Successes

Beyond Basic Care: How One Classroom Learned the Power of Connection

When I first started working in the toddler classroom at one site there was very limited communication with the children that showed interest in what the children were doing and enjoyment in spending time with them. The children’s physical needs were being met, but the social and emotional support was lacking. The teachers were focused on caregiving tasks and communication with the children was primarily around controlling behavior: however, they were interested in changing the language environment and very open to suggestions. The teachers have made great strides making the classroom environment more positive for the children.

From Teacher-Led to Child-Centered: Classroom Embraces the Power of Play

In one of the preschool classrooms where initially children were spending very little time in center play and a lot of time in teacher directed activities. They are now spending at least an hour each morning in classroom centers with the teacher moving from center to center engaging with children. For preschool aged children, playing is the most effective and lasting form of learning. We are proud of the changes these teachers were willing to make in their classrooms to better support and engage their children!

Small Shifts, Big Results: Teacher Creates a More Connected Classroom

One success story from my coaching involved supporting a teacher in shifting from primarily small-group activities to increasing purposeful center time. This change created more opportunities for intentional conversations between the teacher and children, resulting in higher levels of engagement during classroom activities. As the teacher became more intentional in interacting with students during centers, stronger relationships were built, which contributed to a noticeable decrease in challenging behaviors and a more positive classroom environment.