaviors. However, as a teacher, I also know that there are practicality issues involved (i.e. time and extra adult support). There is also the question that often accompanies the emotional-literacy form of guiding behaviors, and that
INNER STEERING WHEEL: SWITCHING GEARS FROM TENSE TO CALM
BZZZZZZZZ. Anyone peering into the preschool classroom might assume students were running amuck. Buzzing motor sounds filled the room. Children were laughing and happy pretending to be tense, fast moving cars. Their hands held an Inner Steering Wheel they made, placing X stickers at the bottom of the paper plate to symbolize Tension. Calm gear was symbolized with smiley face stickers on top of the paper plate. Tense car X's were on top being held in front of the chest. Taking
Using Sobel’s Styles of Play to Guide Toddler Nature Experiences
Last month’s nature blog covered the benefits and risks associated with spending extended periods of time outside with toddlers. Once you have considered the “why” and “how” of engaging toddlers in nature play, it is time to consider the “what.” What activities should toddlers engage in outside to best help them grow, learn and develop? And what framework can teachers use to guide their planning? When I attended Cara Mia Duncan’s (from the Hathaway Brown School in Ohio) talk
