ACPS Teacher Manual 2021-22

Teacher Manual 2021-2022 © 2021 SIMKINS GROUP, INC.

TABLE OF CONTENTS PART ONE: GETTING EDUCATED 3 PART THREE: CENTER TRAINING 29 1. Mission, Vision, Values, Objectives, Culture 3 SECTION ONE: 29 2. Faculty Policies and Expectations 4 1. Centers Room Class Objectives 29 3. Preschool Tour Outline 4 2. Art Supplies, Procedures, and Expectations 31 4. Learn & Review 6 3. Lending Library 32 4. Friday reading center 32 PART TWO: CIRCLE TIME TRAINING 7 5. How to use assistant teachers appropriately 32 6. Assessment Overview 32 SECTION ONE 7 1. How to set up and clean up your classroom 7 PART FOUR: GENERAL KNOWLEDGE 33 2. Overview of the circle time lesson plan 7 3. Snack procedure, allergy list, clean up 10 1. Special Events for Preschool 33 4. Show and Tell 10 2. Picture Uploads 33 5. Birthdays and Spotlights 11 3. Parent Observation and Participation 33 6. Bathroom Procedures 11 4. Teacher Encouragement Notes: 33 7. Using the iPad 12 6. What to do if you have a sick kid… 33 8. Drop off and pick up procedures 12 7. How to get someone dancewear… 33 9. Locations for studio supplies 14 8. Studio survival guide for teachers 33 SECTION TWO: 15 9. Commonly asked questions 34 1. Our approach to behavior management 15 2. Keeping your class engaged 17 3. Setting age-appropriate expectations 17 4. Developmental concerns 19 5. More support for behavior management 19 6. More behavior management ideas 20 SECTION THREE: 24 1. Zoophonics curriculum 24 2. Handwriting Without Tears, Writing Methods 26 3. Heggerty- Phonemic Awareness Curriculum 28 4. Songs to know 28

PART ONE: GETTING EDUCATED 1. Mission, Vision, Values, Objectives, Culture PRESCHOOL MOTTO: “Where Learning Takes You Higher” WHAT WE BELIEVE: At Leap'n Learners Preschool, we understand learning is meant to be fun. We adhere to age- appropriate practices for preschoolers and include the basic building blocks for success. We provide a rich environment of hands-on learning, carefully balanced between teacher and child-directed discovery. We offer a wide range of varied instructional strategies including multi-sensory learning and thematic units to incorporate individual learning styles. We encourage and allow children to discover, explore, and even get messy! Teacher observation and child progress are communicated regularly to parents, helping them become an active partner in their child’s education. VISION: To nurture the inquisitive minds of young children, create lasting confidence, and inspire joy in learning. MISSION: We build academic, social, emotional, and physical confidence through our comprehensive curriculum thereby encouraging a thirst for knowledge, a desire to achieve, and a foundation for success. VALUES: We provide a safe, loving and developmentally appropriate program that promotes active learning and supports the whole child. • We strive for excellence. • We commit to build confidence. • We respect and support families. • We respect and appreciate individuality. • We actively listen and seek to understand. • We communicate openly and productively. • We abide by the NAEYC Code of Conduct. Our carefully designed curriculum, with emphasis on physical development, encompasses Utah’s Early Childhood State Standards and ensures kindergarten readiness. Dance, tumbling, music, art, creative play, reading, writing, math, and science provide balance for a well-rounded education. Our letter based thematic program works in harmony with academics and makes each week a unique and exciting adventure. We promote values such as kindness, empathy, courage, responsibility, and good manners. Learning these things in a loving and nurturing environment will build the strongest foundation for academic, social, emotional, and physical strength. DIRECTOR’S PRESCHOOL PROGRAM OBJECTIVES AND GOALS As teachers you should strive to accomplish the Director’s objectives for our preschool: • Have a stand-out preschool program that prepares children for kindergarten and beyond. • Our program emphasizes academic excellence in reading and writing. • We provide a very structured, organized, themed, and original curriculum that is nothing like anywhere else. • Art is a skill students develop themselves, not just something the teacher does for them. • We provide opportunities for children to become self-reliant: bathroom, clean up, put schoolwork away on own, etc. • We are music oriented. We teach concepts and skills using songs and rhymes. • We have a consistent, organized curriculum that is easy for teachers to follow year to year. • Have a 100% return rate for second year students because of happy parents. NURTURING PRESCHOOL ATMOSPHERE Our goal is to establish positive self-esteem in each child as they grow socially, emotionally, and academically. Do everything you can to communicate that you believe each student will succeed. For starters, smile! It’s contagious, and it offers your students a sense of comfort by conveying warmth, approval, and caring. That’s

