For your final reflection, talk about new learnings, if
any, that have come from this book and this discussion. New perspectives? New
information? New connections? New priorities? Can you identify any one idea
that came from the book or from the discussion as having had the greatest
impact on your thinking?
Written by Amy Laura Dombro Sponsored by: BAEYC Old Colony Chapter and Bridgewater State University
Facilitated by: Dr. Greg Nelson and Dr. Sue Eliason
Final Reflection
[A response is required to receive training credits. The
final reflection is in addition to the required 8 posts for training credit.
All posts and final reflections should be completed by Thursday, March 13th].
In addition, talk
about specific changes in your practices you contemplate making as a result of
this experience. Do you anticipate changing the way you plan and implement
curriculum? The way you interact with children? The way you orient and train
staff? The way you communicate with parents? Who do you feel the urge to talk
to about these issues, and what do you intend to tell them?
And, of course,
feel free to share any other final thoughts you deem important. Use the above
questions as ways to kick-start your thinking – don’t feel compelled to answer
each and every one of the prompts! Your final reflection should be at least the
equivalent of a one-page, double-spaced paper.
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When reflecting back on the last month, from the initial reading of "Powerful Interactions" to our month of discussing the issues from the book, I am left with some new thoughts and ideas. What I got most from the book, when discussing the three steps of being present, connecting, and extending learning, is that important piece of "connecting". The realization of how each child is quite different and responds differently. A simple statement from the book, which we all know, but sometimes may forget, was to let the child do the thinking. Not to finish their sentence for them, but let them express what they need in their own time and manner. In our class discussions, I was very interested in the problem-solving board, and thought how our preschool may benefit from using a method such as that. I enjoyed sharing our thoughts on how important these connections are with the children, even if only a few minutes, and how the extended learning is a combination of you guiding and the child thinking. The importance of play, which we all feel strongly about, was another important topic. I thought Sue summed it up nicely the last night by saying that although the book was "basic", rather than digesting what someone else was saying, it allowed us to branch off and think, making very rich conversation. Thanks for your time, and insight.
ReplyDeleteJust wondering if the final reflection should be posted to the blog or if better to be emailed?
ReplyDeleteHi Jim, Please post your reflection here. Thanks for asking. Hope all is well. I've enjoyed learning with you.
DeleteSue
I believe the most important gift we can give children, (and anyone for that matter) is the gift of our time and attention. Too often we get lost and bogged down in the product in our classrooms. The crafts, progress reports, and projects become central, rather than the children. This class reminded me to remain present, and to ask the other teachers in our school to try to be present too. A powerful interaction can be a simple as sustained eye contact, or quietly sitting shaping play dough and sharing a smile with a child. Sometimes less is more when it comes to talking to children. The most effective teachers allow for quiet, and remember that allowing for listening and thinking time is just as vital as dispensing knowledge and information. There is a quote from Socrates I like that goes something like, “I cannot teach anyone anything…I can only make them think.” I try to remember this concept when I am moving through the classroom. The idea of the teacher as a guide, and the knowledge that the most powerful thing I can do is to just be present during the day.
ReplyDeleteThe conversation last class also had me questioning what our ideals are for our future educators. As I searched along with my daughter for teacher education programs, often the first information or qualification listed was a minimum SAT score to enter the program. Then, there are the MTEL’s and PRAXIS exams to further measure who is qualified to teach. While I understand the need to insure our children have teachers who meet certain standards, I worry that some of the most important questions are not being asked. Do you love to learn? Do you enjoy being around children? Do you have a sense of humor? Can you inspire? Teaching is an art, one I find impossible to measure in an exam. I hope in our un-authentic efforts to measure intelligence, we are not turning away the individuals who know how to make children think, and love doing so.
