Written by Amy Laura Dombro
Sponsored by: BAEYC Old Colony Chapter and Bridgewater State University
Facilitated by: Dr. Greg Nelson and Dr. Sue Eliason
Evidence of PI's
How do we know if we are having
powerful interactions?How
do we know if we made an impact?What
outcomes do we desire, and how do we gauge whether we have met them?How can we capture the results
of powerful interactions as evidence of learning and communicating to families
and directors that learning standards are being achieved?
We have no idea if we we are having a power interaction that will have any lasting effect or if the responses we receive are just in the heat of the moment. I think the better rapport we have with a child the more willing and accepting they will be to listen to the information we share and engage in. While the interaction may be powerful, there is no guarantee of retention of that information which could lead us to believe that our interaction wasn't ad meaningful as we thought, learning disabilities would also play a factor in making it difficult to gauge our impact.
While newsletters, communication logs and personal contact with parents/communities are a good way to communicate learning standards, word of mouth is always the best advertising. When a child goes home and is able to convey the learning events of the day in a positive light, we know we must have made a significant impact.
While I do agree that sometimes we don't know if we are having a powerful interaction, I can honestly say that sometimes we know we do. Working with preschoolers, toddlers, and infants in a family childcare setting I have the ability to individualize my attention to each child during the day. Sometimes you see the lightbulb go off and other times you see it in their powerful interaction with their peers, families, and other teachers although sometimes one may never see it. But as the trite expression goes, "If at first you don't succeed try, try, try again." I think we can "capture" the powerful interaction by following through on what occurred during the powerful interaction and build upon it. This will build on the home to school connection letting the parents know that one is learning off and on their child in order to better them in all aspects of their life. Newsletters built off what the children want to learn but also based off of the learning standards. Journaling, picture portfolios, and parent teacher conferences, and staff meetings are all ways to convey and make sure that parent, child, and teachers are all on the same page such that powerful interactions can occur coinciding with learning. I always try to see if a powerful interaction individually can be a subject or topic that my while group could benefit from. Children need stability, compassion, kindness, patience, and forum to be open and honest when this is readily available this is when we will see the most powerful of interactions. Kids will be kids only if we allow them the ability while guiding them through powerful interactions and support. This is of vital importance. At the end of the day whether our interaction can be "gauged" through formal or informal assessment is trivial to what a child learns about themselves through powerful interactions with themselves, friends, families, and their teachers. One last thing, sometimes parents don't have the knowledge base that educators do provide this book or photocopies of it or articles you find important in order to build important relationships, better understand each others backgrounds and perspectives, and engage regularly in powerful interactions all around.
I agree with both previous comments. Depending on the child, we don't always know the impact our interaction has had. Many times though we can see evidence of our work. We may hear from the parent something we did that made an impact on their child. The child may repeat to other children the subject of our interaction. Every person, no matter what age, likes a compliment and to hear the affirmation that they are doing a good job. When a parent praises us for our work it makes us feel good. Children are the same and parents love to hear stories of their children in childcare. I try to make sure I have powerful interactions with my parents when possible too. I let them know how much I enjoy their child and relate something brilliant or funny that they did that day. The communication should be a circle that continues. I send daily emails, quarterly newsletters, have family parties, send photos and videos during the day and try to have a quick conversation at pickup and drop off times.
I believe the even though there is no hard and fast way to prove you had a powerful interaction in the moment if you listen observe you can find evidence that your interactions are making an impact. For example, we have a new student in our program who came from a negitative expreince in another program. After two weeks in our program her mother told me her daughter was asking to come to school on the weekend. Then the mother told me how happy she is she found us. I know I had a powerful impact on both parent and child. I find that even though its not instant there is proof of powerful interactions in how the children interact with us, eachother and the feedback I get from parents.
I agree that we may not know every time we have had a powerful interaction. However, I definitely have had children remind me of activities and moments that we have shared several months after we did them. I think the most effective way that you can tell that the children are having powerful interactions is that when they are excited to come and learn. If we can do anything at this young of an age is to help the children develop a love of learning and become enthusiastic and curious about life. I also remember doing a project for one of the classes that I took for my Master’s Program which was taking pictures of children when they were learning and making a poster of it for them to see. They seemed to have remembered so much more by looking at the pictures of their inquiries. They would point and say do you remember when... They even would remember more than the activity including specific details that I did not remember to about comments other children said and interactions they had. I think it is important to build relationships because then you know what the child is interested in and you make connections to things that they already have which would make an interaction more meaningful because the child can remember it more by relating things to other things.
