A Bag Full of Tricks for building Classroom Community Synergy 2017

Magical MomentS

Agenda Welcome “Norms/Rules” Activity Icebreaker How to build a positive classroom climate Praise vs. Encouragement “4 As Article” Activity Daily Routine Walk Through

Objectives/Outcome Statement Participants will be able to build nurturing learning environments through the use of effective strategies. Participants will be able to improve children’s social and emotional development through adult and peer interactions.

VPK/HEADSTART Social-emotional standards VPK/Title 1/Fee Supported/ESE P-SE1. Child engages in and maintains positive relationships and interactions with adults. Interacts easily with familiar adults. P-SE2. Child engages in cooperative behavior with adults. Seeks adults assistance appropriately. P-SE3. Child engages in and maintains positive interactions and relationships with other children. Interacts easily with one or more children. P-SE4. Child engages in cooperative play with other children. Develops special friends. P-SE5. Child uses basic problem-solving skills to resolve conflicts with other children. Participates in the group life of the class. P-SE6. Child expresses a broad range of emotions and recognizes these emotions in self and others. P-SE7. Child expresses care and concern towards others. Shows empathy and caring for others. P-SE8. Child magages emotions with increasing independence. Demonstrates self-concepts. P-SE9. Child recognizes self as a unique individual having own abilities, characteristics, emotions, and interests. Shows some self-direction. P-SE10. Child expresses confidence in own skills and positive feelings about self. P-SE11. Child has sense of belonging to family, community, and other groups.

Norms

Icebreaker Take a piece of paper from the basket Write about what you see Share out The black dot is that one child in your classroom that you spend your energy and focus on. The white part of the paper represents the rest of your class that you lose sight of because you are so focused on that one child.

Keys to establishing an emotionally supportive classroom Build nurturing and responsive relationships Creating a high quality supportive classroom environment Establish clear and concise classroom rules Establish routines and schedules that promote child engagement and success Plan for transitions throughout the day Focus on students successes and offer immediate positive encouragement Model appropriate social-emotional skills Provide instruction in conflict resolution

How can we build a positive classroom climate? What does a positive classroom climate look like? What does a negative classroom climate look like? How can teachers sensitivity build awareness of and responsiveness to students’ academic and emotional needs? How can we ensure we are encouraging student autonomy? How can you create classroom community the first 2 weeks of school? -Carousel walk -On 4 pieces of chart paper, write each of these questions and give the groups time to go around and answer each question. -Each group will have a different colored marker

What does a positive classroom climate look like?

What does a negative classroom climate look like?

Teacher sensitivity

How can we ensure we are encouraging student autonomy?

Praise vs. Encouragement Praise focuses on thinking or feelings Praise includes judgments Great job! I am so proud of you! Encouragement in more defective in guiding children's behavior Encouragement can be inspirational and motivating - a gentle, supportive nudge that helps children meet important goals – Specific and clear Focuses on effort Sets up children for success Teaches children to evaluate themselves on their own merits You really stuck with that! Hard work pays off! I like the way you organized that shelf! After explaining this slide, participants will do the Praise Vs. Encouragement sort activity.

4 As Article Activity ASSUMPTIONS AGREE ARGUE ASPIRATIONS Read the article on Social Emotional Development in Preschoolers and uses these questions to report and share out with the group. ASSUMPTIONS What assumptions does the author of the text hold? AGREE What do you agree with in the text? ARGUE What do you want to argue with in the text? ASPIRATIONS What in the text do you aspire to do in your classroom?

Daily Routine Walk Through embedding community building throughout our day! TIME OF DAY ACTIVITY Meet and Greet Greeting Apron Feelings Chart Large Group Classroom Rituals Jobs for Everyone Peer Interaction Small Group Conflict/Resolution Discussion Plan-Do-Review How can we support children at work time? Story Time “On Monday When it Rained” Lunch Communication and Discussion Outside Play Free time to express emotions Closing Change Feelings Chart -Conflict/Resolution video -Supporting children at worktime (handout) -On Monday When it Rained- book

Building Classroom Community

Thank YOU! Parking Lot Marshanell Topping: mptopping@dadeschools.net Maria Garganta: mgarganta@dadeschools.net Cristina Alicot: calicot@dadeschools.net Nicole Abreu: nabreu@dadeschools.net