The Key to Effective Classroom Management
It’s a daunting but all-too-common sight for many teachers: A classroom full of rowdy students who are unable to focus on the lesson. Classroom management techniques may get things back on track, but valuable time has already been lost. Many experienced teachers know that making meaningful connections with students is one of the most effective ways to prevent disruptions in the first place, and a new study set out to assess this approach. In classrooms where teachers used a series of techniques centered around establishing, maintaining, and restoring relationships, academic engagement increased by 33 percent and disruptive behavior decreased by 75 percent—making the time students spent in the classroom more worthwhile and productive.
KQED Public Media for Northern CA
To make that argument requires a deep dive into the profound nature of empathy. Right now, empathy roughly equates to “I like you and am willing to tolerate you regardless of differences because I am a good person.” But the textbook definition hints at something more profound: It’s ‘the feeling of being able to understand and share another person’s experiences and emotions.’ That all-encompassing definition means empathy results from a complex mix of other meaningful emotions and attitudes that fuel human personality, such as openness, curiosity, self-restraint, vulnerability, sensitivity, awareness, respect, appreciation, and even love.
Don't Expect Toddlers To Behave Consistently — They Literally Can't
One day, when my oldest daughter was not quite 2, she wouldn’t sit still to let me change her diaper. Squirrelly and writhing, she made a game out of staying half naked. She wasn’t fussing about it or anything — in fact, she was giggling maniacally.
21 of the Best Early Years Books for International Friendship Day
We know that skills like empathy aren’t fully developed until later in a child’s life, which is why there are so many stories on friendship and how to treat people aimed at Early Years. International Friendship Day, then, is a great opportunity to share some of these amazing books with your children. It does, however, fall on Sunday 30 July.
This ‘Kindness Curriculum’ Is Free And Should Be Used In Every Classroom
Imagine living in a world that valued kindness enough to teach it along with academics. Educators would teach kids to manage their emotions in addition to standard curriculum such as math and science. Sounds pretty amazing, doesn’t it? Well, the Center for Healthy Minds at the University of Wisconsin-Madison has created a free “kindness curriculum” for kids, designed to do just that. It’s a mindfulness-based curriculum for preschoolers that will bring kindness into the classroom.
One theory all teachers with disruptive children should know about
Imagine a classroom where children are unable to wait their turn or stay focused on their work. They are easily distracted, cannot remember basic instructions or hold enough information in their head to solve problems – skills teachers rely on in order to teach successfully. These behavioural issues are all examples of problems that can arise from attachment issues – based on the relationship between children and their main caregiver.
Released today: a free information book explaining the coronavirus to children, illustrated by Gruffalo illustrator Axel Scheffler
Axel Scheffler has illustrated a digital book for primary school age children, free for anyone to read on screen or print out, about the coronavirus and the measures taken to control it. Published by Nosy Crow, and written by staff within the company, the book has had expert input: Professor Graham Medley of the London School of Hygiene & Tropical Medicine acted as a consultant, and the company also had advice from two head teachers and a child psychologist. The book answers key questions in simple language appropriate for 5 to 9 year olds: • What is the coronavirus? • How do you catch the coronavirus? • What happens if you catch the coronavirus?
Observation, Assessment and Planning - Early Years Matters
The EYFS Profile summarises and describes children’s attainment at the end of the EYFS. It is based on on-going observation and assessment in the three prime and four specific areas of learning, and the three learning characteristics, set out below: The prime areas of learning: • communication and language
Guiding Principles for Use of Technology with Early Learners
The thoughtful use of technology by parents and early educators can engage children in key skills such as play, self-expression, and computational thinking which will support later success across all academic disciplines and help maintain young children’s natural curiosity. The Departments recognize that families and early educators have many different options for using technology with early learners. The Departments believe that guidance needs to reflect the reality that families and early educators have access to apps, digital books, games, video chatting software, and a multitude of other interactive technologies that can be used with young children.
Key Person & Attachment - Early Years Matters
The Key Person Children thrive from a base of loving and secure relationships. This is normally provided by a child’s parents but it can also be provided by a key person. A key person is a named member of staff with responsibilities for a small group of children who helps those children in the group feel safe and cared for. The role is an important one and an approach set out in the EYFS which is working successfully in settings and in Reception classes. It involves the key person in responding sensitively to children’s feelings and behaviours and meeting emotional needs by giving reassurance, such as when they are new to a setting or class, and supporting the child’s well-being.
Key Person & Attachment - Early Years Matters
The Key Person Children thrive from a base of loving and secure relationships. This is normally provided by a child’s parents but it can also be provided by a key person. A key person is a named member of staff with responsibilities for a small group of children who helps those children in the group feel safe and cared for. The role is an important one and an approach set out in the EYFS which is working successfully in settings and in Reception classes.
Building on what children know (free article) - Early Childhood Australia
‘Take the child on from where they are now’ has long been a slogan in early childhood, but I wonder, as educators, if we always do it? My four-year-old granddaughter, Mia, is extremely capable with modern technologies; she can use a mobile phone and digital camera and browse a DVD to select particular scenes in a movie. She is not ‘print literate’, but she is ‘techno-literate’. I’m not advocating techno-skills for babies, but I am conscious that this competence may not be valued as she goes into preschool.
5 ways to win over parents to the importance of play in international EYFS
"I’m not sending my child to school for them play all day. They should be learning properly!" Have you ever overheard comments like this? Or read something similar on social media?
How Are Happiness and Learning Connected?
As teachers, we also know that when students' affective filters or defenses are sky high, fight or flight responses will be modus operandi. A room full of defensive behaviors (withdrawn, angry) is a sad, unproductive place to teach and learn. Now let's flip it and take a look at how much more we are able to learn when we are in harmony with the people and things in any given educational environment.
