For Teachers

Teacher/Staff Training Workshopsлюди

1. “Are they JUST Playing Here? When do they LEARN?”

Play is children’s work. We will refer to the book, Play is the Thing:
“The critical and divergent thinking that children practice in play and problem solving contribute significantly to the high-level thinking skills children will later need in school.”

“Children from academic/ structured preschools do well in early years of school. They have learned the surface rules of the school game: Pay attention, do what you are told, and respect the written words. They are stumped, however, when asked to create critique stories or respond to hypothetical questions.”

Teachers will learn the following:
• We will explore the value of play for social, emotional, cognitive and physical development as well as creativity.
• Teachers will be empowered to help parents understand the value of play.
• Teachers will gain insight and confidence in responding to parents who question (are concerned about learning)

2. What is Progressive Education? What is Developmentally Appropriate Practice (DAP)? What is Emergent Curriculum?

And what do we do about it in the classroom. Is it all buzz words or can we have fun and create a positive classroom?

Teachers will learn the following:
• Introduction to Dewey’s model of education – we will define what is progressive and how emergent curriculum goes hand-in-hand.
• Overview of DAP
• How it can be implemented from the theory to the classroom

3. “We Don’t Play with Guns Here”

We will talk about war; weapon and superhero play at the preschool age.
What if our children like this game a lot? How to address children with this interest in mind? Will gun play lead our children to violent behavior?

Teachers will learn the following:
• Learn the latest research on gun play in the classroom
• Learn how to approach children who want to do gun play
• How to address parents’ concern?

4. Art vs. Craft

Why is it important for us to see an art product? Let’s compare product oriented projects vs. process oriented ones. How to incorporate child-centered approach in the classroom? What is ART after all? What is creativity after all?

Teachers will learn the following:
• The difference between product-oriented and process-oriented projects
• The difference between child-centered and teacher-centered approach to education.
• NAEYC guidelines for developmentally appropriate practices.
• We are defining art and creativity
• Learning new ideas in curriculum

5. Trash to Treasures

Calling all magicians, scientists, builders, gardeners, artists, seekers and environmentalists…Кира

Let’s Recycle together with the children. Make a project with 0 or low budget. Make Magic – Allow NEW ideas to be born!

What can we do to help protect the earth?
Each of us produces about 2,000 pounds of trash every year.
What are some ways we can cut down on the amount of trash we make?

Teachers will learn the following:
• How to promote recycling in the classroom & make it emergent
• Learn new ideas for curriculum that is relevant to society
• Help children make the connection between their school and community

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6. Circle Тime/ Group Time Strategies that work

You’ve tried so many ways of engaging the child who keeps fleeing when he/she sees you bring out a book. How can you make Circle Time more engaging?

Teachers will learn the following:
• Ages and Stages – ask the question – is it DAP?(I am not sure)
• Another way of telling a story
• Another activities at Circle Time
• A squishy hand to hold—tools to approach children’s needs.

7. Keeping Ourselves Safe

Personal space, private body parts, hugs and kisses, strangers, what to do if you get lost, listening to your gut instinct, sensing danger.

Teachers will learn the following:
• Gain confidence in sharing sound information with children about how to listen to your gut and respond rather than react.
• Gain confidence in sharing this same information with parents who are overly concerned about these issues.
• Develop calm and composure when it comes to difficult situations like child abuse, neglect, etc.

 8. Conflict Resolution with Toddlers

“MINE!”
As educators, how often do we hear this exclamation? What do we do as adults to help? Is our first reaction to solve the problem fairly? Do we feel uncomfortable during this conflict? Whose side should we take?
Learning to hold on to the toy tightly—is an important skill.

Teachers will learn the following:
• Using “I messages”.
• Utilizing the technique of observation and active listening.
• Being present, staying calm, respond rather than react!
• Facilitate and help child develop skills to speak, express anger in an appropriate way, express frustration.
• Provide empathy.

9. Conflict Resolution with Preschoolers

“That’s MINE!” “Johnny took my shovel!” “Sally is in my spot!” “I want to go first!” As educators, how often do we hear these exclamations? Do you want to equip children with life long skills of conflict resolution and problem solving? This workshop will help you to learn how to respond without judgment, communicate with empathy and respect, so children will be able to resolve the conflict on their own and use critical/divergent thinking now and in the future.

Choose from those topics:

• I am not sharing!
• You can not come to MY birthday party.
• You are Not My Friend Anymore!
• No, Reptiles in this game! Or I want it my way!
• You can’t play HERE!
• I want MY turn!

Teachers will learn the following:
• Fine tune the art of observation, listening, pausing,
• Respond rather then react,
• Using “I messages”,
• Validating feelings,
• Facilitating, and staying with the child or scene to follow through.

10. “Good Job!!!” “I like the way you are sitting.”

Why do we praise our children? Studies show it can actually lower self esteem instead of boost it! Will it encourage children to repeat their best behavior? Does Praise work?

Teachers will learn the following:
• Defining praise in its many forms, verbal, subliminal, adjectives that are over-used.
• Discussing other alternatives to praise

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11. Discipline

If we can’t punish? If we can’t praise? What do we do to stay “sane” in our classrooms? Punishment vs. Limit Setting. 1-2-3 Steps to set limits with children.
To avoid either authoritarian or permissive style Julia Gippenpeiter suggested to divide children’s actions by four colors: green, yellow, orange and red zone.

Teachers will learn the following:
• Compare Punishment vs. Limit Setting
• Define Permissive vs. Authoritarian parenting
• Discuss Authoritative parenting – and how that comes about
• Discuss Gippenpeiter’s research and put this to the test in the classroom.

12. Limit Setting vs. Rules

When do we need to set limits? Are they age appropriate? 1-2-3 Steps to set limits with children. Do you have rules in your classroom? What are they?
Explore what Rules are what Limits are. How are they similar, different? Do we need to be consistent or do we need to be flexible?
What do we really teach our children by “being on same page. “
“Rules are rigid and may be broken, but limits are flexible and may be adjusted to fit the individual situation. Limits respect children as unique and capable yet expect them to act responsibly.” Eleanora Reynolds

Teachers will learn the following:
• Compare Limits to Rules
• Discussion about flexibility and consistency?
• Respect for human beings – how it can be fostered and instilled

13. Trust and Respect for Toddlers.

When does trust develop? Are toddlers too young to be respected?
How respect and empathy can lead to cooperation and healthy relationships between toddler and teacher as well to future cooperation?

Teachers will learn the following:
• Through exercises teachers will dig deep into their primal needs of how they develop trust and transfer this to their classrooms
• Discuss Gerber’s approach to human development and empathy and respect for all human beings
• The outcome is greater than you think

14. Separation

Separation is a life-long process and a normal part of development. Children learn that even though mom or dad say “goodbye” they will come back. Children and parents learn to trust that teachers will care for the safety and wellbeing of every child. Parents learn to allow their child some autonomy and refine techniques for easing this transition. Learning to successfully separate from their parent and settle into their peer group is often a major focus of this class.

Teachers will learn the following:
• Helping the anxious parent overcome their anxiety of saying goodbye
• Parent anxiety is directly linked to child’s anxiety
• To prep children for saying goodbye and that it will take time
• Validating sad child’s feelings and being present
• Offering choices for activities and offering space for child to overcome pain. Super!
• Turning pain into words or actions that will soothe the child
• Helping parents stick to a plan that is successful