Burnout is at a whole new level within the last couple of years. Anyone who is a stakeholder feels certain levels of burnout, and there isn’t a magic cure or quick fix. On this week’s episode of Teaching with CLASS®, we replay a classic episode with guest Colleen Schmit - to help educators recognize and work through burnout. Colleen shares these tips on combating burnout:  Focus on your why: Write your why on a sticky note where you will see it, feel it, and remember it. If you didn’t love what you do, or have interest in what you do, you wouldn’t keep showing up, and this job is challenging! Physically, mentally, and emotionally, so being grounded in your why can really help get through the day-to-day. Find your people: find positive people who will support you! Surround yourself with positivity and people who will empathize with you. Be mindful of who you are interacting with and how you’re responding. Focus on joy and relationships: One of the biggest perks of working in early childhood education is that you get to work with young children, have fun, and be silly. You get to go and focus on joy and building relationships. Sometimes it is more important to pause your lesson plan and go with what you know works, or what should be addressed at that moment. Relationships impact all of the learning outcomes you’re trying to achieve. Put yourself on the list: There is no program or regime for self-care, it is different for everyone. It can feel difficult to make time for yourself, but just do your best to be mindful of the things that will take care of your physical and mental health. It all boils down to things that you do to take care of you in a way that makes you feel more like yourself. Also, if you aren’t engaging in self-care, don’t be too hard on yourself. Be gentle with yourself and do what you can to prioritize your needs.Advocate for yourself and your students: It’s not just about being a voice for the voiceless of your children, but also yourself, the families, your co-workers. It’s a big job, but when you are advocating for everyone but yourself, you will burn out. Learn more about combating burnout on our website: How I Found Joy in Teaching after Losing Focus on What Matters Interactions at the Heart of Healing - A trauma-informed CLASS® professional development series More good reads: Stress Levels of School Administrators and Teachers in November and January  If You Feel Like You’ve Hit A Teaching Wall, You’re Not Alone Why is November so stressful? &nb

Welcome to a journey into the world of emotional intelligence and the transformative power of art in early childhood education. In today’s episode of Teaching with CLASS®, we are joined by Lanika Flores, a passionate advocate with over two decades of experience in nurturing young minds. Lenika’s background spans from classroom teaching to educational coaching, and today she offers invaluable insights into how art can be a conduit for children to explore and express their emotions.  Topics Discussed in This Episode[00:00:00] Introduction [00:01:40] Lenika’s background and why she’s here to talk about using art in the classroom and managing feelings [00:02:55] Where Lenika’s interest in art and using art in the classroom comes from [00:05:51] How a regular teacher who’s not an expert in art can support art in the classroom [00:09:08] Things to bring into the classroom to inspire children to explore and create [00:11:42] Bringing children’s art and feelings together  [00:18:37] Classroom organization and setting boundaries around art materials  [00:21:26] Inviting teachers to be thoughtful in implementing art activities [00:23:16] Whether educators get something out of art experiences alongside children Resources Kate Cline Lenika Flores

This episode dives into the world of special education, focusing on the importance of individualized interactions in the classroom. Today’s guest, Mary-Margaret Gardiner, a seasoned educator, shares her insights and experiences in working with special needs children.  The discussion ranges from understanding each child's unique cues and needs to effective strategies for classroom observations. Mary-Margaret highlights the importance of understanding each child's individual needs and cues, and how teachers can use that understanding to foster powerful interactions that support unique learning styles. Topics Discussed in This Episode [00:01:38] Mary-Margaret’s background[00:05:19] How the guiding principles of CLASS® 2nd edition apply to all children, including those with special needs[00:07:41] How teachers can effectively interact with children who don’t like to interact[00:11:51] Attending to the needs of children with and without special needs in the same classroom[00:18:16] Addressing challenges in interacting with children who have developmental delays[00:22:29] What observers need to know about special needs when they go observe a classroom[00:28:27] Which tools observers use [00:31:30] Strategies Mary-Margaret wants educators to know  Resources Mary-Margaret Gardiner   Resources for Educators   Recommendations for Using CLASS in Inclusive Early Childhood Programs