only one way to send the message that each student is competent and valued. Give compliments often, every child in every class has something to offer. Treat your students the way you would want to be treated by a teacher. 2. Faculty Policies and Expectations Lesson Plans: Lesson Plans and Teacher Updates will be emailed to you each week so you can access them and prepare from home. However, your time and preparation are necessary to create a successful learning experience. Read through all ideas in advance so you can be familiar with what is coming up and take time to think of additional activities to make your lessons complete. It is your responsibility to come to class well prepared so that you can have a great class and children will go home talking about what they did at school each day. Attendance at Meetings and Studio Events Academic Preschool Teachers are expected to attend all orientations, fieldtrips, parent teacher conferences, party in the park, special preschool events, and preschool graduation. Teachers are needed at dress rehearsals and recitals. Teachers are encouraged to attend all studio events and activities such as family appreciation days, open houses, parades, etc. Your presence boosts morale and confidence in the students, especially the ones you teach. We work as a team, always available to support each other. Faculty and staff are expected to participate in all staff meetings, prep parties, and trainings. Meeting and training dates for the entire year are given in August and you are expected to schedule around these dates. New Student/Trial Student Procedure Trial classes are not allowed for Academic Preschool. However, if you someone pops in and wants a preschool tour you are required to get their contact information. Occasionally students might come for a trial class in dance and tumbling if there is space available. Trial students must fill out a release form using the QR code on the trial clipboard in the office. It is the teacher’s responsibility to have the parent fill this out. We will follow up on them and try to get them to come back. Introduce yourself to the parent and child. Make a good first impression and do everything in your power to ensure that child has a positive experience at our studio. Students Evaluations and Parent Teacher Conferences Teachers are expected to attend all first of year orientations. We assess students three times a year: September (PK only), January, and May. Progress reports will be completed outside of class time in January and May. Be working towards mastering skills listed in our evaluations by following the lesson plans and including these skills in your daily routines. Parent teacher conferences will be scheduled in January and May. Please arrange for your own children to stay home at PTC. Having them with you while meeting one-on-one is unprofessional. Parent Satisfaction Parent satisfaction surveys will be sent out during Parent Teacher Conferences in May. 3. Preschool Tour Outline Before the tour: • Pull up student information and be prepared with: o Parent and student name to greet them o Child age so you know what class to tell them about • Have a brochure ready to give them at arrival Welcome/Arrival: “Welcome to Leap’n Learners Preschool! I’m not sure how much you have looked into our program or been told yet, so I am going to walk you through each classroom and will tell you about our focus in each room! If you think of questions, feel free to ask me as we go!” • Give them a brochure

• Verify child’s age (this will confirm you tell them about the correct class based on their age) Tour Script: CLASSROOM FOCUS: Each hour, our students rotate to a new room. We love that they get to do this because it offers a change of pace for them, helps them to stay engaged and allows them to work with different teachers each time they are here which helps them to learn to be adaptable and comfortable with more than one teacher! 1. DANCE/TUMBLE is where they get their wiggles out. We also feel that it helps them to be more focused in their academic classroom when it is time. • Parents love that they are learning new skills for their physical activity instead of just playing outside on a playground. It is great for boys and girls! The skills worked on here help with their development so that students can succeed in all areas of learning. • This structured class time builds strength, coordination, balance, and gross motor skills. This class has an engaging fun warm up, they learn new skills each week like skipping, hopping, leaping, somersaults, headstands cartwheels, and more. They move around in circuits, go across the floor, and learn fun dances! • Our preschoolers have performance opportunities at Halloween, Christmas, and the June recital. 2. CIRCLE TIME ROOM is our most structured hour. It is teacher directed which helps students learn how to follow directions and participate in a classroom setting. • We teach lots of concepts through songs. At the rug they do calendar, counting, weather, colors, shapes, letters, story time, and the topic of the day (which goes with our letter of the week). • Zoophonics is the method we use for teaching literacy- letters and sounds. We love this program because is it very kinesthetic and hand on, not just rote memorization. They get to see the letter/animal, say it, and do the action in our letter chant. Zoophonics really helps our students learn the letter sounds quickly which helps them learn to read much faster. (Show them the Zoo Poster.) We focus a lot on reading skills in our older class. We learn on sight words and introduce 4-5 new words each month. We also use the Hooked on Phonics classroom edition to teach blending and word families. • By kindergarten, kids are expected to know SOME letters and sounds. Our goal is that they leave us knowing all their letter names and sounds. • We focus on writing in this room. They color, and write a lot. They practice writing their name every day at preschool. Our teachers are trained and certified in the Handwriting Without Tears curriculum. It is an amazing age-appropriate program that gives kids the skills they need to be successful. They believe in teaching grip and developing the necessary fine motor skills that are needed for writing. Our three year olds are not expected to sit and do worksheet after worksheet. We make letters with playdough, build the letters with wood pieces, use chalkboards, and even special magnets with magna doodles to help build a strong foundation to understanding how letters are made and what they mean. We develop their fine motor skills with games and activities that will help them be better