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    The Reflective Teacher Podcast

    Guest experts share personal stories of struggles, successes, and growth with encouraging ah-ha moments for teachers.

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    Latest Episodes:
    Reflection as a Teaching Superpower ft. Sally Haughey Nov 01, 2020
    Show notes

    Follow Sally and Fairy Dust Teaching on all of her social media platforms!

    Website: FairyDustTeaching.com

    Facebook: https://www.facebook.com/FairyDustTeachingBlog

    Instagram: http://instagram.com/fairydustteaching

    Pinterest:http://pinterest.com/fairydustteach/

    Get a monthly Wonder Box delivered to your inbox; filled with ideas to enhance the learning and exploring in your classroom!

    Sally’s Book!

    Sally’s Reflective Practices:

    “The Big Red Book”

    Each child has 20 pages with pictures and notes on them.

    Sticky notes

    Diary of the children

    Personal and deeply meaningful level

    List each child in your class before bed at night.

    Is there one you always forget? If so, that’s a child you need to make a note to pay attention to.

    Sally’s end of the day reflection in a notebook or can mentally just review:

    Which students stood out?

    Who captured my attention?

    What was missing or was needed?

    What worked well?

    What do I need (to prepare) for tomorrow or next week?

    2. Passion and love are what matters to kids and what they remember.

    3. Send family reflection form every 6-8 weeks (or whatever intervals work for you) as a check-in!

    Some ideas of what to include on the form: “What did your child talk most about this week/month?”, “Any other concerns or celebrations?”

    Reflections on Distance Learning:

    Distance learning is like learning a new instrument; “Never forget who you are; you’ve just been given a new instrument.” -Sally

    Think to self: “I am the expert, I am passionate and my failure doesn’t touch that.” - Sally

    It’s OK to fail, make mistakes, and put yourself out there; this is new territory and you’re doing a great job!

    Reflect on what worked and what didn’t after each Zoom call with your class.


    Children and Self-Regulation Ft. BrookeLynne Dukes Oct 26, 2020
    Show notes

    -Behavior is communication: a child is triggered.

    -What can we do when a child is triggered? Jump in and teach a skill!

    -On Sharing: Don’t make kids give up toys and share at that moment.

    -Say: “ __ is using that toy now, you can have it when they are done.”

    -Taking something away that is so important to their play is like stopping their learning in its tracks.

    -It’s so important when a child is dysregulated to just be calm.

    -For children, knowing that someone is there and loves them is enough.

    -Toddlers’ spectrum is so much smaller- what seems small are big deals to them.

    -Think and teach kids to think. Be there, honor their feelings, and label what they are feeling or what’s happening.

    -After you label emotions, teach them strategies for the next steps as this helps with self-regulation.

    -Ask: “What’s next?” or “ What can you do?”

    -Focus on the child’s wins in a way that matters to them! Point out what you notice about them and their actions.

    To find out more about BrookeLynne, check out her website at www.BrookeLynneDukes.com and follow her on Instagram: @BrookeLynneDukes


    Children, Adults, and Big Emotions Ft. Dr. Alana Lopez Oct 19, 2020
    Show notes

    Show Notes:

    every child has a voice and a message that deserves to be heard.

    Show up, be present, be responsive as parents/educators/adults. Ask self: What’s my bias?
    What are my inner feelings?
    What are my triggers?
    Asking these questions makes you calmer when you enter these situations bc you know where you stand.

    Going from reactive to responsive when helping a child with big emotions.

    Don’t talk when kids aren't ready Take yourself out of it, it’s about helping the kid in the moment.

    We are a safe space.

    Safety Signals: Tone of voice: not too low, too high, or monotone Offer only 1 or 2 words: “I’m here”, “How can I help?”
    Movement: how fast or slow are you moving? Mirror body language of the child.
    Think: How am I conveying safety? Whats my energy like?

    Resources

    Alana’s Website

    Book for thinking through some root causes of behavior ”Social and Emotional Development in Early Intervention” By Mona Delahooke



    Meaningful Outdoor Play Ft. Margie Pines Oct 12, 2020
    Show notes

    Outdoor play is so important for mental health! Aim for at least 2 hrs/day.

