Nceln.fpg.unc.edu



(11/6/2020)TransitionsCINYNotesTeacher supports children’s transitions.Whole-class warnings are provided prior to the majority of transitions (i.e. give a verbal 5 minute warning and set a timer. “When the timer goes off it is time to clean up,” five fingers countdown).Teacher has transition strategies that ensure children are actively engaged in the transition (i.e. sing songs while moving between activities; provide books/games that reinforce academic concepts while waiting). Teacher explicitly teaches children the steps and expectations of transitions.Teacher provides positive, descriptive feedback to children who engage in a transition appropriately.Instruction to begin the transition is provided to a child in an individualized way.Teacher effectively guides individual children who need extra support during the transitions.During transitions, the majority of children are actively engaged, including children who are waiting for the next activity.Key: C = Consistent I = Inconsistent NY = Not yet (COMPLETE PRIOR TO PLC WITH TEACHING TEAM)1) Talking Points regarding Transitions: Successes? Surprises? Share ideas?Areas you’d like to grow? Next Steps? (Are you willing to try one new thing after reflecting?)2) Lesson planning discussion: How can transition support curriculum? -Map out all of the transitions during the day & have a plan for each; -Think about: which transitions are the longest, which transitions are the most challenging, what materials or items could you have ready ahead of time?; -Think about IEP goals & ways to incorporate these into transitions (i.e. following 2-step directions)(11/20)Supportive Conversations CINYNotesTeacher acknowledges children’s communication. Teacher greets/calls children by name. Teacher has brief conversations with children (3 turns).Teacher joins in children’s play and engages in brief conversations about their play. Teacher generally uses a positive, calm and supportive tone in conversations with children. Teacher responds to children’s comments and ideas by asking questions and making comments. Teacher often uses positive descriptive feedback for children’s skills, behaviors, and activities.Teacher joins in children’s play to expand their interactions and ideas with other children. Teacher has extended comfortable and positive conversations with children during activities and routines about their interests and ideas.Teacher uses alternative strategies when communicating with children who are nonverbal, language delayed, or dual-language learners. Key: C = Consistent I = Inconsistent NY = Not yet (COMPLETE PRIOR TO PLC WITH TEACHING TEAM)1) Talking Points regarding Supportive Conversations:Successes? Surprises? Share ideas?Areas you’d like to grow? Next Steps? (Are you willing to try one new thing after reflecting?)2) Lesson planning discussion: -Think about specific activities planned & what conversations could be sparked from these activities; -Think about all the portions of the day & intentionally plan peer interaction opportunities (i.e. during small group activities, circle times, center play, transitions, etc); -What materials and/or visuals can you have prepared to help support communication for children with communication delays?(12/4)Providing Directions CINYNotesTeacher uses directions that are short, simple and specific (i.e. “Use safe feet”). Teacher uses directions that tell children what to do rather than what not to do. Teacher consistently provides positive descriptive feedback to children who follow directions.Teacher describes the activity expectations to children prior to or at the beginning of the activity. Teacher redirects children who are withdrawn, distracted, or off-task to more productive activities (i.e. use rhymes such as “Hocus, pocus, everybody focus” to bring attention back to teacher/activity). Teacher checks in with children to make sure they understand the directions (i.e. ask children to repeat directions or give the directions to another child).Teacher individualizes directions for children who need more support (i.e. additional prompt, nonverbal prompt along with verbal direction, picture prompts). Key: C = Consistent I = Inconsistent NY = Not yet (COMPLETE PRIOR TO PLC WITH TEACHING TEAM)1) Talking Points regarding Providing Directions: Successes? Surprises? Share ideas?Areas you’d like to grow? Next Steps? (Are you willing to try one new thing after reflecting?)2) Lesson planning discussion: -Think about IEP goals & ways to incorporate these while working on directions (i.e. following 2-step directions, following directions involving verbs, spatial concepts, etc.) -Incorporate classroom promises (these are positively written) into the lesson plan- how can they be intentionally taught & addressed throughout the day?; -Remember to account for wait time when planning activities; -How can you modify or ask a question differently to verify understanding (throughout the day & various activities)?