I like the idea of picture taking as a way of seeing the effect of a Powerful Interaction. I keep an older digital camera that the children can use and then show the pictures in my digital frame. I also take pictures and have the frame on when parents pick up. We are doing a unit on the Olympics this week and I am going to pay attention when the children look at pictures of themselves. Thanks for the idea.
Photographs are definitely a great way to show your impact on the children we work with. Our progress reports always include a photo page with captions explaining what their child is learning or what skills they are developing. One year I titled our front bulletin board "What I learned in school". I had one good shot of each child with a caption of what they were learning. The parents and children got really excited about seeing themselves. We can't take for granted that parents always understand all the skills their children are learning while at play. We took a lot of photos of the children at play in the snow and plan on doing a parent photo board this week.
One of my favorite things about teaching at the early childhood level is you can usually feel when a child is responding to you. (Whether is a positive/negative reaction as well) I work as an adjunct professor, and it amazed me initially how I missed that instant feedback we often receive from children! That being said, I feel it is not correct to assume how our interactions affect children. We may think we know, but I believe there is often a deeper, ripple affect we are not able to see. The teacher’s role is to be a guide, not a dispenser of knowledge and facts. My hope is that most days I am instilling and modeling a joy of learning. I think observation/documentation and assessment help a great deal with monitoring and considering our impact, as well as a child’s growth. I’m not sure the art that is teaching can be measured fully. Especially when we are trying to measure something as special as a “powerful interaction.”
I think I brought this up during last year's discussion, but it works here too. I read an article a while back on the difference between fun and delight in terms of teaching. Fun is good because everyone enjoys themselves, but it is during an activity that brings delight when a lasting impression is formed. It makes sense, but the powerful interaction is synonymous with delight.
As Stacy had said, you know you have made that delightful impact when some time later a child reminds you of the influence you had over them.
You are most welcome, Diane. I actually stole it from a friend of mine earlier that day. I used to teach alongside her, and she now is more of a behavioral therapeutic support that helps students & teachers with classroom management- with students and coworkers. I had no idea it was such a famous quote until so many others recognized it. LoL
I definitely agree with you and with Dorothy's comment. We can't measure our impact, although the state wants to see everything measured. Our goal as educators is to bring delight, joy and a sense of wonder to every child. With that sense of wonder, each child will learn everything (s)he will ever need. In terns of "powerful interactions," what struck me in reading the book was the reminder to always stop and make ourselves aware of where the child is and what does (s)he need at this moment. Maybe it is some extension that I can add, maybe it is to listen to him/her, or maybe it is to walk away and let the child's learning continue, uninterrupted. We cannot always choose when to have a "powerful interaction."
You can often see if you have made an impact on children by observing them and listening to them after you have introduced an idea. Last week we studied mail and played games with their addresses. I thought I would take one day and discuss the presidents. I hung a poster on the door with all the presidents and their names. I did a few Scholastic sheets about Abe and George. The next thing I knew one child brought in a hundred piece puzzle of the presidents. One child took 2 old pieces of black scrap paper and made the greatest George Washington hat. Suddenly half the class was at the writing center with tape and scissors making George hats. I helped a child finish the president puzzle which took him over an hour. When his Dad came in I told him how he worked so hard on it. Dad said at home his son started naming a bunch of the presidents and Dad was amazed and didn't know where he learned that. I didn't intend to spend a lot of time on presidents but it turned out that they self-initiated activities and took such an interest in them that I changed the curriculum. Children learn the best when they are excited and stimulated.
