I truly believe this! In the past, I've used this type of phrasing to help teachers understand the importance of displays in the classroom. Not just putting the work up, but thoughtfully presenting it so that parents, and whomever else, is able to view a full story from start to finish. How did the project start? How did it come together? Why was it important? It's essential for families to understand their child's learning in this way, so they can participate as well.

Teachers must offer ample time and flexibility for this depth of learning. I've sometimes observed teachers use such incredible open-ended questions to promote deeper responses from children only to cut them off too fast - it takes time for young children to understand the question and formulate a response. Patience is so important, these opportunities to reach deep for a response or an idea takes time!

LOVE THIS! If we are truly listening, we are should be tapping into our deepest well of curiosity. We should not already have our minds made up, we should be fluid and open to something new.

We should remain open to the different styles that people use to express their ideas. Teachers should do this by offering flexibility in the way children share, there are so many different type of learning styles and each shares the same level of importance.

It's easy to forget that many of the concepts we apply to children's learning, also applies to adults. Children need this context just as much, if not more, than we adults do. I love the term 'interpretive theory' which implies that we each get to have our own individual theories. We form them from our own context. For children, this connection is fostered by the adults around them. We play an essential role in that process.

The visual of this concept with the word 'knot' is really nice. I like how this shifts our thinking from children having challenging behaviors into seeing those moments as a positive opportunity.

I love this! What a thoughtful way to make sure zoning works ahead of time.

This can be such a barrier for many teachers. Being able to document in the moment is hard to manage in a busy classroom. I've found that making templates and forms to reuse has been helpful, and over the years I've adapted my own shorthand for classroom observations. It's a skill that takes a lot of years to develop. But it's so essential if you truly want to follow the child's lead and interpret their ideas into learning opportunities.

I want to use this quote in my work as well! I work with child care providers to support them in providing inclusive classrooms. Something I discuss a lot with them is that children who have challenging behaviors are considered children with special rights. They should be given specific, individualized, plans and supports which promote positive behavior changes. It forces them to think about their students as individuals, since a lot of children have at least some challenging behaviors. There are best practices, but there is no way to solve classroom challenges with sweeping and generalized approaches. The context and background of the child matters for every child in order to know how to support their learning appropriately.

I really love that this is included in the role of the teacher. I wish more teachers embraced themselves as the professionals they are, and could see how much of an impact they have. I was working with a teacher in her classroom recently and she was telling me about strategies she's tried with a child she's having difficulty with. She said, "These are just things I've tried, I'm not a professional or anything." I told her that she absolutely is a professional! Teachers are professionals, and they have knowledge. Lots of it! I want them to feel like they can express themselves to bigger audiences which promotes the profession as a whole. It really takes their participation to do this effectively.

I could not love this statement more! What a perfect way to describe the different depths of being a teacher. I want to use this quote to help the teachers I mentor to understand how much control they have, and how important it is to balance that control carefully. And intentionally.

Children want to be independent, and they are capable when adults invite them into the adult-sized world. When we put children in an environment where things are sized to their ability, it's amazing what they will do for themselves!

I didn't know that fact, and I love the way the article describes how they do have a voice and it's up to adults to find a way to listen.

And they ARE capable! What an incredible answer from a child to this question!

I love the idea of asking children this question. Instead of asking how to be a friend, or what makes a good friend, I like how this recognizes the child as a whole citizen instead of simply thinking in 'child' terms.

This reminds me of the quote from The Little Prince, "Here is my secret. It is very simple: It is only with the heart that one can see rightly; what is essential is invisible to the eye."

There are so many pathways to learning, when we offer children only a rote-style approach we impede on the idea of children being capable learners. By using different modalities, and the diverse perspectives of adults with multiple backgrounds, we offer children a more rich learning experience as well as a more well-rounded education.

I love the use of the word 'betrayal' here, I feel this truly captures what we are doing when we remove risk from a child's world. When we offer too much cushion we also remove the ability to learn from mistakes, or to test limitations in a guided environment. How does this change a person's ability to think creatively? Can a childhood without risk truly set a child up for success as they mature to adulthood?

Children's experiences outside of the classroom heavily impact their experiences inside the classroom. It's important to learn about the background and context of each child's life experience as much as we can. In my work, this includes using a trauma-informed lens and knowing that so many children have experienced trauma which impacts their behaviors and ability to learn.

When children enjoy school, they invest deeper in their learning. They learn more than academics, they become empathetic and caring people who look for ways to help others.

I wonder what methods have been deemed the most successful for intervention? Or perhaps a combination of methods? Maybe it depends on the individual experiences of each child?

To continue my thought from my previous annotation, our role in each child's life is so very important! I attended a training once that focused on emotional support and building resilience in children. They informed us that a study was done (I cannot remember who did the study) which found that for every 1 abusive event in a child's life, they need at least 3 very positive interactions to "neutralize" the damage done by the abuse. Wish I could remember the name of that study so I could share it!

I believe this type of research has also been tied to predicting incarceration rates in adults. Along with the reading levels of 2nd graders. It's been found that children who experienced abuse (physical or emotional) during the first five years of life are much more at risk for incarceration. Knowing this as educators,gives us a lot of power in terms of helping a child receive proper emotional support to prevent this from happening. We also have the ability to partner with families to offer similar support. Really makes the spectrum of our work seem so important!

How soon should we be making arrangements for this assignment? Is it better to choose a family I know very well or one that I'm less familiar with?

I'm really looking forward to this assignment. I am already thinking of several examples for this part of the autobiography, I've learned a lot from mistakes over the years!

Will there be any required reading that we need to purchase a book for ahead of time?