Use this space to discuss The Essentials: Supporting Young Children with Disabilities in the Classroom by Pamela Brillante. Begin by posting to the "Introduce Yourself". To post comments, at the bottom of the paragraph "click on the word comments". A comment box will open, you see the comments others made and you can comment. Your name shows at the top of your comment when you "publish" so you receive credit for your post.
Tuesday, January 30, 2018
Peer to peer support
How do you promote and facilitate peer to peer support in
the classroom?What specific strategies
have you found effective?Do you have
any resources to recommend?
Our center is unique in the way that our staff works together.We refer to it as cooperative teaching. We are generally in an open classroom that services a mixed age group (ages 3,4,and 5) for the majority of the day. We are separated for an hour and a half in the morning to enable each age group to meet in their individual circle time. The teachers are available to one another to share ideas as well as lend ongoing support. We are afforded the opportunity to meet together several times during the week to collaborate and discuss upcoming themes as well as to gain insight on children's evaluations, and observations. Our staff also attends monthly meetings and training. Our Director practices an open door policy and encourages the staff to bring suggestions, questions and concerns. Open and transparent is the policy we like to observe. We find that this frequently wards off any issues that may arise but can be addressed quickly.
Yes Sue, I do believe that a mixed age group helps in encouraging peer relationships. In our case, being in a large space lends itself to constant interaction among staff which then opens up constructive conversation. Instead of waiting to share our thoughts and concerns in a staff meeting (monthly), we can address anything that might pop up immediately. This enables prompt attention to a variety of subjects that sometimes takes a few days to address, and of course in the case of an emergency situation, prompt attention and a plan of action would take place.
Peer to peer support. This is something I want to think more about and remember to utilize as frequently as I can. I remember my daughter’s kindergarten teacher saying they don’t assist the children getting dressed or tying shoes. “Ask a friend to help”. This really got me thinking, after all preschool teachers are expert shoe tyers and zipper putter uppers! What better role modeling and motivators the other children can be. This is a simple example. What we have found most effective in our school is our “Acts of Kindess Program” Every day we “catch” the children idling random acts. It is so important that we write them down (children know important things get written down) and place them on our monthly project wall. Last month they were snowmen, this month hearts. We keep it fresh that way. So there important acts are there for everyone to see. At the end of each month they go home. We recently added a ticket for that child to take home each day to start the conversation at home. Acts may be I shared a toy with Billy, or I helped Julie find her coat. Anything works! Our challenging behavior children may actually get the most because the teachers are so focused on catching them being good. This sets up a wonderful atmosphere in the classroom. We discuss it at meeting time and encourage the parents to use this technique at home through our newsletter. We also expand this to Acts of Kindess in our community. Example: we made Valentines for our local Senior Meals on Wheels Program. I know it works when the children speak out “I just did an act of Kindess.”
Hi Theresa, Your posting about Kindness Curriculum, reminded me that I have some useful children's books to share. I'll bring them tonight and show them to you and the others. Sue
Kids love to feel powerful ... to be in charge! As a teacher I make use of this to the atmost measure. How can they show their power?? What are their strengths? These Are some questions that run through my mind as I get to know them at the beginning of the year. It’s simply making use of them,Whether it be little things or big ,that these little busy bodies can accomplish.It’s a win win!! They like to hold the door, or help zip up coats, help their friend with his gloves, hats, etc. help clean up messes, read a story to your friend, whatever it may be. Teaching them to team up and work together and helping them understand how it saves on time and energy is essential. My kids can often hear me say “ Hey guys if we team up then we can go outdoors a lot sooner.! The best part is that they get it! They understand how it works in their favor and they really enjoy doing it together. And the more we do it the better it gets. I also do follow “bucket filling”which focuses on making friends, helping each other, sharing, being empathetic etc. I have another curriculum that I do rotate with “ Bucket filling” called “Second step” which also focuses primarily on social - emotional skills and additionally has family night resources like Home Links that connects homes to school and then both to the community. It’s an amazing tool as we can register online and get plenty of resource material to help support our curriculum. The tool kit comes with cd’s, puppets, posters, feelings cards, and plenty more.
