I Am Here for You

What am I going to make for dinner tonight?

Will I watch the Teen Choice Awards with my daughter or Marvel – Agents of Shield with my son? Should I wear pants or a skirt tomorrow? Will I eat leftovers or make a sandwich? Daily Decisions happen every day and this was just a snippet of my decisions on my Sunday night!

 

Did you know that as important as these decisions are to us as we live our daily lives, the decisions that we have to make with young children in a school setting are just as important or maybe even more important! Why, you ask? The decision on how you are going to interact with a child will have an impact on their development and learning not only today but for the rest of their life.

 

Interactions occur each and every day and they happen all of the time. When can they happen? They can happen early in the morning, at the end of the day, individually or in a group setting. How can they happen? They can happen by a pat on the back, a smile, or even a frown. The possibility for interactions are endless, and you have the power to make them Powerful!  Because all of your interactions have the potential to make a positive impact on a child’s feelings about themselves and about learning, thinking about those interactions before they happen is what defines these as Powerful Interactions.  A Powerful Interaction is when the teacher intentionally plans on making a connection in order to extend the child’s learning.

 

We will continue to delve into the 3 Steps of Powerful Interactions to learn more of what they are, why they are important, and how to use them in your classroom in the future.

 

1. Be Present

2. Connect

3. Extend Learning

 

I leave you with this for now and until next time:

 

“Use each interaction to be the best, most powerful version of yourself.”  

Marianne Williamson

 

https://www.powerfulinteractions.com/

 

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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

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April 8, 2019

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