As I was reading the book, Powerful Interactions, I felt as many of us did that the book was too simplistic for the level of educators that we are. After the discussions we have had however maybe it was just what we needed. I think it brought us all back to what is really important in working with children. A few topics in the book made me stop and think about my program. The first is Respect. We need to be respectful of the children we care for and also I believe, ourselves and the parents of the children we care for. The second topic is to slow down and stay in the moment, focusing on the child. I have found myself sitting quietly next to children as they play and go about their day, sometimes not even speaking to them. It's amazing their reactions. They often start conversation with me and it is interesting what they say when someone if there to really listen to them. I agree with Dorothy that we are so busy making crafts and putting out product to please our parents that we are truly losing some of the connection with our children. This class has helped me focus my priorities differently. The other day for Read Across America we had a DEAR (Drop Everything and Read) morning. No circle time, no crafts, no formal learning, just stopping our play every time the timer went off and reading a book. In between I read individually to children. At the end of the day I heard more comments of what a fun morning it had been. Maybe because I was more "present" with the children, not organizing a more concrete activity and directing the way it went on my timetable? I also have taken the suggestion from the book of putting a sticky note where I can see it. I put a quote or just a few words that help me remember my objectives. This week I used one from Dr. Suess himself. "A person's a person, no matter how small." Have a great spring, looking forward to next year's book!
ReplyDeleteI love the DEAR idea sounds like a fun day ! I'm going to do that. I also like the idea of the sticky note and will be doing that as well.
DeleteI like your ideas as well and will implement them into my program. Thanks.
DeleteAlthough I was not a fan of this book there were a few ideas I have been able to implement. Having a relatively easy and high functioning group this year I find I get through most of the stages of "The Powerful Interactions" already. However I now stop and think about how I can word the "Intentional Question". I do ask questions but find there are better ways to tweek them to encourage children to think more. I also have a child in my group that truly thinks "out of the box". Careful questioning can help me figure out what he is thinking about because I don't always know where he is coming from. I don't have much time to sit and actually play with children between getting kindergarten curriculum in and taking care of the other routine tasks myself. One day I recently announced that we weren't doing "kindergarten work" and we were just going to play and I would join them. I was surprised how excited they got that I would sit and "just play". It made me realize that I don't do enough of it. Over the 28 years I've been teaching kindergarten I have seen such a push down of the curriculum. The academic expectations have increased so much that I feel obligated to try to cram in these skills and balance it with the social and physical needs of the group. As always I feel the most attractive part of the book discussions group is getting together and networking with the other teachers and administrators. I look forward to coming next year. I'll also look through some of the books in my library and see if there are any that look interesting for next years discussion. Thanks!
ReplyDeleteIn summary the knowledge I have gained from "Powerful Interactions" is that this message is a 100% doable implementation for my program and my teachers. We are all so stressed by the "to do" list that never ends. Time deficit and task overload are phrases we are very familiar with. As a Director I never have the luxury of closing my office door at the end of the day having accomplished everything I should have. One deadline is quickly replaced by the next. The tasks of running a private business and maintaining the highest standards of NAEYC and EEC are daunting. Yet I cherish my time in the classroom and spending time with my students most.
ReplyDeleteAs I easily read this book it was a refreshing change to have a simple message and that in itself did give me more time to actually think about the message. Free time is not something I have in abundance, but I do have moments. Everyone can find moments in their day. I wear many different hats and take on many complex roles. The only part I have control over most times is being in the moment with the task at hand. Giving those moments to the children one at a time or even in small groups, they have all of me. I stop what I'm doing, get down at their level and look into their faces,listen to their words, and feel their actions. The responses I get, the extention of their learning and their success I found gives me an emotional recharge too. That's the "teacher endorphin" that sends me away with a smile.
When I first read this book my perspective was all about "How can I be a more effective teacher?" "How can I improve the experience of each student in my care?" My perspective did not include the fact that those moments of connection go in both directions! Those are the moments that keep me going, keep me feeling successful and still enjoying my career. I feel with greater clarity I can hand this book to a teacher starting out and say this is our secret. It all boils down to this, make it a part of your everyday and you will always look forward to the next.