In our center ,we had the privilege of meeting a special story teller and author of the book “ Leaving a mark”, Nicole cannella. This book is based on a true story about Dorian “ D- strong” Murray, who was diagnosed with stage 4 cancer of the muscle tissue at age 4. The courage and strength of this little boy is depicted beautifully in this book . It also talks about the inside beauty of a person, although they may look different on the outside. It teaches how to be empathetic and sympathetic towards people who struggle battling cancer. “D strong “ has affected millions around the world positively through his determination until he passed at age 8. It was a wonderful experience when, after Nicole read the story children were truly touched. They asked some thought provoking questions that surprised even the author . Children also love when they have someone different , other than their teachers visit with them and do something very special with them.
In our center we work very closely with one another. We give moral support, and at our staff meeting we share ideas, and brainstorm any issues together. We make it as a team effort. We support. We discuss what is working in classrooms and our goals. We do work together with positive reinforcements like bucket filling. Use ideas for Pyramid model to help support the children in our classrooms too. We solve problems together and with each others assistants.
I would like to second what Amy Stigas said. Being with great staff that support each other and are there to bounce things off of is key to a successful program. I like to think that all of us have strengths and weaknesses and the guidance of a good director and staff is to help bring out those positives. I also think we need to be honest with ourselves and know what are weakness are and what our strong points are. I believe when we do this it makes us more effective teachers as well as colleagues.
Balancing weakness and strength is important. I think we need to do more self-talk on how we are working on the balance. For example, I feel strong as an organizer and I'm working at getting better at communicating my ideas kindly. Do you or others talk about how you are improving with children and families?
Our mixed-aged grouping naturally lends itself to peer to peer support. There are times when new families tour our center and express concerns about having their young three year old enter a group that includes five year olds, but I reassure them by having them visit while we are engaged in free play/work time. This enables them to witness social learning as older children feel a natural responsibility to take care of others because they have experienced more. Teachers are available at areas, like the writing or manipulative table, to encourage younger children to observe older children using materials and give positive reinforcement to older children who take on a leadership role. Older children are also called upon at large group times to answer questions or make comments first so that the younger children can follow their lead. Children learn so much from each other and if given the opportunity to take on a leadership role, their social skills and self-confidence are enhanced.
We often to pair children together to model the needed behavior . We always stress Jewish Values being kind and having peaceful classroom as well as everyone taking responsibility for the environment classroom and playground. We have a least two teachers team teaching in the classrooms and at a assistant teacher as well as student teacher. We attend staff meeting once a month more if needed and professional days of learning . Mary Mac Donald
Our center is unique in the way that our staff works together.We refer to it as cooperative teaching. We are generally in an open classroom that services a mixed age group (ages 3,4,and 5) for the majority of the day. We are separated for an hour and a half in the morning to enable each age group to meet in their individual circle time.
ReplyDeleteThe teachers are available to one another to share ideas as well as lend ongoing support. We are afforded the opportunity to meet together several times during the week to collaborate and discuss upcoming themes as well as to gain insight on children's evaluations, and observations. Our staff also attends monthly meetings and training.
Our Director practices an open door policy and encourages the staff to bring suggestions, questions and concerns. Open and transparent is the policy we like to observe. We find that this frequently wards off any issues that may arise but can be addressed quickly.
Hi Amy,
DeleteI wonder how your program structure facilitates peer to peer relationships. Does a mixed age group help with peer relationships?
Sue
Yes Sue, I do believe that a mixed age group helps in encouraging peer relationships. In our case, being in a large space lends itself to constant interaction among staff which then opens up constructive conversation. Instead of waiting to share our thoughts and concerns in a staff meeting (monthly), we can address anything that might pop up immediately. This enables prompt attention to a variety of subjects that sometimes takes a few days to address, and of course in the case of an emergency situation, prompt attention and a plan of action would take place.
DeletePeer to peer support. This is something I want to think more about and remember to utilize as frequently as I can. I remember my daughter’s kindergarten teacher saying they don’t assist the children getting dressed or tying shoes. “Ask a friend to help”. This really got me thinking, after all preschool teachers are expert shoe tyers and zipper putter uppers! What better role modeling and motivators the other children can be. This is a simple example. What we have found most effective in our school is our “Acts of Kindess Program” Every day we “catch” the children idling random acts. It is so important that we write them down (children know important things get written down) and place them on our monthly project wall. Last month they were snowmen, this month hearts. We keep it fresh that way. So there important acts are there for everyone to see. At the end of each month they go home. We recently added a ticket for that child to take home each day to start the conversation at home. Acts may be I shared a toy with Billy, or I helped Julie find her coat. Anything works! Our challenging behavior children may actually get the most because the teachers are so focused on catching them being good.
ReplyDeleteThis sets up a wonderful atmosphere in the classroom. We discuss it at meeting time and encourage the parents to use this technique at home through our newsletter.