writers. • This classroom also does science experiments and group art projects that are teacher directed. (Cut here, glue here, make THIS) • Our activities are centered around the letter of the week. Our topics we learn about, our science experiments, our art projects, and the books we ready all have to do with the letter are focusing on. EXAMPLES: For science during V week we learn about Volcanos and get to make them! During A week we learn and read all about about apple trees and make an apple tree for art! 3. CENTERS CLASSROOM: This is our exploratory-based learning, hands-on classroom! Kids think they are coming in to “play” when really every center they go to has a learning focus. Kids learn best through play! Children explore materials and interact with each other to develop social skills. They are split up into small groups so that we can work closely on developing math concepts and supervise them while at our art center. • Centers include manipulatives, block play, dramatic play, sensory, math, and exploratory art (like finger painting, and creating their own masterpieces). • Our whole curriculum is centered around the letter of the week. We incorporate as many activities by using the letter of the week as we can. This makes for a fun, challenging, exciting curriculum and helps them to really internalize the letter- what it looks like, what is sounds like, and what words begin with that letter. EXAMPLES: For A week we play with ants, get to be artists, explore alligators in the

water table, and dress up like astronauts! (See if you can tie in the letters to each center that is set up if you are giving a tour during class time!) • The focus in this class is on helping kids to learn through play and on building social skills: taking turns, cleaning up, sharing, expressing feelings, following instructions. We feel that academics are important, but social skills are the foundation to a lifetime of success! TEACHERS: Our preschool’s real strength is derived from our teachers who are dedicated, well trained, and qualified by experience. They have impressive credentials and work closely with every child. Our teachers are committed to their callings as educators and have an unquenchable love for teaching and learning. Their educational backgrounds are in the following fields: early childhood development, elementary education. They all have experience working with children, and most have children of their own. HIGHLIGHTS IF THE PARENT SEEMS INTERESTED IN MORE DETAILS: • OPENED IN 2007, we have a successful and established program • They get their own preschool bag with their name on the front to help name recognition and develop independence by putting their papers into their bag themselves. • First of year orientation to get to know teachers and program • Weekly overview emails and monthly newsletter, to stay involved at home • Two fieldtrips per year for all classes, and they will get to wear their preschool shirt they get at orientation. • Show and Tell- first day of the week • Student spotlight during birthday month (or half for summer month bdays) • Assessments to track progress three times a year (pre, mid, end) • PTC in Jan (and May for kids going to Kindergarten) • Class size is 12:1 student:teacher ratio, with an extra teacher on-site to assist as needed • Involved in studio events, so they get the perks of being at a dance studio! Dance performances at Halloween, Christmas and end of year. • Class parties! Halloween, Christmas, and Valentines FRIDAY PERKS: • LENDING LIBRARY- We have a lending library for our Friday students to help spark their excitement for reading at home and to get them into good study habits. • Friday students get two community field trips-grocery stores, library, restaurants, fire station etc. • We include basic Spanish in our Friday circle time! Lots of songs for days of the week, months of the year, shapes, colors, numbers, etc. • READING SPECIALIST- Students meet in a small group with our reading specialist based on levels. They focus on reading skills according to what skills they have mastered and what they are working on. We structure our topics and curriculum based on what is expected in kindergarten. • “Fun Friday” We include cooking and science experiments! Ending a tour: • Give them instructions about getting registered online using details on the brochure. • Mention that our classes will fill up and they save $20 if they enroll in a class today with you. • Make notes in Todoist Tour List so office can update Pipe. 4. Learn & Review • Find class boxes and pass out handouts • Read over the student handbook and/or family welcome emails • Read over the informational pages on goleapnlearn.com • Take a preschool tour from a lead teacher • Listen to or watch replay of first-of-year parent orientation • Find the lesson plans • Use ToDoist for timecard adjustments and adding teacher/office notes • Post on social media (Insta and FB) • Find information for students on the website ® Trainees: Now complete Training Trivia #1