The book Powerful Interactions seemed so simplistic to me at first. I thought " How ridiculous ! Of course I interact with the children " How wrong I was. After being in this field for 25 plus years sometimes you feel you've done it all, heard it all and seen it all. As time marches on though people change, kids change and parents change. So, I need to change ! I learned I need to slow done and enjoy the children. Spend less time worrying about the to do list and more time interacting with the children. I have been having so much fun with them and have had some great conversations. It brings me back, way back, to the days when I was just an assistant and all I had to worry about was "playing " with the children. Even though I have a very small group of children I felt like I was giving them enough quality one on one time. It's different now. I am asking them questions, listening to their answers and being in the moment. We are using materials in a whole new way by thinking outside the box. I'm giving the children more freedom. So what if the clasroom looks like a bomb went off. We can clean it up ! As far as a schedule is concerned I am not breaking up or cutting short a good time. If the children are in the middle of a fabulous imaginative adventure who am I to break that up ? We can review colors, shapes, letters, ect. by incooperating questions into their game. This is more productive and structured then lotto games or flash cards and more fun !
ReplyDeleteAs far as being connected with the parents I have been sending pictures via texting and facebook ( with permission ) They are able to see the learning going on without having a project or worksheet come home.
Being a family childcare provider can be very difficult. There are so many different age groups to focus on. Many milestones are being reached with infant and toddlers. Your trying to get children ready for Kindergarten and then there's everyone in between. Taking the time to connect with all the children and meet their needs is a challenge but it is very rewarding. I'm glad this book and the conversations we had in class brought me back to the basics and taught me to slow down and be in the moment ! I know I was quiet and didn't contribute much. I was just taking it all in.
Thanks everyone.
When I first read the book I felt disappointed and thought I wouldn't get much out of it. After meeting with the group and reading the blogs I was pleasantly surprised. I so refreshing to connect perfessionals who see the value of early education and also feel the same presssures of the push down curriculum. What I took most from this experience was first to be in the moment more with the children and recoginze those powerful interaction when they happen. Making notes and reflecting on those interactions will help me to better meet the needs of each individual. I also really like the idea on children seeing themselves as thinkers. I think this will help me assist some of my children who's play seems to be stuck in Tv or video game land. I also the idea of being in the moment and focusing on powerful interactions will be the approach I will take with student teachers. I often have difficulty getting them to understand how important their interaction with the children are. In the future I will use this book as a reference for student teachers. Overall I have enjoyed reading everyones posts and look forward to doing it again next year.
ReplyDeleteKatey Grossman's final thoughts
ReplyDeleteMy final thoughts for the book discussion in regarding Powerful Interactions It would have been nice if the title was meaningful Interactions. I think as an educator working with children if your curriculum is developmentally geared to the children in care then you will always have meaningful interactions, between a child or children and their educator. Sometimes as educators we get so busy with our day that we forget to keep things simple and also plan for a divergent curriculum that leads to meaningful interactions for both teacher and child or children. Let the children THINK and come up with their own ideas and you will be a leader in brain building! Sometimes or all the time parents will ask their children what did you do today? A child will respond by saying” NOTHING”. ‘DID YOU ONLY PLAY TODAY?’
Yes, I played the whole day through.
I played to learn the things I do.
I speak a problem, find a clue
And work out for myself what to do.
My teacher’s set the scene, and stay-near- by to help me THINK for myself
They are there to pose the meaningful- interactions and to help me THINK.
All this is in my head and not in my bag. It makes me sad to hear you say-
HAVEN’T YOU DONE ANYTHING TODAY?
When you attend your meeting today and do your work I will remember not to say to you-
‘WHAT NOTHING IN YOUR BAG? WHAT DID YOU DO?