Unravel the world of bilingual education with our special guest, Karen Nemef, a celebrated author, consultant, and staunch advocate for high-quality early learning experiences for young multilingual learners. Throughout this episode, Karen enlightens us on the power of bilingualism, offering a profound understanding of what it means to be a dual language learner and the importance of connecting with these children in their languages, regardless of their proficiency level. Karen brings her expertise to bear as she shares fascinating research-backed evidence, demonstrating that supporting a child's home language not only helps them excel in English but in other languages too. She discusses the concept of "banking time" when teacher and student speak different languages, offers practical tips on how to engage with a child who speaks a different language, and emphasizes the critical role of building a genuine connection with the child through nonverbal skills and shared play materials.  Topics Discussed in This Episode [00:00:51] Karen’s background and current role[00:04:25] How to define a multilingual or dual language learner[00:06:50] The strength of bilingualism [00:07:19] What interactions look like when children and teachers speak different languages[00:09:39] What the research says about how multilingual learners can thrive in the early childhood education setting[00:13:52] How teachers can learn to interact with students in their home languages [00:16:39] Training teachers on the importance of listening[00:17:50] Banking time when you don’t speak the same language as the child [00:23:02] The multiple reasons to involve the parents and family of the child[00:24:27] Key takeaways for teachers to practice with their students  Resources Karen Nemeth Karen on Facebook ELLs / DLLs in Early Childhood on LinkedIn Language Castle

En los últimos años se ha visto un aumento en las conductas desafiantes en el salón de clases. El trauma tiene mucho que ver con este comportamiento, por lo que hoy tenemos a la Dra. Johayra Bouza, para ayudarnos a entender la conexión que existe entre lo que se vive en casa y lo que sucede en el salón de clases, así cómo desarrollar estrategias para navegar los eventos de conducta desafiante y cómo comunicarlo a las familias para fomentar que estas estrategias también se apliquen en casa. Tópicos discutidos en este episodio: [04:16] ¿Cuáles son las razones del comportamiento desafiante? [07:38] ¿Cómo manejar la frustración y controlar los comportamientos desafiantes? [17:30] Conectar con las dos partes del conflicto. [21:52] ¿Cómo comunicar las conductas desafiantes a los padres? [27:10] ¿Cómo fomentar que las familias se conecten con los niños y niñas en casa? [29:20] Estrategias para implementar desde hoy.

In today’s episode, we explore the difficult topic of student trauma and challenging behaviors in the classroom. Joining us today is Dr. Johayra Bouza, an educator who has walked the path from poverty to academia thanks to the dedication and support of her teachers. Dr. Bouza brings her rich insights and practical advice to address these pressing issues that have been amplified due to the pandemic and its associated social isolation. Throughout this episode, Dr. Bouza provides invaluable advice on how to manage student trauma and challenging behaviors in the classroom. She underscores the importance of recognizing the trauma that educators themselves may be undergoing and shares effective coping strategies. From deep breathing exercises to setting boundaries and validating emotions, Dr. Bouza offers a range of strategies to handle difficult situations. Additionally, she discusses the critical role of understanding the child, engaging them in calming activities, and fostering positive parent-educator relationships.  Topics Discussed in This Episode [00:00:39] Dr. Bouza’s background and current role[00:05:22] The reasons for changing student behaviors and more challenging behaviors[00:07:23] The kinds of behaviors students are exhibiting in the classroom these days[00:09:09] Ways to cope with more challenging behaviors[00:17:50] Communicating with parents about challenging behaviors[00:26:06] Strategies teachers can share with families to help them connect with their students[00:29:04] Concrete strategies teachers can use for children exhibiting challenging behaviors Resources Dr. Johayra Bouza