(12/18)Collaborative TeamingCINYNotesAll adults engage with children during activities/routines. Adults use positive tone with one other. The classroom runs smoothly with all adults knowing what they are supposed to be doing throughout the day. All adults entering the classroom engage with children. All adults engage with children during activities/routines. Adults use positive tone with one other. All interactions between adults are related to children or classroom activities. Roles are shared among adults in the classroom. All adults provide instruction. Adults give positive feedback to each other about things that are going well with the children or in the classroom.Children initiate positive interactions with all adults in the classroom. Key: C = Consistent I = Inconsistent NY = Not yet (COMPLETE PRIOR TO PLC WITH TEACHING TEAM)1) Talking Points regarding Collaborative Teaming: Successes? Surprises? Share ideas?Areas you’d like to grow? Next Steps? (Are you willing to try one new thing after reflecting?)2) Lesson planning discussion: -Teachers intentionally teach positive engagement by modeling it with one another through role playing at circle time; -On lesson plan, provide opportunities for all members of the teaching team to teach a portion of the day (story circle, small group, SEL circle, etc.); -Add a “reflection” portion of the day into your schedule to acknowledge & recognize the helpful things children did that day (1/8)Behavior Expectations CINYNotesTeacher has posted behavior expectations or rules that are positively stated, include a visual and are limited in number.Posted behavior expectations or rules are reviewed with children during large-group or small-group activities. Children are reminded of posted behavior expectations or rules throughout the day.Teacher provides instruction or reminders on posted behavior expectations or rules to individual children, during play or within small-group activities.Teacher comments on appropriate child behavior, linking the behavior to the posted classroom rules or expectations.Teacher provides specific positive feedback to children on meeting posted behavior expectations or rules.Teacher uses naturally occurring opportunities to facilitate discussions which will allow children to think critically about behavior expectations or rules and why they are important in the classroom. Key: C = Consistent I = Inconsistent NY = Not yet (COMPLETE PRIOR TO PLC WITH TEACHING TEAM)1) Talking Points regarding Behavior Expectations: Successes? Surprises? Share ideas?Areas you’d like to grow? Next Steps? (Are you willing to try one new thing after reflecting?)2) Lesson planning discussion: -Incorporate classroom promises into the lesson plan- how can they be intentionally taught & addressed throughout the day? (plan large and small group activities that involve modeling and role playing the promises); -When planning transitions, think of the positive, descriptive feedback you could provide to children during that transitionJan 22Teaching Children to Express EmotionsCINYNotesTeacher uses a variety of strategies to teach emotion words. Teacher teaches about a variety of both positive and negative emotionsTeacher uses a variety of strategies (books, puppets, games etc.) to teach children how to recognize emotions in themselves and others.Teacher validates children’s emotions by labeling them and helping children talk about emotions. Teacher provides children with strategies to use when they are angry in order to calm down. Teacher models or labels own emotions or appropriate ways to express emotions. Teacher uses a variety of strategies to teach children how to respond to others’ emotions. Teacher individualizes instruction on emotions based on children’s developmental needs. Procedures and materials vary across children.Key: C = Consistent I = Inconsistent NY = Not yet (COMPLETE PRIOR TO PLC WITH TEACHING TEAM)1) Talking Points regarding Teaching Children to Express Emotions: Successes? Surprises? Share ideas?Areas you’d like to grow? Next Steps? (Are you willing to try one new thing after reflecting?)2) Lesson planning discussion: -Think about all the portions of the day & intentionally plan when to discuss & teach emotions (i.e. during small group activities, circle times, center play, transitions, etc); -What materials can you have prepared to aid in your discussion and teaching of emotions? – What materials can you have available in the classroom for children’s use regarding emotions (i.e. books, pictures of emotions, emotion sign-in, Safe Place, breathing visuals, ways to calm down visuals, etc.) Jan 22Teaching Social-Emotional Competencies CINYNotesTeacher uses naturally occurring opportunities to teach social skills or emotional competencies throughout the day. Teacher provides children with planned opportunities or activities