PART TWO: CIRCLE TIME TRAINING SECTION ONE 1. How to set up and clean up your classroom • Set up of the circle time classroom and the location of where everything is: • Tables should be set up with chairs around it. Make sure your carpet is rolled out and your supplies are all accounted for and set out. A fun idea is to have your name cards on the floor right by the door and students find their name tag and put it in the bucket to show they are there. Anything to help with name recognition! Room should be swept and clean and inviting. Turn your music on to create a welcoming environment. • Where do we keep lesson plans, books/bin for each day, dry erase names, crayons, scissors, tables, rug, chairs, stamps, HWT tools (chalkboards, magna doodles, wood pieces, play dough, blue mats). • You should not have to leave your classroom at any time during your class to gather materials. (If you ever do have to leave, make sure there is an adult in your classroom, students should never be left unattended.) • Clean up: First impressions are important. The studio always needs to be left clean. Preschool teachers are responsible for cleaning up and putting away all toys and supplies in their classroom. This includes: • Cleaning the mirrors if they have handprints on them. • Sweep the floors and the front lobby/hallway areas. • Garbage- empty bags that are more than 3/4 full and take to dumpster. • Bathroom check- tidy and restock soap, hand towels, toilet paper as needed. • Tidy Up- check that your classroom studio is organized and lost and found items are placed in the bin. NOTHING should be left on top of the counters or stereo. • Vacuum carpets and rugs as needed in the classrooms, hallways. • Tables wiped down (no markers, paint, crayons, or glue should be left on). • Clean all art supplies used (brushes, sponges, bowls, easel). • Lights off and stereos turned off. • Where do things need to be put at the end of the day? (Tables, chairs, rug, supplies.) Do not leave clutter out on the countertops. Everything should have a place. If you are done teaching and another teacher is coming to take your place, please make sure to sweep, gather materials back into the bucket, etc., so the classroom looks like it did when you started. Don’t leave a mess for the next teacher to have to clean up! Classroom organization tip: Students respond to a messy and cluttered room. If something doesn’t have a place, coordinate with the other teachers to designate a spot for everything. How to wash the studio walls: NEVER use a Clorox wipe! It will take the paint right off! Please use a wet microfiber rag. Using Clorox Wipes: Use wipes sparingly. One rag goes a long way. When cleaning off messy tables that will need more than one wipe use a damp towel first before disinfecting. 2. Overview of the circle time lesson plan Writing (5-10 min): HWT lesson can be done at the table or the carpet as applicable. Writing practice should always at table to encourage correct posture. Writing should never be done sitting or lying on the floor. • Day 2 always starts with dry erase names. Walk around to monitor posture, how they hold their marker, etc. It is appropriate at the beginning of the year to put your hand over theirs and write it together. Say each letter as you write it! Phonics Review (3-5 min): This will be a fast, rotating game you can do with all your students to become more familiar with letters. Incorporate actions & sounds as much as possible so they can continue to be active and associate the sound with the animal/action. It helps them retain the information better to incorporate more senses.

Circle time at rug (10-15 min): Colors, shapes, pledge, calendar, weather, nursery rhyme, topic of the day, story time. We recognize not everything can be done every day. Make sure you are doing the basics at least once a week. If you make it a habit to go left to right across the board, you’ll get to everything! • Calendar. Today is… day, month, number. Sing day of the week song. Sing month of the year song. (There is a different song for PS and PK, found in the 3- & 4-year-old playlists.) Count to today’s number. With older classes you can skip count by twos and do even numbers or odd numbers. Talk about what number comes next, what number comes before. Count backward. Do lots of number activities! • Today’s weather is… There are cute songs in the playlists about weather or use your own! (Tune of Old MacDonald) What’s the weather like today? Isla says it’s sunny! S-u-n-n-y, s-u-n-n-y, s-u-n-n-y, sunny is the weather. • What is today’s shape? You can talk about things that are this shape, you can make this shape with your body, use a finger, and point to things in the room that are this shape. There are also shape songs you can search for to listen to! • What is today’s color? Talk about things that are the color, point out kids who are wearing the color, find it in the room. Sing the song! • Nursery rhyme. Review the nursery rhyme on the board. This is very important for teaching rhyming recognition! You can use pictures, use a book (check the book bin if there is one), show a video of it, and sing the song! Change it up! Nursery rhymes only last two weeks, so you can do this one every day without it getting too boring. Kids respond well if you add actions. Make them up as you go, the sillier the better. • What is today’s character value? Talk about what makes us nice. You can give examples of doing this behavior right and doing the behavior wrong. NEVER use the students as the example of the bad behavior, always use yourself. You CAN have students model the correct way of doing things, but we don’t ever want to associate the students with negative behavior. • What is today’s number? Show the number and the 10-frame. For older classes you can talk about how many more to get to 5 (fill up the top row with dots) or to 10. Count the number, show it on your fingers. Clap it, jump it, spin it, add motions while counting! • Let’s do the Zoophonics chant! You can let a student use the pointer to point to the poster as you do it. Track it on your rolls so everyone gets a turn. This is a great chance for one student each day to hear and see the letter. You can change this up too- change the chant you do (one day do “A, ah, alligator,” another day only say the sound three times as you make the motion etc.) You can change the speed halfway through (Fast! Slow!) or change the voice you are using (Say it like a bear! Say it like a grandma!) • Letter of the week? o What letter are we learning about this week? Do you know what sound ___ makes? o Use the beanie baby to learn about the Zoophonics animal on day 1. Use the Zoophonics card with the facts on the back. You can let a student hold the beanie baby if it’s their birthday or as a special reward. o Sing: \"The ___ says ____, the ____ says ____. Every letter makes a sound, the ___ says ___.