Sometimes it is easy to forget that the process of creating is higher level thinking and that many things are going on at the same time during this thought process to include the use of the senses, accessing background knowledge, and application, questioning and inventing through hands on exploration.

The power of observation and documenting child assessment in order to recognize the languages and build on these progressions for children. This reminds me how important it is for teachers to receive professional development opportunities and to know and understand the power of observation and intentional planning.

As children have the right to a school that aware of their needs and more intentional. Teachers also have the right to learn along side children and also develop a love for life-long learning, as they develop themselves professionally.

The relationships that children are making are long term and are so important to their social emotional well being. They have time to build trusting relationships and can feel safe to learn and grow as individuals knowing their teachers will be there to guide them.

I think it is easy to forget that listening is a skill we must develop in children, rather than just expecting them to know how. We can have audio books and listening centers, and other listening activities that will support development in this area.

This is powerful! If we do not listen to what children are gaining through an experience, how can we continue to provide meaningful experiences that meet their needs. I have seen many teachers, (also guilty myself) telling children, "It's my turn to talk, can you tell me about it later?"

It always seems easier or just faster to do things ourselves, but when we do. The opportunity for independence is eliminated.

Language barriers can usually be broken with patience and understanding. Some languages are universal like a babies cry. Different pitches have a different meaning. If infants are hungry this will definitely sound different than if a baby is hurt. Taking more time to decide what is being communicated will help us ensure we are meeting children's rights. Adults fear of losing control can be communicated to children as a lack of caring about their needs and rights. Educators must figure out as individuals how to balance meeting child need's and maintaining just enough control.

Sometimes we never give children enough wait or think time to come up with the answers, and as educators we are even quicker to give information and possible solutions rather than allowing children to come to their own conclusions.

I think that sometimes we forget what children go through at home. Many have adult size problems and this reminds me to be empathetic and accepting and help children to connect at school and respect the experiences they bring with them each day. I think in order to build a better relationship with them I should be listening to them more. Each child has something important to contribute to all of our learning. In the future I will elicit more conversations and responses from each child, and focus less on adult directives and talking.

I like this, teaching each child but in the context of how they fit into their world around them. Each child is an individual but they are part of the classroom, a family member, a community member, and a very important person in the world!

I'm wondering about the professional development and skill level of these teachers. We are trying to get our teachers to use data from their observations to make decisions and plan intentional teaching activities, but I am not sure they are understanding what this process looks like. I would love to see how these teachers are doing it. It sounds like they have planning time to work in collaboration.