( Words have been changed from the actual poem of A CHILD’S PLEA! )
I would like to recommend the book "Nurture Shock" By PO BRONS ON AND ASHLEY MERRYMAN #1 New York Times. New thinking about children. Nurture Shock goes to the core of how we grow,learn and live.
DeleteWhat I learned from the final class, and from the overall discussion, is the passion educators have for creating positive interactions in the classroom, and how much we can learn from each other. I am more aware of small moments in the classroom, and how I can use that time to effectively address the individual needs and passions of our students. We all became teachers to make a difference, and it's easy to lose sight of that in the everyday tasks that have been assigned. The best way I can make a difference is to slow down, and take cues from the children themselves.
ReplyDeleteOne specific change that I would like to make in our classroom is the addition of Heather's problem solving board. I think it addresses both concrete and social issues in such an unassuming way that makes it easy for children to independently solve minor problems on their own. The beauty is in its simplicity, and I can really see it making positive changes in our normal day-to-day classroom routine.
At first I thought what a waste of time, I understand why this discussion wasn't as popular as last year. While I skimmed the textbook, I really liked being present with the students and mirror talk.
ReplyDeleteIn this discussion, while I did not gain too much from the book or other educators it was nice to network and see what works in other educators classroom environments.
I like the Dear idea as well, as we are reading, Mr. Brown can moo? Can you? I think its awesome being strong in language and literacy at a young age and in our program that is a strength of ours such that I think we will implement that soon. Great idea.
Also, while the MTEL and Praxis exams are necessary such that children have educators who have a strong knowledge base, I am an educator who cannot find a job in the public school system and I have sent out numerous applications and have been avidly looking since I graduated in 2008, such that it works both ways. Yes, the economy is tough, yes, I am overweight, no I don't have my master's degree, no, the only experience I have in the public school system is student teaching, yes, I feel passionate, and that it is my vocation, yes, I love working with little ones at my mom's family childcare program but would love to be a kindergarten teacher. Although, sometimes I do believe in the public school system sometimes it is all in who you know, and they are more likely to give a job to a candidate they know, rather than someone they do not. Please correct me if I am wrong, or maybe bitter. Someday, hopefully soon.
I need help with classroom management any suggestions that have worked wonders let me know especially regarding, tantrums, nap time, and listening. This is a source of weakness for me, as I have tried shadowing, redirection, and timeouts.
I will sign up for next year if it not a textbook. It was a nice drive though and Marylou's is always a treat. Next year, maybe it can be on effective classroom management techniques that can be used individually or collectively. Just a suggestion. Best of luck in everyone's educational endeavors. Anyone know of any teaching positions in the public school system please keep me in the know. Happy and healthy spring season.
Hello everyone, let me first start by saying this is my second book club and it has been a pleasure sharing ideas with all of you and gaining valuable insight within the childcare field.
ReplyDeleteAnd now, on to the book. I think many of us agreed in the first meeting that the voice the authors have chosen is very elementary. It speaks to us in a very direct, simplistic way, which I thought would be great for someone with little to no experience in working with children. Being more familiar with the field, it seemed as if the points made in the reading were blatantly obvious. I know the point of the reflection isn’t to criticize the writing style, it’s just a habit I can not avoid. Sorry.
While I talk a big game, I am usually the first to admit that I do not have all the answers. Unfortunately, I wouldn’t say this book was nearly the “Powerful Interaction” that was had by communicating with so many of you. Going along with that, I find it difficult to call what was offered a “new learning,” but may be better referred to as a greater emphasis. For lack of a better word, I’m just a little on the wordy side. I enjoyed reading the section on using a more extensive vocabulary. We have a small window of opportunity during our early childhood to develop our language skills, which also explains why young children seem to have less difficulty in learning foreign languages and becoming bilingual than many adults do. This is why it is so important to encourage the learning of a more extensive vocabulary during this time period as it will have a greater impact on the child. One particular example the book offers is between a caretaker and a 3 year old child. While the child sees the block tower as being “tippy,” the adult uses the words “crooked and unbalanced.” The child may not know the meaning of the new words right away, but could then make a visual connection that would lead to a better understanding. Also in the section is a bit of trivia, “Researchers Betty Hart and Todd Risley (1995) found that the number of different words children hear before their third birthdays has a huge impact on how well they do in school later on,” (Dombro, Jablon, Stenson 114). The more children are exposed to, in this case language and communication, the more successful they may be in the future.
