FREE Webinar by TEA – Addressing Challenging Student Behaviors

Addressing Challenging Student Behaviors, hosted by the TEA ECE Division is scheduled for October 17, 2018.…3:45pm CDT Register today!  (Registration link) If you can’t make the live event, don’t worry a recording will be available shortly after on TEA’s website 

Mark your calendars, next topics include:

11/14/18…3:45pm CST
Serving 3-Year-Olds in Prekindergarten (Developmentally Appropriate Practices)
Registration Link


1/17/19…11:00am CST
Prekindergarten Enrollment: Innovative Practices and Strategies
Registration Link

FREE – Edcamp is coming back to Region 13!

An “unconference” filled with energy, enthusiasm, and collaboration where participants are empowered to have a voice and choice. Register Here

December 1, 2018

8:00 am – 12:30 pm
ESC Region 13

Energy, enthusiasm, and collaboration!

Everyone at Edcamp is there to ask questions, share passions, and learn from each other. Sessions are participant-driven, encouraging sharing and collaboration among everyone who comes to the session, whether it is a few people or a large group. Teachers share their best practices, their challenges and their passions, each listening for key information to enhance their personalized professional development.

There is no single expert in the room! Participants are empowered to have voice and choice at Edcamp and encouraged to subscribe to the “Rule of Two Feet,” staying for sessions that meet their needs and politely leaving ones that do not.

Join us bright and early for breakfast at 8:00!

And don’t forget. . . We’ll be giving away some great door prizes and swag at noon! Stick around because you must be present to win!

STEAMing Questions – Dr Jean will be at Region 13 in 6 days!!

STEAM Principles – From Dr. Jean’s Website

A primary goal of STEAM is to help children develop critical thinking strategies. Critical thinking is open-ended, complex, and can have multiple responses.  It’s getting children to think independently and to think outside the box.

From the moment of birth children take in information, respond to information, use that information, and begin to think critically.  Children (and adults) use critical thinking every day!

When children solve problems… When children make comparisons… When children make decisions and think about the consequences… When children make connections… When children evaluate… They are developing critical thinking skills.

Educators and parents can nurture critical thinking skills in many ways.

Encourage curiosity.  Give children interesting materials, time to explore, and freedom.

Invite children to ask questions and evaluate how they could do something differently.

Encourage children to “think out loud.”  That will give you insight into where they are and where you need to lead them.

Provide opportunities for children to work with others and talk about ideas.

Brainstorm.

Model researching, reading, and other ways to gather information.

Demonstrate problem-solving skills with every day issues.  Talk about solutions and steps to take to solve those problems.

Respect children’s answers.  Judging or criticizing their responses will inhibit their creativity and unique perspective.

Ask WHAT questions. What happened?   What do you think will happen if…?  What would you do?   What will happen next…?

Want to know more?? Join us October 16th

Workshop ID: FA1840293

$150 – Space is limited so sign up soon!

*Fee includes make and take materials and handout packet

Free session – Effective Early Childhood Instruction for the Young EL

The following free sessions for EL teachers will be held at Region 13. https://ecampus.esc13.net/login.html

FA1840058          Title III Early Childhood Education for English Learners-Fall 2018  10/31/2018

SP1940059           Title III Early Childhood Education for English Learners-Spring 2019            2/13/2019

This course will provide teachers and administrators a better understanding of how to design early childhood instruction to meet the needs of young English learners’ (ELs) language development and examine the critical areas of academic success.

If you are unable to attend the face-to-face session or prefer an online module, it is available via Gateway https://www.texasgateway.org/

Back-to-School Resources for Families and Caregivers

Resource Spotlight from the US Department Education Newsletter

As children heading to school engage in new routines and learning opportunities, it can sometimes be a challenging experience for them and their families or caregivers. The National Center for Pyramid Model Innovations (NCPMI) has developed and collected a number of resources especially for families and caregivers, to make changes and challenges easier to navigate. We’d like to highlight two relevant collections that are available on NCPMI’s Family Engagement resource page: (1) Making Life Easier provides easy-to-use tip sheets on approaching daily routines; and (2) the Backpack Connections series provides handouts that can be used by both teachers and caregivers to help young children develop social-emotional skills and reduce challenging behavior.

https://goo.gl/kAfwub

Free Webinar: Three Vital Steps for Successful Routines with Kim Jackson

Check out this recent webinar from Conscious Discipline https://goo.gl/xDVnGq

Webinars: Three Vital Steps to Successful Routines

Routines are essential because predictability helps children (and adults) feel safe. When we feel safe, we’re willing and able to form relationships with others. Once we feel safe and have formed relationships, we’re able to solve problems and move smoothly through the day.

For children, it takes over 400 times in the context of social situations to learn a new skill or routine. We often become frustrated because children “should know better,” but they need plenty of support and guidance. To help children be successful, we use the three-step M.A.P. process: Model, Add Pictures, and Practice. The M.A.P. process removes chaos, creates structure, and helps children feel safe and calm.