Hoy está con nosotros Rommel Mendez, maestro de niños pequeños en CPLC EHS-Phoenix. Con más de 10 años de experiencia trabajando con CPLC, Rommel viene a conversar sobre cómo la sensibilidad en el salón de clases puede ser una herramienta para entender mejor a tus estudiantes y facilitar el proceso de adaptación de las lecciones, resultando en una mejor experiencia en el salón de clases. Tópicos discutidos en este episodio: [02:39 - 04:04] Sensibilidad del maestro y la maestra para generar confianza en los niños. [04:04 - 06:19] ¿Cómo afecta la sensibilidad del maestro al comportamiento del niño en el salón de clase? [06:19 - 10:54] ¿Cómo manejar los momentos de sobrecarga sensorial? [11:07 - 14:07] Planificar actividades tomando en cuenta la individualización. [14:07 - 17:12] Adaptaciones de las lecciones sobre la marcha y cómo afecta los cambios en la rutina. [17:12 - 21:54] Estrategias que puedes implementar desde hoy.

In today’s episode, Rommel Mendez, a toddler educator with over a decade of experience, shares his valuable insights and practical strategies for fostering trust, sensitivity, and emotional security in the classroom.  His approach emphasizes meeting children where they are, understanding their unique needs, and equipping them with tools for self-regulation. The conversation also touches on adapting activities to cater to individual needs and interests, fostering relationships with parents, and handling issues like sensory overload. Topics Discussed in This Episode [00:01:05] Rommel’s background and current role[00:02:57] How teachers can build trust with toddlers[00:05:08] How teacher sensitivity impacts behavior in the classroom [00:07:40] How to help individual students with problems like sensory overload [00:09:35] Maintaining mindful expectations for students and modeling behaviors[00:12:23] Promoting growth and development in a sensitive way[00:16:53] Combining sensitivity with adaptability[00:18:09] Strategies that teachers can implement immediately to adapt activities or increase their awareness and responsiveness

In this episode, we discuss the profound impact of classroom relationships on learning and development. Today’s guest is Kate Matthew. Kate is a co-author and Project Director of the STREAMin3 curriculum model from the Center of Advanced Study of Teaching and Learning (CASTL) at the University of Virginia. Today she shares enlightening insights that underscore the crucial role that relationships between educators and students play in shaping successful learning environments. Drawing from her wealth of experience, Kate shares practical strategies and innovative techniques such as 'banking time', a unique approach aimed at bridging the gap with students who find connection challenging. Listen to today’s conversation to learn about how educators can fortify these critical relationships by offering choice and autonomy activities coupled with acceptance, interest, and responsiveness. Topics Discussed in This Episode [00:00:56] Kate’s background and current role[00:02:05] Ways for educators to start thinking about their relationships with their students[00:05:23] What educators can do to foster their relationships with children[00:11:24] Making relationship-building a priority[00:14:12] Weaving relationship-building into academics[00:15:13] What to do when forming relationships doesn’t come easily and how banking time can help[00:19:05] How to unlock the relationship superpower in the classroom[00:20:17] More resources for listeners Resources Kate Matthews Streamin3 Curriculum ECE Resource Hub Banking Time

The process of fostering children's critical thinking and problem-solving skills can be challenging yet rewarding. In today’s episode, you’ll hear an enlightening conversation with early childhood education expert, Shawn Kaplan, about the art of cultivating thoughtful interactions in children and unlocking their cognitive abilities. With 30 years of experience in the Early Education sector, Shawn Kaplan has supported Teachstone, the Los Angeles County Office of Education (LACOE), and local school districts as a consultant with CLASS-related learning applications and improvement plans. Shawn has also supported Family Child Care programs as a Quality Coach, worked in infant through PreK in both private and public programs, held leadership roles in the private sector, and managed non-profit programs. Listen to the episode to hear Shawn’s insights on fostering critical thinking and problem-solving skills in children. The episode offers practical advice on enhancing children's cognitive abilities, understanding their non-verbal communication, and promoting their inherent creativity. Furthermore, Shawn introduces us to the innovative Architects of the Mind program, which aims to nurture advanced problem-solving skills in children. Topics Discussed in This Episode [00:00:50] Shawn’s background[00:01:44] What it means to have children explain their thinking[00:02:44] How explaining their thinking helps children develop cognitive skills[00:05:41] Ideal moments for these interactions between students and teachers[00:09:38] Leaning into transitions[00:12:26] Reminders teachers can use to push that kind of thinking in students[00:14:48] How asking students to explain their thinking connects to the other four indicators of quality of feedback[00:18:38] How to have these kinds of interactions with children who are non-verbal or special needs[00:21:01] How educators can balance guidance and allowing children to think independently[00:23:48] Strategies for teachers to implement in the classroom [00:26:24] Encouragement and grace for educators Resources Shawn Kaplan