I agree with you! Children do learn the best when they are excited and stimulated. They are so much more engaged when the subject is their idea. I also think that the children like to see when we are excited about a subject. I can remember once upon a time when we had made zucchini bread for snack. Not one child was willing to try the zucchini bread at snack time because they thought it just looked yucky. I sat down and began trying some and exclaimed how very, very tasty it was. I gushed over it and one by one, those children came and gave it a try and it became one of their favorite snacks that year. They would come back to me and say "Eileen, do you remember how much you loved our first zucchini bread?". Excitement in children and in teachers is very catchy and can lead to some very powerful interactions.
Diane it definitely sounds like a powerful interaction was made as the enthusiasm and compassion about learning about the presidents carried home and then back to school. I agree that the child needs to be invested in the learning process and own it for a true learning experience to occur. I love when the kids play "teacher" and you really get to see the impact you have had and their growth. Seeing a child enthusiastic about learning is what I strive for as I believe it is one of the most valuable traits to be a life long learner.
I do believe that the best way to know if we have made an impact is by listening and observing how the children use the materials and information we have given them. It is rewarding when a child brings up information taught a few weeks prior and says “remember when”. I have children do that months later and want to revisit the topic again! While the academic information that we teach is important, I also love to see when a child is able to use the social/emotional language tools we try to teach and model for them over time. Seeing a child refrain from lashing out physically and “use their words” to say how they feel or when they come up with a solution to a problem without teacher intervention or patiently teaching another child how to problem solve are great signs that what we do is having an impact. I think that the only way to capture PI’s is by documenting in any form that we can. I agree that photographs, videos and jotting down what we see is the best way but finding the time to do that can be a challenge.
It's difficult to tell whether your poweful interaction has made a lasting impression. That connection you initially had with the child is usually the key to attempting to turn it to a "teaching moment". The child's comfort level with you is a factor. It's quite easy to read from the child's expressions and response whether that moment was something to them. It's a nice feeling when you hear a child refer back to something you've done, or a special time you had with them. Those are certainly positive signs. But for me, it's not so much whether the child will retain what I've said or done, but it's just being in that moment with them, connecting, and hoping their enjoying it just like me.
I agree with you Kathleen. I think connecting with the child and being in the moment is the most important. We get feed back from children when we observe how they treat and respond to their peers and families. When children repeat how you speak and listen to them and transfer that to their peers you know you've made a connection. I have often heard from parents how their children “play” school at home. Parents say they emulate their teachers in their play at home.
I agree with Kathleen. It is important to look for teachable moments, but sometimes it is all about "the" moment. You may not have extended their "learning" which is the primary purpose of powerful interactions, but you have let them know they are valued, that someone is interested in what they are doing, and made them feel nurtured. It is like the parent who complains that she is running late in the morning, but when you ask her to drive safely, makes all the difference in her day. In the hectic, stressed lives that children have, sometimes they just need time to enjoy being loved. We want to promote "learning" but not at the expense of the child or the classroom community.
Greetings, I’m learning and enjoying reading your comments about the evidence of Powerful Interactions. I agree with Dorothy's view of the role of the educator and she made me think more about the goal of education. I wonder if we should be looking documenting the child's approaches to learning. Do any of you do this? I also thought about the Lilian Katz’s quote We overestimate children academically and underestimate them intellectually. You might enjoy reading her article at: http://ecrp.uiuc.edu/beyond/seed/katz.html
Sue - I use the Caring Curriculum evaluation for my daycare. I have on occasion video taped a child trying to master a skill to show their parents but not specifically documented the trial and error process on paper. It is an interesting concept and it would definitely give you insight into the process itself. For a Child Development research project, I had to set up a maze for the kids which was sheets of paper attached to the floor so they could see the whole maze. When taught to go the long way to the end the kids would continue to repeat that route even though there was a more direct route. It really struck me in the learning process as how much of an impact a teacher has and that the kids are really reliant on the teacher verses taking the initiative to figure it out even when prompted and asked if their was a different shorter route. The learning process is really fascinating! I am definitely always looking to see how kids can continue to enhance their skills.
Could you please make copies of that quote and also a handouts for the articles for this up coming meeting? Could you also bring in the brochure about the conference at BSU in march?