We also expand this to Acts of Kindess in our community. Example: we made Valentines for our local Senior Meals on Wheels Program.
I know it works when the children speak out “I just did an act of Kindess.”
Hi Theresa, Your posting about Kindness Curriculum, reminded me that I have some useful children's books to share. I'll bring them tonight and show them to you and the others. Sue
ReplyDeleteKids love to feel powerful ... to be in charge! As a teacher I make use of this to the atmost measure. How can they show their power?? What are their strengths? These Are some questions that run through my mind as I get to know them at the beginning of the year. It’s simply making use of them,Whether it be little things or big ,that these little busy bodies can accomplish.It’s a win win!! They like to hold the door, or help zip up coats, help their friend with his gloves, hats, etc. help clean up messes, read a story to your friend, whatever it may be. Teaching them to team up and work together and helping them understand how it saves on time and energy is essential. My kids can often hear me say “ Hey guys if we team up then we can go outdoors a lot sooner.! The best part is that they get it! They understand how it works in their favor and they really enjoy doing it together. And the more we do it the better it gets. I also do follow “bucket filling”which focuses on making friends, helping each other, sharing, being empathetic etc. I have another curriculum that I do rotate with “ Bucket filling” called “Second step” which also focuses primarily on social - emotional skills and additionally has family night resources like Home Links that connects homes to school and then both to the community. It’s an amazing tool as we can register online and get plenty of resource material to help support our curriculum. The tool kit comes with cd’s, puppets, posters, feelings cards, and plenty more.
ReplyDeleteIn our center ,we had the privilege of meeting a special story teller and author of the book “ Leaving a mark”, Nicole cannella. This book is based on a true story about Dorian “ D- strong” Murray, who was diagnosed with stage 4 cancer of the muscle tissue at age 4. The courage and strength of this little boy is depicted beautifully in this book . It also talks about the inside beauty of a person, although they may look different on the outside. It teaches how to be empathetic and sympathetic towards people who struggle battling cancer. “D strong “ has affected millions around the world positively through his determination until he passed at age 8. It was a wonderful experience when, after Nicole read the story children were truly touched. They asked some thought provoking questions that surprised even the author . Children also love when they have someone different , other than their teachers visit with them and do something very special with them.
ReplyDeleteThanks for sharing at our discussion on Feb. 26. I appreciate having the author's name. I will look for the book.
DeleteIn our center we work very closely with one another. We give moral support, and at our staff meeting we share ideas, and brainstorm any issues together. We make it as a team effort. We support. We discuss what is working in classrooms and our goals. We do work together with positive reinforcements like bucket filling. Use ideas for Pyramid model to help support the children in our classrooms too. We solve problems together and with each others assistants.
ReplyDeleteI would like to second what Amy Stigas said. Being with great staff that support each other and are there to bounce things off of is key to a successful program. I like to think that all of us have strengths and weaknesses and the guidance of a good director and staff is to help bring out those positives. I also think we need to be honest with ourselves and know what are weakness are and what our strong points are. I believe when we do this it makes us more effective teachers as well as colleagues.
ReplyDeleteBalancing weakness and strength is important. I think we need to do more self-talk on how we are working on the balance. For example, I feel strong as an organizer and I'm working at getting better at communicating my ideas kindly. Do you or others talk about how you are improving with children and families?
DeleteOur mixed-aged grouping naturally lends itself to peer to peer support. There are times when new families tour our center and express concerns about having their young three year old enter a group that includes five year olds, but I reassure them by having them visit while we are engaged in free play/work time. This enables them to witness social learning as older children feel a natural responsibility to take care of others because they have experienced more. Teachers are available at areas, like the writing or manipulative table, to encourage younger children to observe older children using materials and give positive reinforcement to older children who take on a leadership role. Older children are also called upon at large group times to answer questions or make comments first so that the younger children can follow their lead. Children learn so much from each other and if given the opportunity to take on a leadership role, their social skills and self-confidence are enhanced.
ReplyDeleteWe often to pair children together to model the needed behavior . We always stress Jewish Values being kind and having peaceful classroom as well as everyone taking responsibility for the environment classroom and playground. We have a least two teachers team teaching in the classrooms and at a assistant teacher as well as student teacher. We attend staff meeting once a month more if needed and professional days of learning . Mary Mac Donald
ReplyDeleteWhat topics do you discuss at staff meetings and on your professional days?
ReplyDelete