En el episodio de hoy tenemos a Zaidaliz Beltrán e Iris García como invitadas, ambas iniciadas como maestras de preescolar en Head Start y actualmente consultoras en varios programas de Head Start en Puerto Rico y afiliadas CLASS Trainer - Pre-K. Iris y Zaidaliz han trabajado juntas por más de 20 años, les gusta viajar, entrenar y hacer largas caminatas.   En esta conversación escucharás la importancia de planificar transiciones entre las actividades a lo largo del día, cómo benefician estas transiciones al desarrollo de las funciones ejecutivas cuando son bien implementadas y algunos ejemplos de cómo hacerlo apropiadamente.   Tópicos discutidos en este episodio:   [02:12 - 06:46] ¿Cuántas transiciones se hacen en el día? Y ¿Cómo pueden manejarse esas transiciones? [07:01 - 09:35] ¿Qué dice la evidencia sobre las transiciones y el tiempo que se invierte en ellas? [09:38 - 13:13] ¿Cómo estructurar los momentos de transiciones? [13:24 - 15:24] ¿Qué efecto tienen las transiciones en el aprendizaje? [16:06 - 19:18] Una historia que ilustra estrategias para fomentar el interés y participación de los niños y niñas en el salón de clase. [21:08 - 22:45] Estrategias que puedes implementar desde hoy.  [23:04 - 26:06] Curiosidad intelectual e ideas finales.

As educators, we are all familiar with the hustle and bustle of a new academic year. It's a time filled with excitement, anxiety, hope, and often, an overwhelming to-do list. But amidst the chaos, it's essential to take a moment to breathe, refocus, and reconnect with our passion for teaching. In the latest episode of Teaching with Class, our host, Kate Cline, navigates us through the three Ws of teaching - the Why, the Who, and the What - offering actionable strategies to help educators reignite their passion and maintain their motivation throughout the academic year. Topics Discussed in This Episode [00:00:52] Connecting to the opportunities of a new school year[00:01:40] Reconnecting with the present[00:02:08] The three Ws[00:02:34] Your educator why[00:03:22] Three whos: your students, your colleagues, and yourself[00:05:17] Finding a mentor as a new teacher[00:06:42] What you do each day in your classroom Resources Kate Cline

In this podcast episode, we are introduced to the insightful Pamela Thompson, a director of teaching and learning at Neighborhood Villages in Boston. With a wealth of experience in early childhood education, Pamela shares her approach to fostering a sense of belonging in classrooms for children as young as 15 months.  She explores the concept of an 'always yes' environment to nurture curiosity and open-ended exploration among young learners. The episode dives deep into the power of language, family engagement, classroom dynamics, and the importance of diversity in early learning environments. Thompson's fresh perspectives on language development, trust-building, and celebrating diversity are sure to inspire listeners and offer practical tips for cultivating a greater sense of belonging in their own classrooms. Topics Discussed in This Episode [00:00:50] Pamela’s background [00:03:24] What drove Pamela to stay in the classroom[00:04:42] Creating a strong partnership between parents and educators[00:09:14] Specific moments with parents and their children[00:13:44] How a sense of belonging helps children feel safe so that they can focus on learning [00:18:02] How teachers can facilitate a moment of learning[00:26:55] Takeaways from this episode that educators can put to use right away Resources Pamela Thompson

