The Best Present Ever

 "Yesterday's the past, tomorrow's the future, but today is a gift. That's why it's called the present."   -Bil Keane

 

Be Present. These two words sound simple, but in this day and age, it may be one of the most challenging things to do. With all the distractions that get thrown our way everyday, we have to work at it. But if it means that the people in our lives, whether it's our family, our friends, or our students, benefit from it.... then the hard work pays off. The gift of being present is free and can be considered the best present ever!

Being Present is step 1 in Powerful Interactions.

 

Try this:

Quiet the static - This means that you have to think in the "now", not the past or the future, but the present. If there are things that are getting in the way, you need to name them and put them aside, especially if they will interfere in the interaction that you are preparing to have. You want to have a clear mind.

 

Think and prepare - Think about what you already know when it comes to you and the child, then plan a successful interaction. Ponder on the things that worked well last time, or did not work well. When you are focused and aware of your feelings, then your words and actions can be more intentional.

 

A few more tips to improve on "Being Present."

  • Take a few deep breaths

  • Do a quick body scan (let go of tension if any)

  • Use your "real" voice (have a conversation vs. using your teacher voice)

  • Arrange your setting to feel comfortable and affirming

  • Share with a trusted friend (reflect on ways to adjust your attitude, behavior, and thinking for positive interactions to occur)

Keep in mind that to "Be Present" is a gift that keeps on giving and will only bring positive daily interactions. Try it, it's worth it and it's FREE!

 

Please join me for my next post on Step 2 of Powerful Interactions.

 

 

 

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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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