Do we agree with the Authors research that finds interactions in which teachers intentionally promote learning are few and far between? Powerful interactions by the educator should be intentional and have purposeful exchanges between the educator and child. I will use the word"Purposeful" instead of "powerful," when talking about Purposeful exchanges with children or family or staff. To have a purposeful exchange you could model the three step method as stated in the book. First step: To be Present. as an educator we do need to be in the moment to build purposeful interactions. We need to observe the child's play and than build upon that play. Step Two: Connect with the child in a Purposeful Exchange. Step three: Extend Learning with each individual child in the classroom . We will have "Purposeful Interactions", when we are present and connect and extend learning in the classroom with each child and then and only then can we gauge the out comes of "Purposeful Interactions".
At times it is really hard to tell if we have made a powerful interaction with any child; I know myself when I think I am having that great interaction with a child and really thinking that they are understanding what it is I am trying to teach or explain to them and then they turn around and do the exact opposite of what I hoped, I realize that maybe my approach just wasn't what they needed at the time but then there are other time when I feel that I really don't have a child's full attention but later I will see or hear something from that child and think to myself wow they got what I was trying to tell them or show them. So I think these PI do happen everyday for us it is just not always in that moment that we really know what impact they have.
I disagree with the authors when they stated that they only have time for a few powerful interactions a day. I feel that every interaction I have with an individual child or group of children is a powerful interaction. We don't always see an immediate reaction to our interactions. Children need to have time to process the new information and time to practice with it before the connections are made. Reading the book has made me mindful of how I approach the children, to be present in the moment trying to make sure they have my full attention even if it's for a moment or two. Some of my most surprising powerful interactions occur during my program at Stony Brook. Each program focuses on a nature based theme. I try to make sure I spend individual time with each child and his/her parents giving them an opportunity to share what they know, ask questions, and explore the materials. I don't know if I've made connections until the family returns and can't wait to tell me what they've seen, such as the child who attended the Tracks program who not only saw raccoon tracks in her yard but watched the raccoon make the tracks or the child who attended the Spider program still looks for those spiders an webs on our nature walks. Those are powerful interactions!
I think that often it is clear when we've made a positive interaction with a group or just with a single child. Witnessing their facial expressions, hearing their affirmation of their own successes, and even body language lends clues to their own achievement. One of the many things that I appreciate about the staff at our school, is that when a child mentions something that was taught or highlighted by another staff member, it is passed along. We all need a little validation that our methods and processes are getting through to our students, and this is wonderful way to foster this.
I think we know if we have made a PI. I can see it in children's play or sometimes a parent will convey something we have spoken about in school. This has happened during parent/teacher conferences when I'm going over topics we are studying about and a parent will share something the child has said or done relating to the topic. I've seen children incorporate something they have learned during a PI to extend their knowledge when they are playing with others and I'm the observer. The children become more willing to share information with us and the climate in the classroom becomes more relaxed and caring. Parents will feel more comfortable to share information with staff.
Greetings, all. Topic one is a goldmine of insights (we should write a book!). I am particularly struck by two themes running through this: (1) ways of capturing the learning in order to make it visible to the children themselves and their families; (2) the children as not just recipients of PI's but contributors - their enthusiasm and a communal sense of wonder increasing causes them to have PI's with each other. I also wanted to respond to Katey's inquiry about the research. If we look at national data from administration of the CLASS observation tool (which specifically focuses on real-time interaction patterns), it's clear we as a group are not nearly as skillful at scaffolding broad and deep learning as we are at creating secure and welcoming spaces for children.
Working with a small group of children in family child care I am always seeing the evidence of PI's. For example : During the morning hours I focus on my preschool program. Last week our theme was Our Five Sences. The children I played the games with in the morning played the games with the school age children in the afternoon. ( I am able to observe quietly while I'm feeding the baby. )Seeing how much the younger child picked up on I am then able to extend the activity the next day. The older children also have some great ideas ! Most of the children in my care have been with me since infancy. When I see the older children interacting with the younger ones I can see first hand how the PI's I have had with them come into play.
The center I work at used a system called Kambu.We are able to send pictures to parents of activities the children participate in thorough out the day.There is a comment section so we can let them know what they are working on in the picture/video.The parents can also send comments back to us.