I am a firm believer in building the skills of the vernacular, but I am not always the best when it comes to practicing what I preach and that is one change that I will try to improve upon after reading this book. I work in what is often a tense setting with the children, regardless of our best efforts to maintain a stress free zone. When a student calls out, “Mr. Hatch!” all too often my response is “What?” This is something that I would very much like to improve on as it comes across as being short tempered or inconvenienced. I would like to instead respond with “Yes?” or “How may I help you?” or better yet, “Do you have a particular question, comment, or a concern that I can address for you?” My kids may look at me like I have 5 heads, but it would be a much more pleasant response on my part and would set a better example for my students.
Maybe I am not so wordy, but more so rambling, long-winded, turgid, or my favorite, bombastic. See? I’m making changes already!
Hope to see you all next time around. Thanks for putting up with me!
All the best,
Jim
Good point Jim on the vocabulary words we choose. After reading the book I have been using a bigger words and less infintile words. It can be difficult to do considering the youngest in my group is 10 months old and the oldest is 8 years old !
DeleteIt's always a pleasure to see you in class and get a males point of view, besides the professors that is.
We introduce children to new vocabulary words with "Word of the Week." The words are associated with the week's themes. Some of this year's list include zany, scribe, illustrator, meteorologist, celebration, opposite, to name a few. My favorite was inkling. We use a thesaurus to come up with the new words. It's fun listening to the children use the words in their everyday conversations.
DeleteMy original reaction from reading Powerful Interactions was that I thought this was something we were already implementing in the classroom. I was wrong. After discussion and reading replies I realize I need to work on having PI’s every day not only with the children in the classroom but my co-workers also. One idea in the book was to sit down at the end of the day for a short period of time to reflect on what PI’s you’ve had. Our day is short and the children are only in the classroom for 4 hours. One of the first things I saw after writing was that I was having PI’s often with always the same children. I needed to make an effort to reach more children.
ReplyDeleteI enjoyed participation in this class and found the exchange of ideas between participants enriching meaningful and helpful. I’m looking forward to implementing many of the ideas brought forward by this class.
Looking back on this last month, the two discussions and our month of blogging, I wasn't sure that I was going to get to much out of all of this but I was surprised at what I have discovered about myself. I can't say I learned a lot from the book but taking the simple context and really putting it into my daily day of slowing down and really interacting with whom ever I am with at the moment has really made an impact on me. We take for granted all the little moments that we are having with these kids as just part of our day and what we do but never really stop to think about how much we are helping to mold these young children to be the best they can be. Sometimes it is easier to just work something out for them or come up with a solution for them but now I have stopped and have made them try to think it through and wow they are some great little thinkers if we give them time, resources, and opportunity to do things on their own. We have just started the problem solving board and I have already seen some of the kids trying to work it out on their own and how proud they are when it works.
ReplyDeleteWorking in a home daycare with so many different age groups can seem crazy at times but I have really started to stop and have some great interactions with all the children from the babies to the school age kids. Just taking that extra time to listen to them and watch them play is rewarding for all of us. Slowing down and getting back to the basics is what I think I got the most out of this discussion. In this hustle and bustle world that we live in it can sometimes be hard but when you stop and think about all the little interactions we have each day that should be fulfilling enough for us to say we have a great day!
Thank you for all the great ideas that have be posted along the way!