    Outdoor play allows for Independence, Risk-taking, freedom, a multi-sensory experience.

    For risks: have children talk about them and establish boundaries with you before play. Ask: What boundaries are good and important for safety?

    Intentionally plan for what’s happening in nature and outside on your playground Suggested materials: Binoculars
    Magnifying glass
    Buckets (YES, for each child!)

    Ways to Bring the outdoors inside: Planting (Teaches empathy)
    Microgreens! (Grow fast and kids can cut and eat or explore).
    Seasonal items from outdoor. (Leaves, flowers, branches, rocks, bugs!)

    Margie’s Nature/Outdoor Play Recommendations:

    https://www.insideoutside.org/

    https://www.massaudubon.org/

    http://www.greenheartsinc.org/

    Closed Loop Farms

    Books:

    Spirit in Nature: Teaching Judaism and Ecology on the Trail by Matt Biers Ariel and Deborah Newbrun

    Wild City Book by Jo Schofield and Fiona Danks.

    Lots of ideas for in the City:


    Wild Things by Jo Schofield and Fiona Danks

    Growing Up Wild:Â Exploring Nature with Young Children from Project Wild. (This is a workbook with about 30 ideas for lesson plans involving all curriculum areas and lots of great tips/resources)



    Environment Ft. Julianne Wurm Oct 04, 2020
    Show notes

    -Create space condusive to action in your classroom.

    -If kids aren’t using the space, change it up! Think of school as a second home, a home-away-from-home. What can you do to make your classroom more home-like?

    -How are the kids trafficking that area? What kind of play is happening there?

    -Notice and enhance the environment (change things, rearrange things). You don’t always have to tell the kids about it. If changing environment with them, say, “What if we added… “ or “I notice that ____.” Don’t get caught up on materials but instead aim to create a healthy, serene vibe that can be adapted.

    -Fewer choices promotes deeper play.

    -No “no” just because.

    Resources:

    Julianne Wurm’s Website


    Distance Learning ft. Jenna Adler Sep 27, 2020
    Show notes

    Be OK with fauilure and open to trying new things! We expect our children to learn new things; learn with them!
    Experiment with all the features that the platform of your choice has to offer.

    Pick one platform that you’re comfortable with and stick with it.

    Connection: Daily morning meeting Offers consistency and sets the tone.
    Follow the same flow that you’d offer in your classroom.
    Offer small group and one-on-one time. This allows for more children to have time to connect with eachother, the teacher and time to share out.

    Consistency: Offerings should be daily and at same time, if possible,
    Make offerings/lessons/group-times predictable and fun.

    Content: Use the children’s home environment as part of the learning! Pictures and videos of thier home, surrondings, and items within enhances the learning.
    Name your lessons and get the children excited for the content: Mystery Mondays: Give children a prompt to take a picture of. Example) Children take a picture of an item or a group of one item and the class estimates how many of that item thier are. It’s math and fun!
    Lunch and Learn, offered once a week at the same time, for parents that have questions or need support.
    Take virtual filed trips with the kids.

    Be proactive: If in-person now, offer a “Zoom PJ Party” to get the kids comfortable with Zoom— just in case!

    Revise things daily: distance learning requires a lot of reflection.

    Be senstive to what’s going on at home. Allow eveyone to show up in a way that’s the most comfortable to them. This can mean: camera on or off, quiet room for working, room for using chat functions only and room for talking while working. Allowing for all of these offerings appeals to different learning styles and different moods; very responsive!

    Resources:


    For Theresa Wills templates, PD Recordings, Math Routines and more, click HERE.


    Sign up for
    Seesaw (for free)!

    Seesaw is a wonderful resource for both in-person learning and at-home learning as well. We use it in our classroom as well and LOVE it. Feel free to reach out to us with any questions!

    Canva

    Canva is a graphic design platform, very user-friendly with so many templates to choose from!