We have no idea if we we are having a power interaction that will have any lasting effect or if the responses we receive are just in the heat of the moment. I think the better rapport we have with a child the more willing and accepting they will be to listen to the information we share and engage in. While the interaction may be powerful, there is no guarantee of retention of that information which could lead us to believe that our interaction wasn't ad meaningful as we thought, learning disabilities would also play a factor in making it difficult to gauge our impact.
ReplyDeleteWhile newsletters, communication logs and personal contact with parents/communities are a good way to communicate learning standards, word of mouth is always the best advertising. When a child goes home and is able to convey the learning events of the day in a positive light, we know we must have made a significant impact.
While I do agree that sometimes we don't know if we are having a powerful interaction, I can honestly say that sometimes we know we do. Working with preschoolers, toddlers, and infants in a family childcare setting I have the ability to individualize my attention to each child during the day. Sometimes you see the lightbulb go off and other times you see it in their powerful interaction with their peers, families, and other teachers although sometimes one may never see it. But as the trite expression goes, "If at first you don't succeed try, try, try again."
ReplyDeleteI think we can "capture" the powerful interaction by following through on what occurred during the powerful interaction and build upon it. This will build on the home to school connection letting the parents know that one is learning off and on their child in order to better them in all aspects of their life.
Newsletters built off what the children want to learn but also based off of the learning standards. Journaling, picture portfolios, and parent teacher conferences, and staff meetings are all ways to convey and make sure that parent, child, and teachers are all on the same page such that powerful interactions can occur coinciding with learning.
I always try to see if a powerful interaction individually can be a subject or topic that my while group could benefit from.
Children need stability, compassion, kindness, patience, and forum to be open and honest when this is readily available this is when we will see the most powerful of interactions. Kids will be kids only if we allow them the ability while guiding them through powerful interactions and support. This is of vital importance. At the end of the day whether our interaction can be "gauged" through formal or informal assessment is trivial to what a child learns about themselves through powerful interactions with themselves, friends, families, and their teachers.
One last thing, sometimes parents don't have the knowledge base that educators do provide this book or photocopies of it or articles you find important in order to build important relationships, better understand each others backgrounds and perspectives, and engage regularly in powerful interactions all around.
I agree with both previous comments. Depending on the child, we don't always know the impact our interaction has had. Many times though we can see evidence of our work. We may hear from the parent something we did that made an impact on their child. The child may repeat to other children the subject of our interaction. Every person, no matter what age, likes a compliment and to hear the affirmation that they are doing a good job. When a parent praises us for our work it makes us feel good. Children are the same and parents love to hear stories of their children in childcare. I try to make sure I have powerful interactions with my parents when possible too. I let them know how much I enjoy their child and relate something brilliant or funny that they did that day. The communication should be a circle that continues. I send daily emails, quarterly newsletters, have family parties, send photos and videos during the day and try to have a quick conversation at pickup and drop off times.
ReplyDeleteI believe the even though there is no hard and fast way to prove you had a powerful interaction in the moment if you listen observe you can find evidence that your interactions are making an impact. For example, we have a new student in our program who came from a negitative expreince in another program. After two weeks in our program her mother told me her daughter was asking to come to school on the weekend. Then the mother told me how happy she is she found us. I know I had a powerful impact on both parent and child. I find that even though its not instant there is proof of powerful interactions in how the children interact with us, eachother and the feedback I get from parents.
ReplyDeleteI agree that we may not know every time we have had a powerful interaction. However, I definitely have had children remind me of activities and moments that we have shared several months after we did them. I think the most effective way that you can tell that the children are having powerful interactions is that when they are excited to come and learn. If we can do anything at this young of an age is to help the children develop a love of learning and become enthusiastic and curious about life. I also remember doing a project for one of the classes that I took for my Master’s Program which was taking pictures of children when they were learning and making a poster of it for them to see. They seemed to have remembered so much more by looking at the pictures of their inquiries. They would point and say do you remember when... They even would remember more than the activity including specific details that I did not remember to about comments other children said and interactions they had.
ReplyDeleteI think it is important to build relationships because then you know what the child is interested in and you make connections to things that they already have which would make an interaction more meaningful because the child can remember it more by relating things to other things.
