As we know, teachers often struggle with Instructional Support—and the focus of their professional development often lands here. While Instructional Support is worth improving, it's also important to remember that ALL interactions can affect child outcomes.
Although we categorize interactions into domains, dimensions, and indicators to better measure and understand them, the heart of the matter is RELATIONSHIPS. Relationships form the foundation for all the interactions that support child outcomes. Interactions happen all the time—whether they’re one-on-one or in groups, between students, or between a teacher and student.
Each moment-to-moment exchange has an outcome. As children watch responses from their teachers, they are learning how to respond themselves. The effectiveness of teacher responses can impact children’s outcomes.
Here are a few glimpses into one child’s day that paint a picture of how interactions can impact child outcomes:
Finally, did you notice how LANGUAGE fits in all of of these interactions?
When you get right down to it, you can see that interactions are built on feelings, guiding, and thinking, and they all start in a moment.
It’s what we DO with those moments that matter!
We’ve all had kids in the classroom who push limits, can’t manage their feelings, constantly demand attention. Believe it or not, they are sending you a message. When kids misbehave, they are operating based on mistaken learning. With time, patience, and planning you can help them relearn! If you reframe your thinking about children’s behavior and recognize that misbehavior is usually based on mistaken learning, you are well on your way to helping your kids.