A story I often tell is about a visit to a Pre-K classroom a few years ago.  The children were coming in from the playground, washing hands and then sitting on the carpet for large group time.  Two girls washed their hands, headed to the rug and sat down for a calm, quiet chat.  A few minutes later, three boys arrived or better said, the WWF (World Wrestling Federation)!  Open space, no teachers…the p...

​​NAEYC’s Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 is a book I encourage every early childhood educator to read.  For many years, I wasn’t even aware the book existed.  Now, it is my go-to resource.  I especially appreciate their guideline about creating a caring community of learners.  Children learn and develop best when they are part...

I taught Pre-K for many years and I was great at a lot of things.  However, the more I learn about early childhood best practices, the more I realize I wasn’t so great at everything.  That led me to make my list of “Things I wish I’d known about teaching Pre-K.”  Perhaps you too can benefit from my new wisdom.

1. Use a picture schedule and avoid calendar time.  Pre-K students do not have a we...

Do you find it challenging to quickly gain your students’ attention throughout the day? One of the most powerful, classroom management tools I learned to utilize was a consistent attention signal.  

  • An attention signal should include an auditory and physical component.

  • The attention signal should be utilized wherever you might have your entire class—outside, on a field trip, or within your cla...

“It’s our intention. Our intention is everything.  Nothing happens on this planet without it.  Not one single thing has ever been accomplished without intention.”  --Jim Carrey

My most productive days begin with the routine of setting an intention. There is something rewarding about identifying a goal for the day and thinking about a plan to achieve that goal.  Beginning the day with intentio...

In my previous blog post, I introduced the topic of center management.  In this post, I will continue the discussion of centers.  

When developing a center the first step is to determine its objective.  In other words, what will the students gain from visiting this center?  Will the children review a previously learned concept, will it be an opportunity to interact with new tools/materials th...

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Training Spotlight

1st-3rd grade educators worked together to learn engaging ways to develop number sense. Students will develop fact fluency while playing games that use their number sense strategies. By learning their facts in this way, students are not merely memorizing, but rather learning to work with numbers flexibly.  “Low achievers are often low achievers not because they know less but because they don’t use numbers flexibly – they have been set on the wrong path, often from an early age, of trying to memorize methods instead of interacting with numbers flexibly.” Jo Boaler,  Stanford University, 2009


April 8, 2019

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