This process is helpful for both younger and older children, as well as students with specific challenges, big feelings, or special needs. It can be used in the classroom and in the home.


Join Conscious Discipline Master Instructor Kim Jackson as she explains how to use the M.A.P. process to meet diverse needs in a variety of situations. Watch as Kim provides useful examples and actionable tips to help you and your students feel safe, build relationships, learn, and succeed.

Webinar Outline

  • 00:40 Importance of visual routines and M.A.P.
  • 01:29 Predictability and safety
  • 04:26 Modeling (with example)
  • 07:49 How long it takes children to develop a new skill
  • 09:43 Using M.A.P. to teach bathroom routines
  • 12:00 M.A.P. with older children and in the home
  • 14:33 Photo examples of visual routines
  • 15:54 Reteaching routines
  • 17:57 Video Clip: Go, Flush, Wash, Toss
  • 18:32 Breaking daily visual schedules into more specific steps
  • 19:45 Using a first-then board
  • 21:55 Mapping a daily schedule
  • 23:04 Supporting children with unpredictable schedules
  • 26:21 M.A.P. with children who have specific challenges
  • 28:43 Video Clip: Child who needed extra space following M.A.P.
  • 29:22 M.A.P. with children who have big feelings
  • 30:13 M.A.P. with nonverbal children
  • 31:07 M.A.P for teachers
  • 33:21 Summary
  • 34:35 Teachers as walking M.A.P.s
  • 35:27 Video Clip: Kim’s story

Resource Mentions

Helpful Next Steps

 

Last days of our Early Bird Special for Dr Jean – Full STEAM ahead in Early Childhood (Pk-1st)

Tue, Oct 16, 2018 9:00 am – 4:00 pm

Get ready for a Fun Filled Day! Use Code EARLYBIRD10 to save 10% until September 30th. https://goo.gl/Hqhc7Z

And don’t for get to bring some items for the make and take – we will provide the rest!

Teachers need to bring:

  • Cardboard paper towel roll
  • 1 empty food boxes, such as a cereal box or cake mix box
  • Stapler
  • Twig from a tree (8″ and 1/4′ diameter)

Environments that Foster Classroom Community

To continue learning about the role of the Environment in our classroom’s check out this recent BLOG from the Children’s Learning Institute.

Want to learn more about the components addressed in this BLOG? Join us for our 2-Day CIRCLE Preschool Foundations Training October 3 and 24 https://goo.gl/FBPzP9 Only 11 spots left!

Environments that Foster Classroom Community

High quality classroom environments create a space for children to have a consistent sense of belonging that promotes a community of learners. A nurturing and safe environment allows children to practice positive relationships with teachers and other children. A classroom community environment is one of mutual trust, shared responsibility, teamwork, cooperation, and structure.

Children start out playing by themselves, may have difficulty regulating their behavior and lack the ability to use their own language to solve problems. With appropriate experiences and activities however, skills in these domains can be developed in prekindergarten.

The teacher’s ability to support children’s social and emotional development in the classroom are critical to effective classroom practices. And when children are exposed to many opportunities to assert their independence, it fosters children’s ability to self-regulate their emotions and behavior.

Children ages four to six are shaping their lifelong ability to regulate their own behavior, attention, and emotions. So when teachers are able to effectively promote positive and sensitive responsive interactions with students, they help build critical skills needed for healthy social and emotional development. The development of academic skills happens in the context of these responsive teacher-student interactions. Thus a responsive style needs to be combined with an effective plan for teaching the content critical to school readiness.

What does this look like in a best practices classroom?

Teachers are scaffolding children’s learning by adjusting the pacing of the lesson; using gestures; constantly observing and noting change; demonstrating and modeling activities; using open-ended questioning to inspire critical thinking; effectively utilizing teachable moments; connecting to each individual child; challenging new discoveries; and providing contingent responsiveness.

There should be a balance of teaching strategies including teacher-directed and child-initiated choices and flexible groupings for learning one-to-one, small groups, and large group.

There are 6 key essentials that are fundamental to creating a classroom that’s both rich in structure and promotes a warm classroom community.

  • Using rich language that builds on student learning.
  • Responding to signals and cues from the child that may indicate anger or sadness.
  • Building on interests to actively engage the child in the learning.
  • Providing choices that include more yes’s than no’s.
  • Avoiding restrictions and helping them know what the expectations are and what they can do instead of what they can’t.
  • And helping children adapt to change with planned transitions and responding to their need to adapt that may take time.

The classroom environment arrangement as well as classroom management with predictable routines are key to how well a successful classroom community thrives.

