Jess Pablo is an early childhood coach and grade level chair at The Primary School, a non-profit school in East Palo Alto, California, that serves children aged pre-K through grade 3, bringing together education, health, and family support services to support children’s holistic growth. Below are some of the ideas, concerns, and suggestions she shared as her program resumes this year in a mostly virtual learning environment.
For our ECE families, we offered several choices.
We’re also offering a pilot class for children whose parents are unable to stay home with them during the day. We have three teachers working with five students in the ECE program, as well as a few older students. The teachers help the older children set up their iPads and log in to their work, and then monitor them throughout the day.
Each of our virtual classrooms has roughly 16 students with two teachers, so often the head teacher will take ten children and the associate will take the other six.
Last year was the first year we had the whole school using CLASS, so we all received coaching and training on how to support children and strengthen interactions in each dimension. Prior to that, only half the school used CLASS. Adopting CLASS gave us all something to focus on and grow into. We’re proud that one of our strengths as a school is our teacher-child interactions.
It was really helpful to have time over the summer to plan ahead, so that now we can provide children and families with consistent expectations. This year, everyone is logging on to school at nine o'clock. We have more uniform expectations for families as well.
We also supply home kits. When we started, we asked our families what would be most helpful, and they asked for packets. So we’ve sent home some packets, as well as gross motor, fine motor, social-emotional, and literacy activities. Each day, children can complete one page in the packet and do one activity in the home kit.
It’s good to plan for whole group, small group, and individualized instruction. Teachers should set up a time to meet with each child at least once a week, even if the meeting is virtual. If a teacher notices that a child needs a little more support, they should have this meeting twice a week instead.
Every family in the program is assigned a family coach. The coach helps them access resources and work through whatever challenges they may have going on in their lives, from needing food or shelter to just needing someone to talk to when they feel like there’s too much going on. That way, it's not just the children receiving services, but also the families. The family coach can model adult-child interactions for families, answering questions like “How do I talk to my child? How do I sing to them? How do I read to them?”
If a child isn’t engaging in learning, the family coach will also be able to provide support. They’ll be able to ask, “What do you need, Mom and Dad, so that your child can come to school?”
We’ve also offered online office hours. Parents often log on during these office hours to share what's working well and bounce ideas off each other.
We’ve always been big on not only our classroom families, but also our school family. Before COVID-19, we would often have school assemblies and explore places like the office and the kitchen, to show the students that we’re all in this together. This is our community. So our returning students already had an understanding of what it meant to be a part of this community. For our new students, starting the year off on the playground has allowed us also to introduce the school, the staff, and the teachers, and to begin building that sense of community.
We're remote, and it's hard. It's so hard! But I think we all have that same passion. So we’ve just channeled it into remote learning and making the best of what we have. And we lean on each other, too.
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There is always an opportunity for interaction. Some opportunities are easily recognizable: times of play, free choice, centers, small group. We often see teachers engaged in activities alongside children during these times or hear questions being asked. Other opportunities might be a little less obvious. These are the times of your day that you might see as mundane moments that merely require your supervision or monitoring. The times where you’re going through the motions. “I’m doing this thing so I can move on to the next thing.”
In a previous blog, colleague and early childhood environment extraordinaire, Heather Sason, discussed how your classroom environment can help promote effective teacher-child interactions. In this blog, I propose we explore some of the often overlooked times in your day that are ripe for interactions with children and that do promote exploration, learning, and development!
It's not uncommon for teachers in early education to need to strike a balance between following children's leads and sticking to the classroom schedule. We know that intentional teachers are aware of their responsibility to assess student progress, understand skill mastery, and plan accordingly to provide opportunities for children to grow. However, many times, as teachers begin a specific teacher-directed activity, it is unsettling when students begin to veer from the step-by-step plans the teacher has worked hard to implement.
Teacher and coach, Colleen Schmit, will share how teachers can strike the balance between following the lesson plans and giving children freedom of choice and flexibility in the classroom.
We’re more than a month into the school year, and many educators and school leaders are feeling tired or burnt out already. That’s normal in any school year, as the newness of back-to-school wanes and the reality of a long year ahead kicks in. But, this year, that tiredness may feel like it has never felt before. Chalkbeat has reported that teacher vacancies are up in 18 of 20 large school districts, and it’s not surprising. Many are exhausted after a difficult year and a half (to put it mildly!). Many are also leaving the profession in droves to find work in competitive environments that provide a substantially larger salary.
As an educator, you’re busy. Your time is being split by competing priorities, from managing students’ needs, meeting your program’s goals, and communicating with parents. While you’re juggling your work, it can be difficult to keep learning about important ways to improve your daily teaching practice. Teachstone is here to help!