I was not present for the first meeting but as I understand it, many thought of this book as not being helpful in their professional growth. My understanding is that there is nothing new in this book for those of us that have been in the field, to learn. I agree! I also can say that there have been countless times I have attended conferences and workshops to learn information that as a seasoned teacher, I already know. For me, it is not about what I already know, it is about what I need to be reminded of and a harkening back to the roots of why I am a teacher. When attending those conferences and workshops and with reading this book, I am always able to take away something that I may have forgotten or a new way of looking at things. A renewal, if you will, of interest or thought within what I already am aware of, along with a different or refreshed way of looking at my children and a reminder of how to look at the world through their eyes. It is about the constant quest to improve upon myself as a teacher. There are so many struggles that we go through now as opposed to the past. Being in the moment can be difficult when you have pressures around you demanding that you be accountable…to create results in learning…to show proof that you are teaching and that children are learning and to find ways in which to prove it. That is what is being demanded of us.… but in addition to that… being mindful, being in the moment, being purposeful and creating PI’s… that is really what it is all about isn’t it? I am going to throw in an excerpt here… from the blog article “What Students Remember Most About Teachers” by Lori Gard. I just love what she had to say…
ReplyDelete“We mentally beat ourselves up for trivial failures. We tell ourselves we're not enough. We compare ourselves to others. We work ourselves to the bone in the hopes of achieving the perfect lesson plan. The most dynamic activities. The most engaging lecture. The brightest, fanciest furnishings.
Because we want our students to think we're the very best at what we do and we believe that this status of excellence is achieved merely by doing. But we forget- and often. Excellence is more readily attained by being.
Being available.
Being kind.
Being compassionate.
Being transparent.
Being real.
Being thoughtful.
Being ourselves.
And of all the students I know who have lauded teachers with the laurels of the highest acclaim, those students have said of those teachers that they cared.
You see, kids can see through to the truth of the matter. And while the flashy stuff can entertain them for a while, it's the steady constance of empathy that keeps them connected to us. It's the relationships we build with them. It's the time we invest. It's all the little ways we stop and show concern. It's the love we share with them: of learning. Of life. And most importantly, of people.
And while we continually strive for excellence in our profession as these days of fiscal restraint and heavy top-down demands keep coming at us- relentless and quick. We need to stay the course. For ourselves and for our students. Because it's the human touch that really matters.
It's you, their teacher, that really matters.”
I would add that it is you their teacher and the meaningful interactions that you have with them that makes the difference. This is just an excerpt but there is more – here is the link if you wish to read more. http://www.huffingtonpost.ca/lori-gard/students_b_4422603.html . I have enjoyed meeting all of you, reading your posts and learning from your great ideas! I look forward to seeing you again at the conference or hopeful again next year!
Eileen,
DeleteI love this post. Gave me chills. My thoughts exactly. Very inspiring. I will definitly be checking Lori Gaurd's blog.
Thank -you !
That was an eye-opening post! As I recall my favorite teachers I cannot think of any certain thing they taught me, just that they were kind and had time for me!
DeleteWhen I first started reading the book I was unimpressed and
ReplyDeletefelt it was very elementary Early Childhood information. I've been in the field a very long time, but then I started thinking about it and it became a great refresher course for me. It brought me back to why I wanted to enter this field many years ago. I work for a federal program and we're bogged down with paperwork. This training was refreshing and I feel it has helped me realize what is really important to the young students in my program. I've been having more Powerful Interactions each day with my little ones and getting lots more hugs and positive statements from them. I've posted the open-ended questions around the classroom and I'm happy I was part of this experience and I've learned much from my fellow bloggers.
This course came at a really great time for me as I have been feeling particularly discouraged in my work. The group of children we have right now have been the most challenging that I have worked with in this setting. It feels refreshing to have some new ideas and as they say enthusiasm is contagious. It was nice to have some positive ideas and new things to try. I got the most from our discussions and the blog. I definitely would not have gotten much out of the book alone.