Understanding how best to support strong-willed children is an important question in education. In today’s episode, Megin Ruston, an adept educator and online course facilitation manager, delves into the challenges and strategies associated with teaching strong-willed children. With her expertise in early childhood education, Megin provides insightful explanations of how temperament impacts behavior and classroom dynamics.  The discussion encompasses strategies to identify rigid traits in toddlers and preschoolers, practicing flexibility and cooperation during calm moments, and fostering emotional literacy. She also addresses the importance of setting boundaries and behavior expectations in the classroom, handling challenging behaviors, and promoting self-regulation. The episode wraps up with Megin emphasizing the crucial role of positive reinforcement and acknowledgment in the classroom and the importance of practice for educators.   Topics Discussed in This Episode [00:01:38] The definition of a strong-willed child[00:03:13] What temperament means and how descriptions of temperament have changed[00:08:30] Why having a strong will is not necessarily a bad thing[00:09:43] The difference between a cooperative child and a compliant child[00:13:57] Thinking about what a child’s behavior means[00:15:38] Flexibility as a strategy for children with more rigid tendencies[00:21:05] Setting boundaries as a teacher[00:27:10] What happens when the student and teacher share a temperament [00:29:14] Acknowledging the importance of every teacher Resources Megin Ruston

En este episodio tenemos a María Cristina Caro como invitada para visitar estrategias de desarrollo de conceptos en el salón de clases, una práctica que ayuda a construir un alto nivel de pensamiento. El desarrollo de conceptos se basa en cuatro pilares fundamentales: Análisis y razonamiento, se logra preguntando el por qué y el cómo de las cosas, resolución de problemas, ejercicios de predicción y experimentación, y ejercicios de comparación y exploración.Creatividad, se basa en generar oportunidades para que los niños y niñas puedan expresar sus propias ideas.Integración, con otros conceptos y el conocimiento previo.Conexión con el mundo real, para entender las aplicaciones del conocimiento en la vida cotidiana. En esta conversación se discuten los conceptos básicos, ejemplos prácticos y consideraciones especiales. Tópicos discutidos en este episodio: [00:45] Conociendo a Maria Cristina Caro [03:26] ¿Qué es el desarrollo de conceptos? [10:51] Expectativas al comenzar [16:27] Ejemplos prácticos [21:42] Consideraciones para aplicar las estrategias con niños y niñas con necesidades especiales

What does scuba diving have to do with concept development in early education? In today’s episode, we are joined by Maria Cristina Caro, a seasoned early childhood educator with decades of experience. Maria Cristina takes us on a deep dive into the world of concept development in early education, comparing the process to scuba diving.  She shares her innovative strategies for making learning accessible to all children and underlines the importance of preparation, observation, and quality feedback in teaching. Tune in to hear how Maria is thinking about teaching children the 'whys' and 'hows' behind concepts, strategies to make concept development accessible for all children, and the use of visuals, individualization, and inclusion as key components in concept development Topics Discussed in This Episode [00:00:41] Maria Cristina, an experienced early childhood educator, and her background[00:02:09] What concept development is[00:04:48] How to go deep into concepts with children[00:10:08] When concept development happens[00:10:52] How to help children think about concepts indicator by indicator[00:13:19] Making connections within a larger concept[00:17:13] Concept development for children with special needs, different cultures, and who speak multiple languages.[00:17:34] How using visuals is helpful[00:17:50] Individualization and Inclusion in concept development Resources Maria Cristina Caro

Children need to be calm and able to manage their emotions if they’re going to learn, but they can’t do that without tools to help them handle their emotions – especially the kind of yucky emotions that can really disrupt a student’s day or even a teacher’s day.  In today’s episode, Jess Moorhead, a teacher from Memphis, TN, joins the podcast to explain some of the ways she helps her students develop socially and emotionally. Listen to the episode to learn about how Jess lays the groundwork for her students during the first two weeks of the year, then continues to set the tone every day to help her students develop the strategies they need to both verbalize and manage their feelings.  Topics Discussed in This Episode [00:00:40] Jessica’s background[00:01:55] Jess’s dogs[00:02:40] Strategies for social and emotional development in the classroom[00:04:45] How Jess handles the first two weeks of the year[00:06:33] What happens after investing the first couple of weeks in social skills[00:07:35] Setting the tone in the classroom daily[00:11:45] Where children’s yucky feelings can come from[00:15:16] Normalizing kids’ feelings and giving them strategies for managing them[00:17:14] Making those strategies work for students[00:19:07] A situation Jess had with a child doing group work[00:24:05] Moving from one strategy to another when the first one doesn’t work[00:25:25] Techniques to help kids calm down[00:29:23] Takeaways for teachers to help children work on their feelings Resources Jess Moorhead