to practice friendship skills (i.e. working together, role playing). Teacher uses a variety of strategies to teach social emotional skills (i.e. role playing and acknowledging children using appropriate social emotional skills). Teacher uses small-group or large-group activities to teach social skills or emotional competencies (i.e. friendship skills, problem solving, emotional literacy).Teacher models expected social skills and emotional competencies while describing the behavior. Teacher comments positively and descriptively on children who are using social skills and expressing their emotions in appropriate ways.Teacher facilitates children’s reflection on their use of social skills or emotional competencies either individually or in groups.Teacher Individualizes instruction of social skills or emotional competencies based on children’s developmental needs.Key: C = Consistent I = Inconsistent NY = Not yet (COMPLETE PRIOR TO PLC WITH TEACHING TEAM)1) Talking Points regarding Teaching Social-Emotional Competencies: Successes? Surprises? Share ideas?Areas you’d like to grow? Next Steps? (Are you willing to try one new thing after reflecting?)2) Lesson planning discussion: -Specific activities planned & materials used; -Ways to expand curriculum; -Think about all domains of development; -Modifications incorporated into the lesson/activityFeb 5Teaching Friendship SkillsCINYNotesTeacher encourages children to play together. Teacher comments positively and descriptively on children who are working together, helping each other or engaging in other friendship behaviors.Teacher uses a variety of strategies and materials (discussion, puppets, books) in small-group or large-group activities to teach friendship skills (helping others, taking turns, organizing play). Teacher provides children with planned opportunities to practice friendship skills (i.e. working together, role playing). Teacher explicitly teaches or prompts individual children how to initiate and respond to peers. Teacher provides individualized assistance to help children maintain interactions (multiple interaction exchanges) with their peers. Teacher uses a variety of strategies to supports peers in helping their friends learn and practice social skills (peer buddies, play routines and roles). Teacher models friendship skills in interactions with children and other adults. Teacher supports children in reflecting on interactions with their peers with children doing most of the talking.Key: C = Consistent I = Inconsistent NY = Not yet (COMPLETE PRIOR TO PLC WITH TEACHING TEAM)1) Talking Points regarding Teaching Friendship Skills: Successes? Surprises? Share ideas?Areas you’d like to grow? Next Steps? (Are you willing to try one new thing after reflecting?)2) Lesson planning discussion: -Think about all the portions of the day & intentionally plan peer interaction opportunities (i.e. during small group activities, circle times, center play, transitions, etc); -Intentionally teach friendship skills through role play, books, & rhymes during circle time -What materials and/or visuals can you have prepared to help support children with communication delays?Feb 5Teaching Problem SolvingCINYNotesTeacher supports children as they work through the problem-solving process in naturally occurring situations. Teacher engages children in generating solutions to common classroom problems. Teacher explicitly teaches problem-solving steps using visuals. Teacher provides visual reminders about problem-solving steps and possible solutions. Teacher notes problem situations and uses those as examples during group situations to talk about how to problem solve. Teacher comments on and recognizes children who have been “good problem solvers.”Teacher facilitates children’s reflection on their own use of problem solving skills. Teacher individualizes instruction and uses different procedures and materials to teach problem solving based on children’s individual needs. Teacher uses problem solving in interactions with children and models problem-solving steps.Key: C = Consistent I = Inconsistent NY = Not yet (COMPLETE PRIOR TO PLC WITH TEACHING TEAM)1) Talking Points regarding Teaching Problem Solving: Successes? Surprises? Share ideas?Areas you’d like to grow? Next Steps? (Are you willing to try one new thing after reflecting?)2) Lesson planning discussion: -Think about all the portions of the day & intentionally plan when to discuss & problem solving (i.e. during small group activities, circle times, center play, transitions, etc.); -What materials can you have prepared to aid in your discussion and teaching of problem solving? – What materials can you have available in the classroom for children’s use regarding problem solving (i.e. social stories, problem solving visuals, problem solving steps book, problem solver bulletin board, etc.) ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download