\" o What are some words that start with the letter _____? Day 1: Use the letter bucket! o What does the capital letter ___ look like? (Use references from Heidi Butkus letter songs.) o Draw a capital letter ___ in the air! Can you make the letter with your body? o What does the lowercase letter ___ look like? (PK classes only) o Draw the lowercase letter ___ in the air. (PK classes only) • Word of the day. (PK classes) Sound out the word of the day! Go through each sound/action, then slowly put them together to figure out the word. Have them help you come up with rhyming words for the word of the day. It is appropriate to even throw out nonsense words if they are rhyming. They will be horrible at this at the beginning of the year but get good! If applicable, you can also talk about the opposite of the word! • Sight words (PK classes): Go through the monthly sight words! You can practice sounding them out if it works or just repeating it back to you. You can have them close their eyes, you point to different words, and they open and say the word you are pointing to. Read them top to bottom and bottom to top. Be creative! • Friday Letter of the Week: o Play \"pass panda\" and every student has to say a new word that starts with that letter. o Reading Lesson for the week

o Phonics/Reading/Review Activity Heggerty “purple book” (5-7 minutes, PK only) Add more here Reading lesson (10 minutes, PK only) Each month we have a specific reading skill or two these lessons will be based around. They build on each other throughout the year, so don’t skip them! Science-day 1 and Art-day 2 (10-15 minutes): Science and art are based on the topic of the day! Give a thorough explanation, including behavior expectations. It is helpful to move the class to a different part of the room to keep them engaged. It can be as simple as sitting in a circle on the rug, moving to the table, or even just turning around in their square and facing different directions. Changing their position a little can help them refocus. Differences between lesson plans for PK and PS: • Writing lessons are different for PK and PS. They are specifically explained in the lesson plan. PK have better fine motor skills and are capable of much more developmentally. • PS lesson plan should be simpler and include more movement. We don’t expect our 3-year-olds to be able to read by the end of the year. Skip the sight words, word of the day, and reading lesson. It isn’t age appropriate. As needed, add more movement into what you’re doing. As you count to the number on the calendar, they can jump it, or clap it, etc. As you sing the songs, add actions to them! Even just something as simple as step & point to the beat of the music. This is a great coordination skill and helps them focus on moving their feet instead of touching their neighbors. If the PS kids are getting too restless, do half of circle time, then go to the table to do the art project/science experiment, then come back and do the rest of circle time. If the story is over their heads, switch it to a different one or just summarize the words on the page. It is also important to remember that sitting still in a square for long periods of time isn’t age appropriate. While we can help them learn to do this and build up time, start small. If students are spinning circles in their square, it’s fine to let them if they aren’t bugging anyone! It is great to have high expectations for our students and to remind them of them, but it’s also ok to let certain behaviors go if they aren’t bugging anyone and mostly paying attention. • PKs should have a greater focus on phonics & writing. They can sit for longer periods of time! And even though not all students are ready for sight words and sounding out words, etc., it is a great introduction they all benefit from. Those that are ready for the higher-level skills will soak them up, those that aren’t will still be able to pay attention. Use non-fiction stories as part of your daily discussion when possible. Non-fiction stories are great for improving vocabulary and for helping teach about your topic! It gives them a visual instead of just listening to you tell them something. Priority on reading and writing: There is so much in our lesson plans that you might not always get through it all. Reading and writing takes priority if a class can't get through everything each day. Rotate through circle time discussion topics and songs so you have time to get through the important areas of the lessons. Shorten reading/phonics activities as needed. Extra time activities: Some days you might zip through a lesson plan. If you find yourself with extra time at the end, a few good options are: • Read a story! Especially if you read a non-fiction book story as part of your topic discussion, you can read a story now. It is great for student fluency and they tend to stay very engaged if you use cool voices. • Do a phonics review game. A few favorites: SNAP! Sound jump. Even just pulling out flashcards and reviewing the sound/action. Play Zoophonics Red Light, Green Light. Match the letters to the snack boards. Put some magnetic letters in a bag and let students come up and pull out a letter. Use your pocket chart and students can pull a letter and put it in the right slot. There are ABC action cards in the cupboard. You can have them choose a card and all make that action. • Sing a fun song! There are so many fun action songs. Try searching for “A Album” or whatever letter and there is a whole album full of letter songs. Each album also includes a fun counting song.