Classroom management includes a daily schedule with:

  • large group time to introduce new concepts, share daily news, interact with letter walls, read books aloud and more,
  • meaningful transitions,
  • small group instruction for six or fewer children to receive targeted cognitive instruction, and
  • intentionally planned activities with accessible materials in well-defined centers.

teaching tips

Consider these tips from the Texas Prekindergarten Guidelines:

“Classroom management, or the manner in which activities are conducted throughout the day, is closely linked with the physical arrangement in achieving a successful environment. Children need an organized environment and an orderly routine that provides the overall structure in which learning takes place. A variety of opportunities for children to have meaningful experiences should be intentionally planned.

Classroom management is important for the purpose of setting routines. Components can include color coding, daily plans, and classroom rules expressed with clear expectations, consistent use of rules, and frequent feedback. Children feel more secure when there is structure, so a well-planned day with built-in supports is critical to the children’s behavior, well-being, and receptiveness to learning.

Use of charts can help with classroom management. Charts help order the daily routine, allow children to use print in a meaningful way, and provide examples of print around the classroom. Management charts that incorporate pictures or icons help make a visual impression upon children” (Texas Prekindergarten Guidelines, 2015).

The following are some examples.

Rules Chart: Use strategies to ensure that children understand expectations about classroom rules, activities, and directions.

Helpers Chart: Aspects of the daily routine can promote social competence by providing opportunities for children to help with tasks. Encourage children to read the chart by listing as many jobs as possible and changing the jobs frequently. Children should be involved in identifying the jobs and watching the teacher create the chart.

Attendance Chart: Another means of teaching independence and responsibility while freeing the teacher for more substantive activities is to have an attendance chart during large-group time; the attendance helper can count and record the number present and absent.

Daily Schedule Chart: While often an intuitive practice, the use of a daily schedule chart to give children a visual plan of what their routine will be on any given day is supported by research. The teacher can explain the chart, pointing out the words and the matching icon or picture of the activity, so that the children can associate the activity with the printed word.

Learning Area Planning Chart: These charts have words and pictures to illustrate the purpose of each learning area. The charts provide children with an opportunity to make choices and to actively participate in their own learning. Each planning chart could include the name of the learning area, an icon representing it, and a number that tells the children how many can use that area at one time.

Teachers play a critical role in helping children learn classroom routines through modeling, thinking out loud, and sharing responsibility. These supports should continue for several weeks, with the teacher acting as the children’s memory of what they are supposed to do, praising early attempts, and encouraging children to gradually take more ownership of the routines.

The initial time put into this effort results in children who are much more independent as the year goes on, allowing the teacher to spend time teaching and interacting with children. Along with this gradual increase in what children are asked to do independently, teachers can set up the environment for success by doing such things as opening one center at a time in the beginning of the year, continuing to explain new materials as they are placed in the centers, and using labels to clearly help children know where items belong.

Learn more about classroom environments in the Preschool Foundations Guide in the Helpful Teacher Resources links under online and professional learning resources of www.cliengage.org, as well as the online course in the eCIRCLE series, Classroom Management.

What is STEAM?

Steam Principles – From Dr. Jean’s Website 

STEAM is a reflection of what we know from brain research and current trends in the field of education.

Active Learning – Teaching is what the teacher does.  Learning is what the student does!  Key elements of active learning include student activity and engagement in the learning process.  Students are not passive, but are “doing things” and are excited about learning.  The more senses you activate the more likely the message will get to the brain.

Interdisciplinary – There is a WHOLE child who needs to learn in the WHOLE way.  You can’t separate learning into little pieces, but you must connect reading and writing across the curriculum and challenge children to apply math, science, technology, and engineering skills in ways that are meaningful and integrated.

21st Century Skills – Cooperation, collaboration, communication, and creativity are the four “C’s” for skills children will need to be successful in the future.  STEAM provides real life experiences for children to develop those skills.

Inquiry Hour – This trend is based on Google’s Genius Hour where employees have time to focus on personal projects and interests.  Project based learning where children have choices, carry out learning activities, and then present results to classmates are compatible with goals of Inquiry Hour.

Intentional Teaching –  This means acting purposefully with a goal in mind. Intentional teachers set up activities and the environment so that students can accomplish those goals.
Note!  Many educators support incidental learning where children can explore and discover on their own. Intentional teaching is more focused and teacher-directed.  It’s important to balance both in the classroom.

Playful and Challenging – It’s critical to provide children with opportunities to learn and develop cognitive skills, but it also needs to be fun.  Play is a child’s work.

It is the PROCESS, not the PRODUCT, when children are engaged in STEAM activities!

We want children to THINK!

We want them to believe “I AM A SCIENTIST!”  “I AM AN ARTIST!”  “I AM A WRITER!”  “I AM AN ENGINEER!”  “I AM A MATHEMATICIAN!”  “I AM A TECHNOLOGIST!”

Want to learn more about how to support STEAM in your classroom?

Join us October 16th, 2018 

Workshop ID: FA1840293

$135 – with Early Bird Discount Code – EARLYBIRD10 until September 30th, 2018 – Space is limited so sign up soon!

*Fee includes make and take materials and handout packet