Teaching young children how to add or subtract should be fun and hands on!

For many of us, our first memories of computing addition and subtraction problems come in the form of isolated numbers without any meaning attached to it. We would simply receive a “naked number sentence” (3+3=__) where no context or scenario was presented and we were asked to find the answer using a pencil, paper or our fingers.

When we think of our students now, we can certainly teach them other techniques so they can visualize the act of joining and separating quantities and we can integrate these learning opportunities throughout the day.

Want to know how to create meaningful opportunities to teach your students how to add and subtract? Come join us for a MAKE AND TAKE…

2+2=4? What does addition and subtraction look like in Pre-K?

Dec 6th, 9:00 a.m. – 12:00 p.m.

Workshop ID FA1737691


Register here – https://ecampus.esc13.net/

To see all of our offerings, download our Fall & Spring Flyer



FREE – Edcamp R13 is coming up on December 2

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.

Don’t know much about EdCamp – Check out Edcamp.org 

Register Here – https://goo.gl/86oW5o


Coaching is the Universal Language Between Change and Learning

Rider 78 aims to increase quality in all Pre-K programs across the state. One of ways to ensure that we provide a high quality Pre-k program is looking at the Teacher Qualifications and the preparation that they have received in addition to their teaching certificate. Rider 78 includes 7 options by which a teacher can be consider highly qualified. Option 6 and 7 include the important role that coaching and mentoring can play when supporting teachers in their classroom.

TEA will be hosting a webinar on Mentoring and Coaching on Tuesday, November 28th, 2017 at 10:00 am CST.  Click here to register.

Please note that LEAs will be required to submit how each teacher is consider highly qualified, along with all other Rider 78 components, during their Summer PEIMS submission.

If you are not able to watch the session live, a recording will be available at a later date on the Educator Resources page of the TEA website along with previous webinars.

TEA will continue to host webinars to support teachers and administrators in understanding all the Rider 78 components. To receive their latest updates sign up HERE.

To learn more about Teacher Qualifications in Rider 78 please visit the TEA website. Also, be sure to visit their FAQ website for the most up-to-date information.

COMING SOON! Four Free Conscious Discipline Webinars

Starting November 13, Conscious Discipline will release one FREE webinar week for four weeks. Join some of their most requested Master Instructors for helpful topics available on-demand – anytime on any device.

Nov 13 – Guiding the Most Challenging Children With Master Instructor Jill Molli

Nov. 20 – Parent Cliffnotes for Conscious Discipline With Master Instructor Amy Speidel

Nov. 27 – Pt 1: Using Healthy Conflict to Teach With Master Instructor Jill Molli

Dec. 4 – Pt 2: Using Healthy Conflict to Teach With Master Instructor Jill Molli

More info? Click here https://goo.gl/FCweoj

Want more Webinars?

Watch now – Creating Emotionally Intelligent Schools with Master Instructor Jill Molli

Join Jill Molli for a high-level overview of the core tenants of Conscious Discipline that addresses the seven powers and skills, three core program components and success stories.



The Art as Therapy

Poverty, violence, and instability have been associated with chronically high levels of stress in kids. Now, a newly published study suggests that involving preschoolers from disadvantaged neighborhoods in music, dance, and visual arts programs may reduce their stress levels.

Six-year-old Max Brown has been playing violin for half of his young life.

“It makes me feel awesome,” detailed Max.

Max does this because it’s fun. His mom knows there could be more at stake. Eleanor Brown, PhD, is a child psychologist and heads the Early Childhood Cognition and Emotions Lab at West Chester University. Professor Brown studied 310 kids enrolled in the Kaleidoscope Preschool Arts Enrichment Program at the Settlement Music School in Philadelphia. Most of the students came from disadvantaged neighborhoods.

“They might be more likely to experience stressful family interactions that result from parents’ anxiety about trying to make ends meet,” explained Brown.

Social scientists measured the kids’ stress levels in a procedure that involved using a Q-tip-like swab under a child’s tongue to collect saliva, which researchers analyzed for the stress hormone cortisol.

“So children who might experience repeated or chronic exposure to stress might end up with chronic elevations in cortisol levels,” Brown told Ivanhoe.

Researchers collected samples at homeroom to establish a baseline; then, after music, dance, and visual arts classes on two different days. All together, they analyzed more than 7,000 samples.

Brown said, “Children showed lower cortisol levels after music, dance, and visual arts classes compared with homeroom.”

Professor Brown said the findings suggest that arts classes lower stress levels. For child educators, it may help validate what they have long suspected.

Tarrell Davis, director of early childhood education at the Settlement Music School, detailed, “The arts are giving so much more for our children. It’s helping level the playing field for our children coming in with a disadvantage.”

Professor Brown said parents tend to focus on learning letters and numbers when selecting a preschool. She recommended finding programs that also emphasize play and creative activities, like art, music, and dance.

Contributors to this news report include: Cyndy McGrath, Supervising and Field Producer; Milvionne Chery, Assistant Producer; Roque Correa, Editor; Kirk Manson, Videographer.

Produced by Child Trends News Service in partnership with Ivanhoe Broadcast News and funded by a grant from the National Science Foundation.