Use the name cards! Here are some ideas: • Lay them out on the rug before they come in and have them find their own name and put it in the bin. • Use them to call on students to come up and participate in an activity. • Choose one to be the line leader or special helper for the day. • As a fast finisher activity- there are lots of games you can play! Spanish on Fridays: Add here 3. Snack procedure, allergy list, clean up Snack happens during the movement class for five minutes right at the end or the beginning of the class block. • Make sure to distribute a squirt of hand sanitizer before snack. Students can sing the ABCs as they all rub their hands together. When they are done singing, their hands will magically be clean. It’s science. • Teach good manners! • If someone doesn’t want the snack, they are to say, “No thank you.” We do not give kids other snacks if they don’t like what we are having that day. They get what we serve them or they can choose to not have it. • Kids wait to eat their snack until everyone has theirs. Then the teacher says they can start eating. • We do not share snacks. If a student starts and doesn’t want to finish, they can throw it in the garbage. Don’t spread germs! • No messy crumby sticky snacks on the carpet. Ever. Snack is to be done at the tables or on the hard floor. Review where each classroom has snack. • Clean up right after snack time. Don’t wait until the end of the day to clean up a snack mess. Use the broom and dustpan, wipe up sticky messes, clean off snack mats with Clorox wipes. • Snacks are not given out on Friday, it’s a short day and we often do cooking during circle time. Snack donations Parents are assigned to bring in specific snack items at the start of the school year. If parents do not want to bring snack, they can opt for the school for provide them for a single $35 charge. We’ll use that budget to purchase snacks after our donations have been used. Drinking fountains Students can get drinks during snack time in their classroom. They don’t need to get drinks constantly throughout each class; it is distracting and contagious. (Dance/tumble teachers can use their own discretion.) If there is a long line, you can sing “1 2 3, That’s enough for me!” and then move to the next person. Allergies WE ARE A NUT FREE FACILITY! Please don’t ever serve anything for snack that contains nuts to preschoolers. We have too many allergies and want to keep everyone safe! Lists for Academic Preschool students are posted in all classrooms. Do not ever give out food without first checking the allergy list. If you have a new student and aren’t sure, you can always look up allergies under the students account on Studio Director. Please be knowledgeable and very aware of all allergies within your classes. If someone has extreme dietary restrictions, we’ll request that the parent bring in a small container with snacks just for them. Forgot Snack If a parent forgets snack, use something from our supply bin. Remind the parent at pick up that we missed their snack and see if they would like to bring something to restock our snack, or if they would like us to charge them the $15 snack fee for this time. Add a note into the “Office Follow Ups” Todoist if they would just rather us charge them the $15 fee to provide it for them. You are responsible for making sure that a parent brings in their missed snack if that’s what they chose to do. 4. Show and Tell Everyone talks no matter what. If they forgot something, still give them a turn to come up and tell the class something! If what they brought starts with the letter of the week, make sure you mention that and have the class say, “A, ah, alligator,” or whatever the object is. Every Monday/Tuesday we have Show and Tell. We encourage you to help your child find something from home that starts with the letter of the week! This is another fun way to help with letter recognition that you can

be involved with at home. It is NOT mandatory that the student's S&T starts with the letter of the week. If they have a favorite new toy they are dying to bring that is fine too! Please make sure show and tell items fit in their school bag. 5. Birthdays and Spotlights All students will get to be the spotlight in their class near their birthday (or half-birthday for summer birthdays). A packet to print out is posted on the website under the “Parent Tools\" tab, along with lots of other fun ideas. Parents are encouraged to come to the first 5-10 minutes of their first class to help their child during their spotlight. Refer to the class calendar online to see when children have spotlight. They can bring in a favorite book, pictures of special events from their life, treats or trinkets for the class, or whatever else they can think of to make their day special. Spotlight Instructions: 1. Plan to give parents the first 5-10 mins of class. Parents are invited to sit in the teacher’s chair with their student and share their poster/pictures/papers. If parents are unsure or unable to stay, encourage the student to share! Ask questions about who is in the picture, what they are doing, what is their favorite ___, etc. Allow students to share their favorite toy if they brought one. Parents are welcome to read their favorite book to the class! At the end, you can ask the class for a couple of questions if they have any! They can ask the spotlight student a question about their poster/book/toy, or something about their favorites! 2. Parents are welcome to share a treat with the class if they bring one. It should be store bought. If it is something packaged, help the student to pass out a treat to each bag for students to take home. If it is not, use your best judgment for when to pass it out! 9:15 am is not a great time for students to eat cupcakes. Let parents know you will pass them out during snack time (this is the best option!) or pass things out with students as they leave at the end. (Be careful with this one, when other classes come in for pick up, you can end up with lots of unhappy students that didn’t get one!) 3. Parents are excused at this point! They should take everything with them (posters, pictures, favorite toys and books). 