    Technology and Children ft. Erin Walsh Sep 19, 2020
    Show notes

    Take-Aways:

    Screen time approach: you must think about so many factors other than just time spent. The idea of technology as a ‘place’, think about:

    When

    Quality

    Who (is around)

    Relationships

    Mood

    If there is too much (screen time) that gets in the way of things like connection, relationships, and play, then we see a negative outcome.

    When families use technology together (i.e. Zoom for school!) to connect and learn, then it’s not a toxic subject but rather a useful tool.

    Technology should be thought of as one ‘tool’ of many!

    General time limit recommendation: 1 hr./day for 2-5-year-olds (Entertainment media DOES NOT include learning media in this limit).

    Moods and kids: pay attention to temperament when using screens and after.

    Kids get the most out of technology when engaging with others, like a peer or adult.

    Ask yourself: is it helping or getting in the way? Is it one of many things? Are children just passively consuming? Does it introduce new experiences?

    Give yourself grace and look for patterns.

    Resources:

    Family Time With Apps: http://joanganzcooneycenter.org/wp-content/uploads/2018/10/jgcc_familytimewithapps_brochure_eng.pdf

    Excellence in Early Learning Digital Media Award: http://www.ala.org/alsc/excellence-early-learning-digital-media-award-2019-winners

    Using Technology To Support Learning at Home: https://www.edc.org/sites/default/files/uploads/Young-Children-Home-Tech-Use.pdf

    E-AIMS Model for Choosing Media Content: https://www.zerotothree.org/resources/2533-choosing-media-content-for-young-children-using-the-e-aims-model

    A few blogs on Erin’s site:

    Sesame Street Town Hall on Racism

    When We Outsource Talking to Toys

    Three Ways to Get the Most Out of Screen Time With Young Children

    Get Creative With Kids and Technology

    Toddlers and TV: Zombies, Distracted or Engaged?

    Latest on the blog:

    Practicing Anti-Racism in Parenting https://sparkandstitchinstitute.com/practicing-anti-racism-in-parenting/


    Want blogs, tips, and tools right to your inbox? Subscribe at sparkandstitchinstitute.com/subscribe


    The Project Approach: Ft. Amelia Troutman May 04, 2020
    Show notes

    Our Guest, Amelia Troutman, is the Manager of Education at the Kohl Children’s Museum in Illinois and has years of experience implementing and teaching the Project Approach, first based off of Judy Harris Helm and Lilian Katz, “Young Investigators: The Project Approach In The Early Years” book and method. Amelia is so knowledgable, warm, and eager to help others learn and teach through this hands-on, project-based approach.

    For more information about the Kohl Children’s Museum and the Project Approach please check out our blog www.thereflectiveteacherpodcast.com

    *Please be aware that application deadlines, programs, and museum hours may be affected due to COVID-19


    Essential Life Skills: Ft. Ellen Galinsky Mar 31, 2020
    Show notes

    On todays episode, our guest is Ellen Galinsky, author of the book Mind in the Making: The Seven Essential Life Skills Every Child Needs. In our interview with her, Ellen chats about her background and how she came to write Mind in the Making. She considers herself to be an adventurer, not of mountains or uncharted lands, but of questions— and we were so happy to talk about all of her adventures in this episode! Listen as we go over each of the seven essential life skills Ellen outlines in her book—They’re amazing resources, not only for parents and teachers of children, but also just for ourselves as ever-growing individuals!


    Difficult Conversations: Ft. Jordyn Lipton, Rachel Ahitow, Jaclyn Freitag & Jenny Levine Mar 02, 2020
    Show notes

    This months episode is about those inevitable moments that we all have when you and a co-teacher, or a colleague, aren’t exactly on the same page; we’re talking about difficult conversations. We decided the best approach to difficult conversations would be to hear from teachers who spend countless hours working together on a daily basis. In the episode we talk to two co-teaching pairs who have had difficult conversations and have grown tremendously from them. First you will hear from Rachel and Jordyn, former co-teachers who’s difficult conversations stemmed from lots of tiny miscommunications. Then you will hear from Jaci and Jenny. They are current co-teachers that have learned the importance of constant communication and validation. We hope these interviews give you inside on how to have your own difficult conversation when the time comes, and how to build stronger relationships with the people around you every day


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