I like the idea of picture taking as a way of seeing the effect of a Powerful Interaction. I keep an older digital camera that the children can use and then show the pictures in my digital frame. I also take pictures and have the frame on when parents pick up. We are doing a unit on the Olympics this week and I am going to pay attention when the children look at pictures of themselves. Thanks for the idea.
DeletePhotographs are definitely a great way to show your impact on the children we work with. Our progress reports always include a photo page with captions explaining what their child is learning or what skills they are developing. One year I titled our front bulletin board "What I learned in school". I had one good shot of each child with a caption of what they were learning. The parents and children got really excited about seeing themselves. We can't take for granted that parents always understand all the skills their children are learning while at play. We took a lot of photos of the children at play in the snow and plan on doing a parent photo board this week.
DeleteOne of my favorite things about teaching at the early childhood level is you can usually feel when a child is responding to you. (Whether is a positive/negative reaction as well) I work as an adjunct professor, and it amazed me initially how I missed that instant feedback we often receive from children! That being said, I feel it is not correct to assume how our interactions affect children. We may think we know, but I believe there is often a deeper, ripple affect we are not able to see. The teacher’s role is to be a guide, not a dispenser of knowledge and facts. My hope is that most days I am instilling and modeling a joy of learning. I think observation/documentation and assessment help a great deal with monitoring and considering our impact, as well as a child’s growth. I’m not sure the art that is teaching can be measured fully. Especially when we are trying to measure something as special as a “powerful interaction.”
ReplyDeleteI think I brought this up during last year's discussion, but it works here too. I read an article a while back on the difference between fun and delight in terms of teaching. Fun is good because everyone enjoys themselves, but it is during an activity that brings delight when a lasting impression is formed. It makes sense, but the powerful interaction is synonymous with delight.
ReplyDeleteAs Stacy had said, you know you have made that delightful impact when some time later a child reminds you of the influence you had over them.
Thanks Jim. I liked that analogy about delight. Also thanks for the poem you read to us during our first session. I had never heard it.
DeleteYou are most welcome, Diane. I actually stole it from a friend of mine earlier that day. I used to teach alongside her, and she now is more of a behavioral therapeutic support that helps students & teachers with classroom management- with students and coworkers. I had no idea it was such a famous quote until so many others recognized it. LoL
DeleteI definitely agree with you and with Dorothy's comment. We can't measure our impact, although the state wants to see everything measured. Our goal as educators is to bring delight, joy and a sense of wonder to every child. With that sense of wonder, each child will learn everything (s)he will ever need. In terns of "powerful interactions," what struck me in reading the book was the reminder to always stop and make ourselves aware of where the child is and what does (s)he need at this moment. Maybe it is some extension that I can add, maybe it is to listen to him/her, or maybe it is to walk away and let the child's learning continue, uninterrupted. We cannot always choose when to have a "powerful interaction."
ReplyDeleteYou can often see if you have made an impact on children by observing them and listening to them after you have introduced an idea. Last week we studied mail and played games with their addresses. I thought I would take one day and discuss the presidents. I hung a poster on the door with all the presidents and their names. I did a few Scholastic sheets about Abe and George. The next thing I knew one child brought in a hundred piece puzzle of the presidents. One child took 2 old pieces of black scrap paper and made the greatest George Washington hat. Suddenly half the class was at the writing center with tape and scissors making George hats. I helped a child finish the president puzzle which took him over an hour. When his Dad came in I told him how he worked so hard on it. Dad said at home his son started naming a bunch of the presidents and Dad was amazed and didn't know where he learned that. I didn't intend to spend a lot of time on presidents but it turned out that they self-initiated activities and took such an interest in them that I changed the curriculum. Children learn the best when they are excited and stimulated.
ReplyDeleteI agree with you! Children do learn the best when they are excited and stimulated. They are so much more engaged when the subject is their idea. I also think that the children like to see when we are excited about a subject. I can remember once upon a time when we had made zucchini bread for snack. Not one child was willing to try the zucchini bread at snack time because they thought it just looked yucky. I sat down and began trying some and exclaimed how very, very tasty it was. I gushed over it and one by one, those children came and gave it a try and it became one of their favorite snacks that year. They would come back to me and say "Eileen, do you remember how much you loved our first zucchini bread?". Excitement in children and in teachers is very catchy and can lead to some very powerful interactions.