4. During circle time, sing to the spotlight student! We sing “Counting Candles” from HWT and give them a birthday crown! The birthday child gets to be the special class helper for the day. Remove their birthday card from the calendar, they love to wear it on their shirt the rest of the day! Be sure to check during Dec, Jan, Feb, it might be a half birthday! You can also sing “Happy Half-Birthday to You!” They think this is hilarious. If they are 3, let the class ask them 3 questions, or let the birthday student to share 3 things they did for their birthday (or 3 things they are going to do). Be quick, but make sure they feel special for their birthday! 6. Bathroom Procedures Bathroom Accidents Teachers are not expected to clean up bowel movements. If a child has this type of bathroom accident, a parent will be called to come and pick them up or change them and send them back into class! In the event of a potty accident, use a grocery sack for messy clothes. Give them a potty outfit (shirt and shorts). • Fill out the “potty pants” check-out poem and staple it to the bag. Be sure to communicate what happened with the parent at pick up. • Write the student’s name on the clipboard in the potty pants bin so we make sure the outfit gets returned. • When clothing gets returned be sure to cross their name off the clipboard so the office doesn’t charge them for the clothing. Help in the Bathroom We want children to be as independent as possible while they are at school. We do not allow our teachers to wipe bottoms. Instead, teachers are to encourage them to do the best they can. Teachers and assistants should TEACH kids how to be independent in the bathroom. We need to spend time the first month “teaching” them to do it themselves. We can assist kids with getting their clothes back on at the beginning of the year if needed, but we do expect kids to wipe on their own. It is a skill that takes some practice, and isn't always done very well by preschoolers, so helping them practice at home is recommended.

Teaching Hygiene Habits Remind kids to practice good hygiene and make them wash their hands. We also use hand sanitizer after the bathroom just to be safe. 7. Using the iPad Taking Roll It is the circle time teacher’s responsibility to take attendance each class unless she arranges with the other teacher to handle it. It is very important, don’t forget. Music All classrooms have iPads with music loaded onto them for teachers to use. There are playlists for academic preschool in the music app. We encourage you to play music as much as possible during your classes. Respect for the school’s sound equipment is expected. Before leaving the classroom, shut down all components to the sound system. Report any equipment problems to the director. Playlists: • 3-year-old circle time • 4-year-old circle time • ACPS HWT • ACPS Spanish (on Fridays) • ACPS Classics (for colors, shapes, songs we use all the time) • There are few fun playlists you can use when you want music on in the background. ACPS Leap Frog, or search “B Album” (or whatever the letter of the week is) for each weekly playlist. 8. Drop off and pick up procedures Drop off: We love our drive through drop off system. Parents stay in cars while we greet students at their car doors. Teachers and assistants will begin unloading 3 minutes before classes start and the class will be walked into the studio together no more than 5 minutes after class start time. Classes arrive ten minutes apart to help with traffic flow. Wet shoes during Winter Months Make sure you move your shoe bins out into the hallway to avoid wet shoes on the floor. No Socks on Tumbling Days Please make sure kids take their socks off BEFORE coming to tumbling on tumble days. What to do with kids that have a difficult time with parent separation: • It is very normal for students to be nervous at the beginning and sometimes all year long. Remind parents that this is normal, and we are ready and capable of handling a little bit of sadness. Assistants or teachers can carry students into the classroom, but it is important to set the standard from the beginning that parents don’t come in the classroom. It’s harder to get them to leave if you let them in. Remind parents that most students calm down within 1-5 minutes. It is also okay to remind them that our goal is for students to leave feeling happy and excited to come back, so if they don’t settle down after awhile, we will call them. Most students are fine quickly. They might not want to sit at the carpet or play at the center for the first few days as they warm up but be positive and encouraging and students will warm up eventually! Your goal is to help them feel safe and happy. Sometimes just talking to them about their favorite color or their favorite toy helps them open up a bit. • Moms will worry the whole time if they leave their child and they’re crying. It’s important to follow up with parents at the end of the day with how they did. Let them know how long they cried (round down) and give them something positive that happened! Be optimistic about the next time- even if they cry again the next time, it will probably be for less time! Keep parents updated each day during this transition, it also helps them know we care about their child and are doing out part to help with this transition. With some kids, I have even talked to mom about some of their favorite things and have promised to have them next time for them to play with so they have something to look forward to.