ReplyDeleteOn a good note, I have been trying to be very mindful of my feelings and have been putting on some fun music in the morning to set the tone offf right although it does not always work for all the kids. We also made our own problem solving board and read the story about Tucker Turtle from the Center for Social and Emotional Foundation for Early Learners. We have a stuffed turtle holding a key ring with pictures of things that the kids can do to solve problems.
I like Greg's posting about the phrase when a child says "I can't" and then the teacher says "yet" I always say "Someday, you will get there". I think it is important that we try to talk out loud as the children really do not have the self-talk in their heads to say to themselves, it will be okay. Having the self talk helps the kids slow down to then come up with a solution verses just reacting. The positive interactions we have with children may become part of a child's self talk inside there heads which maybe with them forever. It is really scary to think how much of an impact we may really have on the children in the future and not necessarily know.
Thank you all so much for the inspiration and ideas.
I didn't receive my copy of the book until the night before our first meeting. I was shocked to hear the group's comments. So I decided to ignore all the negative comments and read the book without any preconceived ideas about it. Well, I for one liked the book. I never assume that I know everything because I have been teaching for almost 40 years. I love to learn and look at each workshop, course, or conference as an opportunity to learn something new or maybe look at something in a different way no matter how many times I have sat through the same topic.
ReplyDeleteI don't think the book's title needs to be changed. The authors' message is to find ways to connect with children or adults, to "interact" with them, listening and exchanging ideas. "Powerful" to me means to make those interactions "strong", to make them count. The message may be simple; but, after the discussions and blogs, seems to be something we all need to be reminded of. We go through the day helping children solve problems, answering questions, reading stories, changing diapers, etc. but don't always stop to listen to what is really being said. This book has made us aware of that, to make the connections, and to try to extend the children's learning in a way that is unique to that child (or adult).
Since reading this book, I try to make each interaction, whether with a child or adult, a powerful interaction, being present in the moment, making the connection, and looking for ways to make the children amazing thinkers.
I enjoyed our discussions, reading the blogs, and meeting all of you.
Thank you.
At our first meeting, I was a little dismayed at how many people criticized the book although I had only read the first half of it. It seemed that the attitude was that this is all common practice, while my experience is that a large number of educators do not know how to talk to children. Combined with children who do not know how to play, there is a need for more in depth study and reflection. To me, this book fit that need very well. Maybe it did not provide any startling new information, but it did give many opportunities for reflection especially in the Step Three: Extend Learning section. It encouraged me to look more at the impact of a conversation, not just the conversations themselves. In each chapter in that section, there is a paragraph entitled “How’s It Going?” filled with questions. These questions focus on what children and families were doing differently as a result of the educator’s practice in the classroom. The book combined information and assessment of what each of us does in our work. While it may work well as a textbook for those new to the field; to be truly effective, it needs to be used in conjunction with an educators’ practice and reflection. I think many other participants might agree with me because I saw a change in the group’s attitude at the second session. Instead of “Why am I reading this book?”, I left the group feeling that I couldn’t wait to finish the book because it had generated the reflection piece in most of the people who spoke.
ReplyDeleteI hope to use this book in two ways. Outside of my work with educators, I work with a group of children in which I spend much of my time observing. After reading this book, I want to include more interactions focusing on what I would like to see as a result in the children and families. While I strive to “be present” throughout my time with them, I want to be prepared to connect anytime they initiate contact. I am revisiting the chapters in the Step Three: Extend Learning section, to set goals for each child about expressing curiosity, using rich vocabulary, etc. so that when they approach me, I can focus on the techniques that will best meet their needs. (Fortunately, I do not have to be concerned with their academic goals and achievements.) Secondly, I plan to use this work in my conversations with educators and colleagues to focus on the outcomes of what I say, not the content of my words. My goals will be to try to always be present to what their needs are and to connect in such a way to help them learn and use our conversation as a point for their reflection. After a rocky start, this turned out to be a great experience. Thank you.