DeleteDiane it definitely sounds like a powerful interaction was made as the enthusiasm and compassion about learning about the presidents carried home and then back to school. I agree that the child needs to be invested in the learning process and own it for a true learning experience to occur. I love when the kids play "teacher" and you really get to see the impact you have had and their growth. Seeing a child enthusiastic about learning is what I strive for as I believe it is one of the most valuable traits to be a life long learner.
DeleteI do believe that the best way to know if we have made an impact is by listening and observing how the children use the materials and information we have given them. It is rewarding when a child brings up information taught a few weeks prior and says “remember when”. I have children do that months later and want to revisit the topic again! While the academic information that we teach is important, I also love to see when a child is able to use the social/emotional language tools we try to teach and model for them over time. Seeing a child refrain from lashing out physically and “use their words” to say how they feel or when they come up with a solution to a problem without teacher intervention or patiently teaching another child how to problem solve are great signs that what we do is having an impact. I think that the only way to capture PI’s is by documenting in any form that we can. I agree that photographs, videos and jotting down what we see is the best way but finding the time to do that can be a challenge.
ReplyDeleteIt's difficult to tell whether your poweful interaction has made a lasting impression. That connection you initially had with the child is usually the key to attempting to turn it to a "teaching moment". The child's comfort level with you is a factor. It's quite easy to read from the child's expressions and response whether that moment was something to them. It's a nice feeling when you hear a child refer back to something you've done, or a special time you had with them. Those are certainly positive signs. But for me, it's not so much whether the child will retain what I've said or done, but it's just being in that moment with them, connecting, and hoping their enjoying it just like me.
ReplyDeleteI agree with you Kathleen. I think connecting with the child and being in the moment is the most important. We get feed back from children when we observe how they treat and respond to their peers and families. When children repeat how you speak and listen to them and transfer that to their peers you know you've made a connection. I have often heard from parents how their children “play” school at home. Parents say they emulate their teachers in their play at home.
DeleteI agree with Kathleen. It is important to look for teachable moments, but sometimes it is all about "the" moment. You may not have extended their "learning" which is the primary purpose of powerful interactions, but you have let them know they are valued, that someone is interested in what they are doing, and made them feel nurtured. It is like the parent who complains that she is running late in the morning, but when you ask her to drive safely, makes all the difference in her day. In the hectic, stressed lives that children have, sometimes they just need time to enjoy being loved. We want to promote "learning" but not at the expense of the child or the classroom community.
DeleteGreetings, I’m learning and enjoying reading your comments about the evidence of Powerful Interactions. I agree with Dorothy's view of the role of the educator and she made me think more about the goal of education. I wonder if we should be looking documenting the child's approaches to learning. Do any of you do this? I also thought about the Lilian Katz’s quote We overestimate children academically and underestimate them intellectually. You might enjoy reading her article at: http://ecrp.uiuc.edu/beyond/seed/katz.html
ReplyDeleteSee you next week~Sue
Sue - I use the Caring Curriculum evaluation for my daycare. I have on occasion video taped a child trying to master a skill to show their parents but not specifically documented the trial and error process on paper. It is an interesting concept and it would definitely give you insight into the process itself. For a Child Development research project, I had to set up a maze for the kids which was sheets of paper attached to the floor so they could see the whole maze. When taught to go the long way to the end the kids would continue to repeat that route even though there was a more direct route. It really struck me in the learning process as how much of an impact a teacher has and that the kids are really reliant on the teacher verses taking the initiative to figure it out even when prompted and asked if their was a different shorter route. The learning process is really fascinating! I am definitely always looking to see how kids can continue to enhance their skills.
DeleteSue,
DeleteCould you please make copies of that quote and also a handouts for the articles for this up coming meeting? Could you also bring in the brochure about the conference at BSU in march?
