Reframing Our Words

Reframe Our View of Behavior journeyintoearlychildhood.comREFRAME OUR WORDS for POSITIVE OUTCOMES

We can reframe the way we view behavior to look through a lens that all behavior is a form of communication or a need for skill fluency practice (need for the behavior to be explicitly taught with precise language and practiced multiple times in multiple situations).

We also reframe our requests to students to specifically teach what we DO want students to be doing. We are teaching the correct behavior instead of giving attention to the incorrect behavior.

Using positive, precise language to help support the development and practice of social and emotional skills.

EXAMPLES:

STATEMENT REFRAME to the POSITIVE and/or to the PRECISE
Don’t run. Use walking feet to stay safe.
Don’t yell. Use a quiet voice to be ready.
Don’t touch the wall. Keep your hands locked in front of you to stay safe. (behind you). (make sure students understand the vocabulary of in front and behind)
Walk nice. Walk on the line a shopping cart length behind your friend to stay safe.
Listen to me Eyes are watching me, ears are listening to my voice, hands and feet are still to be ready.
Put away your coat. Hang up your coat on the hook in your cubby to be responsible. (remember that “put away” at home might mean throwing the coat in the corner)
Stop playing with your mask. The mask needs to stay on your face. We are being kind to ourselves and each other by wearing our mask. We will go outside soon for a break.
Don’t grab it from your friend. Everyone has their own supplies. Please use the items in front of you or raise your hand if you can’t find yours.

Many children need explicit, direct teaching of skills. Below is a resource that may help.

Two Versions- click on the links to view them at TpT- then sign up for my blog and send me an email at journeyintoearlychildhood@gmail.com and let me know which version you would like to use. I will send it to you at no cost.

I Can Be an Incredible Friend Social Story

I Can Be an Incredible Friend- tools to stay safe when I want a toy

Social Story for tools to use when I want a toy or item

I Can be a SAFE Friend Social Story
Uses the word SAFE to teach tools for when a child wants a toy or item. Send an email to journeyintoearlychildhood.com and I will send you this resourse at no charge.

Provocation in Block Play: SHIPS

Provocations are materials or the way we present materials to create a context where the child can explore. They are an extension or a challenge to our children’s current thinking and theories.

This past year we have been exploring different ways to add provocations within the construction center.

20180913_091728We began by observing and noticed that the students were consistently building ships. We started talking about the different types of ships and added pictures of different ships and started reading books during interactive read aloud time about ships.

SHARING: SHIP and BOAT PROVOCATIONS                             In this document, you will find pictures of different types of ships and boats, open-ended questions to pose and higher-level vocabulary to incorporate while engaging with students, and challenge cards to provoke students thinking.

 

20180822_083707Materials were added as students began to increase their thoughtfulness regarding ship building. For example, we included Duplo Blocks when the students drew their plans to build cargo or freight ships (note: students always made a sketch first of what they were going to build first to add in thoughtful planning. Many times when the students would add details to the construction part, they would return to their drawings to include those same details.)

and we added dowel rods, white paper and fabric, and tape when they stated they wanted to build sailboats and/or pirate ships. The problem solving that occurred to 20180822_090352figure out how to attach the sails was amazing to observe but eventually the students figured it out. Reminder: don’t be too quick to jump in to offer assistance, let the students figure it out for themselves.

Math objectives added included size proportions with the size of different ships. The students decided that they did not have enough blocks to build many of the ships to the correct size but that they could build a rowboat.

Social Studies objectives added included where ships and boats sail- the bodies of water. We discussed which ships would sail where, what would they carry, why some people have to travel by boat or ferry, etc.

Since the students continued to be interested in ships, we turned their interest into a unit long STEAM investigation in which the students first became material engineers to determine what materials were best for shipbuilding (what materials would float).

We next read the book, Circus Ship by Chris VanDusen, stopping after the ship hits a rock and starts to sink. We challenged the students to build a ship that would float and hold the 15 circus animals. The students worked on their ships each day for a week- some continuing to add to their original ship and some starting a new one. We tested the ships and the students added 15 animals. Note: We provided more than 15 animals so that the students were required to count them as they tested each of their ships.

The students continued to explore with ships throughout the year. During an investigation of Farm to Table, the students started making ships and when we inquired as to how the ships relate to the farm, they shared that sometimes food is transported on ships! So to move our food from the farm to the factory to the grocery store, the students built and then play acted with both trucks and ships!

For additional sets of provocations including pictures, challenges, material ideas, open-ended questions and vocabulary, visit https://www.teacherspayteachers.com/Store/Journey-Into-Early-Childhood

and/or sign up to receive my weekly blog through your email- more provocations will be shared on through this website.

 

Block/Construction Center: What Are Children Learning

 

Building and Designing with Blocks what we are Learning

(document of the above pictures)

 

 

Making Number Posters with Natural Elements

NUMBERS with NATURE

Number Posters with nature FREE DOWNLOAD journeyintoearlychildhood.com

 Incorporating…

  • Students into design of classroom and visuals on walls
    • Classroom walls are a public statement about the educational values of the teacher.
    • The challenge is to ponder how the walls can be used to enhance the educational objectives while including the students as a part of the learning.
    • If the students are allowed to create or co-create the displays on the walls, they will refer to, look at and engage with them more often making them learning materials instead of visual noise.
  • The walls should invite engagement, wonder and imagination; reflect the student’s learning, have an emotional or meaningful connection to the students and engage children in active interaction with the displays.

 

  • Natural elements
    • Classrooms should be filled with natural elements… not only are natural items great learning tools but they also enhance your space with beauty.
    • Displays should be hung on a simple neutral or natural background with neutral border to decrease visual over-stimulation.

TEMPLATES FOR NUMBERS

                      The students measured the length of the stick needed using cubes.

The Journey Begins

Thanks for joining me for this journey!

A couple of my goals through this blog is collaboration among educators to ponder upon the following…

  • Ways to challenge children to construct meaning through exploration and discovery
  • Strategies for the intentional design of the environment
  • Personal and professional insights in regards to the development of our youngest learners

Good company in a journey makes the way seem shorter. — Izaak Walton