Learner Kira
LearnerForum Replies Created
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Use a feelings chart. You can use this at the beginning of the day and bringing it back throughout the day as emotions may change.
Complete a body check, asking children how different parts of their body feels, and sharing observations with the child so they can learn to identify different body reactions to different emotions.
Have children engage in a variety of gross motor activities that allow them to physically explore the environment and get energy out to help them calm down.
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Take time away from the classroom. Be honest with yourself when you feel compassion fatigue coming on and be transparent with co-teachers, so they can give you a break to step away and decompress. Don’t force it, because this can lead to more intense negative reactions later on.
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Some examples of responsive exchanges:
-Active listening and responding with empathy and care
-Playing with the child and taking their lead
-Engaging with the child for an art project
-Openly discussing classroom decision-making with children
-Balance opportunities for structure and spontaneity
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I like to use my breaks to take time outside and decompress. I often also listen to music while I’m outside. I think deep, intentional breathing is helpful. All of these things are helpful to refresh and feel ready to come back into the school environment and be my best self in the classroom.
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Active listening, expressing empathy, getting down to their level, regularly engaging with them, and playing with them. It is important to be an active listener and be caring and loving toward each and every child.
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I think it is critical to have policies that at least touch on all aspects of the program.
I think it is especially important to have policies in the event of any kind of emergency situation (health, environmental, etc.) to help guide the strategy for how to manage the situation. Additionally I think policies for general classroom behavior/conducting oneself in the classroom can be helpful for students to understand and internalize what is acceptable behavior in the classroom. It also helps teachers maintain more structure and organized chaos during the day.
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A crib with a firm mattress, no bumper, no toys, no obstructions.
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Lots of creative movement activities threaded throughout the day. Multiple outdoor playtimes. Ability to freely roam our indoor space during free play time.
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Model good hygiene and habits. Use puppetry to have discussions with the children. Expose children to brushing teeth, trying new foods, etc. as a group. Sing songs about it and read stories about topics related to healthy habits.
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I would show them around each of our centers, show the playground, discuss our gate closures, soft fall mulch, avoidance of chemicals in play equipment. Inside, I would focus on illustrating our drop-off and pick-up procedures, fire safety and emergency preparedness plans.
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If I suspected a child was being abused or neglected, I would discuss with my Lead teacher what they correct steps would be and immediately contact CPS to make a report.
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I just simply worry that something or someone will get overlooked.
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Start with positivity, share the facts, and end on a positive or encouraging notes. It is important to be understanding, respectful, and empathetic and kind.
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Things I would want:
1. Keep them safe and healthy
2. Accept and nurture who they are as an individual, and as a valuable member of the group
3. Give them equal care and attention
Things I would not want:
1. Lack of attention or care for my child
2. Judgement toward my child
3. Unequal treatment between my child and others
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Engage them with materials they are or may be interested in.
Let children do their own exploration and take cues from them to have individual and group discussions.
Allow children free time to move between learning centers.