Thank you, Katey
Do we agree with the Authors research that finds interactions in which teachers intentionally promote learning are few and far between? Powerful interactions by the educator should be intentional and have purposeful exchanges between the educator and child. I will use the word"Purposeful" instead of "powerful," when talking about Purposeful exchanges with children or family or staff. To have a purposeful exchange you could model the three step method as stated in the book. First step: To be Present. as an educator we do need to be in the moment to build purposeful interactions. We need to observe the child's play and than build upon that play. Step Two: Connect with the child in a Purposeful Exchange. Step three: Extend Learning with each individual child in the classroom . We will have "Purposeful Interactions", when we are present and connect and extend learning in the classroom with each child and then and only then can we gauge the out comes of "Purposeful Interactions".
ReplyDeleteAt times it is really hard to tell if we have made a powerful interaction with any child; I know myself when I think I am having that great interaction with a child and really thinking that they are understanding what it is I am trying to teach or explain to them and then they turn around and do the exact opposite of what I hoped, I realize that maybe my approach just wasn't what they needed at the time but then there are other time when I feel that I really don't have a child's full attention but later I will see or hear something from that child and think to myself wow they got what I was trying to tell them or show them. So I think these PI do happen everyday for us it is just not always in that moment that we really know what impact they have.
ReplyDeleteI disagree with the authors when they stated that they only have time for a few powerful interactions a day. I feel that every interaction I have with an individual child or group of children is a powerful interaction. We don't always see an immediate reaction to our interactions. Children need to have time to process the new information and time to practice with it before the connections are made.
ReplyDeleteReading the book has made me mindful of how I approach the children, to be present in the moment trying to make sure they have my full attention even if it's for a moment or two.
Some of my most surprising powerful interactions occur during my program at Stony Brook. Each program focuses on a nature based theme. I try to make sure I spend individual time with each child and his/her parents giving them an opportunity to share what they know, ask questions, and explore the materials. I don't know if I've made connections until the family returns and can't wait to tell me what they've seen, such as the child who attended the Tracks program who not only saw raccoon tracks in her yard but watched the raccoon make the tracks or the child who attended the Spider program still looks for those spiders an webs on our nature walks. Those are powerful interactions!
I think that often it is clear when we've made a positive interaction with a group or just with a single child. Witnessing their facial expressions, hearing their affirmation of their own successes, and even body language lends clues to their own achievement. One of the many things that I appreciate about the staff at our school, is that when a child mentions something that was taught or highlighted by another staff member, it is passed along. We all need a little validation that our methods and processes are getting through to our students, and this is wonderful way to foster this.
ReplyDeleteI think we know if we have made a PI. I can see it in children's play or sometimes a parent will convey something we have spoken about in school. This has happened during parent/teacher conferences when I'm going over topics we are studying about and a parent will share something the child has said or done relating to the topic. I've seen children incorporate something they have learned during a PI to extend their knowledge when they are playing with others and I'm the observer. The children become more willing to share information with us and the climate in the classroom becomes more relaxed and caring. Parents will feel more comfortable to share information with staff.
ReplyDeleteGreetings, all. Topic one is a goldmine of insights (we should write a book!). I am particularly struck by two themes running through this: (1) ways of capturing the learning in order to make it visible to the children themselves and their families; (2) the children as not just recipients of PI's but contributors - their enthusiasm and a communal sense of wonder increasing causes them to have PI's with each other.
ReplyDeleteI also wanted to respond to Katey's inquiry about the research. If we look at national data from administration of the CLASS observation tool (which specifically focuses on real-time interaction patterns), it's clear we as a group are not nearly as skillful at scaffolding broad and deep learning as we are at creating secure and welcoming spaces for children.
Working with a small group of children in family child care I am always seeing the evidence of PI's. For example : During the morning hours I focus on my preschool program. Last week our theme was Our Five Sences. The children I played the games with in the morning played the games with the school age children in the afternoon. ( I am able to observe quietly while I'm feeding the baby. )Seeing how much the younger child picked up on I am then able to extend the activity the next day. The older children also have some great ideas ! Most of the children in my care have been with me since infancy. When I see the older children interacting with the younger ones I can see first hand how the PI's I have had with them come into play.
ReplyDeleteThe center I work at used a system called Kambu.We are able to send pictures to parents of activities the children participate in thorough out the day.There is a comment section so we can let them know what they are working on in the picture/video.The parents can also send comments back to us.
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