How can you incorporate music into your classroom and what does that do for your students? What can it do for you? In today’s episode, you’ll hear from Mary Anderson, founder of My Music Starts Here and the creator and host of Songs and Stories on Virginia PBS. She has a lot of wonderful information to share about how sharing music with children impacts them.  Listen to the episode to learn about how music affects communication and literacy, what’s happening in their lives and in their brains when someone is singing and sharing music with them, and how teachers can share music just using their own bodies or things they have in their classrooms.  Topics Discussed in This Episode [00:01:37] Mary’s background[00:04:47] The impacts of sharing music with children[00:07:58] Why teachers should share music even if they’re insecure about their own singing[00:09:24] What happens in children’s brains when someone sings with them[00:13:00] The purpose of using music for communication[00:16:30] Connecting music to literacy[00:20:50] Making music with things in the classroom[00:25:04] Sharing music to build social skills[00:29:35] How music helps teachers[00:32:28] Takeaways that teachers can use with children right away[00:37:32] Incorporating different cultures into musical experiences for children Resources Mary Anderson My Music Starts Here

Today’s episode of Teaching with CLASS® is led by guest host Emily Simon. In today’s conversation, you’ll hear from Lexi Alexander, an applied developmental psychologist who specializes in early learning. She has extensive experience, both as a classroom teacher and mother herself, as well as having co-led the Early Science Initiative, a system of professional learning and family engagement focused on using early science as a driver of high-quality teaching and learning, over the past 10 years.  Listen to the episode to learn more about concept development during science and why it shouldn’t be confined to science-specific blocks of the day. In this episode you’ll learn about the power of surrendering power and control over thinking to children, building on children’s innate curiosity, and implementing concept development across the day.  Topics Discussed in This Episode [00:00:21] Today’s guest host, Emily Simon, and guest Lexi Alexander[00:01:25] What teachers are already doing in class to support concept development[00:03:55] How to start giving children control[00:06:23] How teachers can leverage and build on innate curiosity for concept development[00:11:10] How to support science learning and concept development across the day, not just during specific times of the day[00:16:35] How to give children space to think and come up with answers themselves[00:19:12] Planning specific science blocks that are developmentally appropriate and encourage critical thinking[00:22:22] How it looks to your own power and control to children[00:26:30] Key takeaways from this episode: curiosity, shifting focus on how you view the world, embody what it means to be a scientist Resources Emily Simon Lexi Alexander

What does it look like for CLASS® to be fully integrated into the curriculum? How can coaches get educators excited about that, and what impact does it have on the lives of children? In today’s episode, you’ll hear from Lisa Howard and Britney Blackman from the New E3 School as they talk about their CLASS curriculum.  Listen to the episode to hear what Britney and Lisa have to say about how CLASS is helping and impacting their students, how educators who have never encountered CLASS before are transformed by it, and how parents and families get involved in what the school is doing.    Topics Discussed in This Episode [00:01:07] Today’s episode is about supporting educators with a curriculum designed with CLASS in mind, making friends with data, and how US coaches can support educators[00:01:58] Introduction to Lisa and Britney and their roles[00:05:32] How CLASS is helping and impacting the students Britney and Lisa are working with today[00:09:28] The transformation period of a person who’s never worked with CLASS being exposed to the program[00:12:46] The impact Britney sees on the lives of the children[00:14:58] How children’s behaviors shift as a reaction to adult behaviors[00:19:51] How to get an educator excited about CLASS [00:23:32] How to involve parents and families in the process[00:27:50] Understanding what educators went through during COVID [00:31:50] The importance of taking a long view [00:33:05] Giving yourself grace and space to grow.   Resources   Britney Blackman Lisa Howard