• If students don’t calm down after 30 mins or so, you can call mom and let them know they haven’t calmed down yet, but we are doing XYZ to help them and will keep you updated. If crying persists for longer than an hour, students might not be ready for preschool. Please discuss with Amy before talking to parents about this. It doesn’t happen very often. Ending Classes: • Class should end on a positive note. The last 10 minutes should not be chaotic and rushed. Please stick to the schedule and begin cleaning up the classroom when it is time. We want to make a good impression on parents. There should be no reason for us to not be ready to go home. Children need to learn to clean up and should be asked to help as much as they are capable of. This includes putting away toys, stacking chairs, etc. As soon as your class has been picked up, please finish your responsibilities for clean-up. Pick Up: • Pick up time is the last ten minutes of class. Students will be walked out the last ten minutes of their class to the pick-up line. Parents should enter the parking lot, drive around the building and line up against the building. Teachers will load students into the car and close the door. Parents should drive forward and then get out to help kids buckle if needed. Teachers should NEVER buckle students, it is a liability. If parents need to come in and talk to our teachers we would like them to park and come in to allow for smoother pick up in our parking lot. If parents arrive before their child’s pick-up time, they should park in a stall until their pick-up time begins. I do not want the kids to get out of control while waiting for parents. You can bring out the rubber dots/squares and have students sit on a color so they have a designated spot. Keep them singing and engaged until it is time for class to be over. • Singing during pick up: When possible, use pick up time as a singing time while kids wait! This is something that the assistant can do while helping at pick up! • Safety First: Teachers are responsible for making sure kids are safely escorted from the building to their cars and that the child goes home with an adult on the student’s pick-up authorization form. If they don’t have a pick-up name card then you need to check the pick-up form. If you are EVER unsure about someone picking up, think safety first and ask the office to call the main guardian on the account BEFORE sending the student home. No parent/grandparent is going to upset for having to wait while you call the main guardian when it comes to their student’s safety. • Parent Connections: Teachers are encouraged to learn Mom's names and to address them by name. it makes a difference! We work with two clients: the students, and the parents. Teachers should briefly connect with parents at pick up. Announce how well they did in class, about a new skill they learned about, or build excitement and remind them about an upcoming event. Even something as simple as “Tell your mom all about apples! We learned some cool things about apples today.” Connecting with parents helps to put a face to a name and creates a more personal experience for our parents at the studio. Parents also appreciate having specific things to ask their student about instead of just “what did you do today? Nothing.” Late Pick Up Procedure/Vision: • The late pick-up policy is a guideline. If we have classes going on afterward, we do not want to ruin a mom’s life over threatening emails and phone calls. • Students are not to be left unsupervised in the lobby after class gets out. If a parent has not picked up their child and it is past the end of their class time, take them with you into your class to finish clean-up. • If a student has not been picked up after 5-10 minutes of class getting out then the parent needs to be called. If you do not get a hold of a parent within 15 minutes of class getting out, please notify the office staff. Please inform the Director by adding a note in the “Office Follow Ups” list if you are having recurring late pick up problems. We can send them the late pick up warning email if necessary to reminds them of our policy to add late pick up charges on their account. • Worst case scenario would be that we follow through with our policy. This is last resort and we will have sent them a warning email before we do this. We charge a $10 fee for every 5 minutes you are tardy to pick up your child. PLEASE BE PUNCTUAL. We all have other commitments we are late for when you are late.

9. Locations for studio supplies First aid, extra bandaids, classroom binder, class boxes, cleaning supplies, rags, potty pants bin with clipboard and reminder papers, grocery sacks, extra hand sanitizer, toilet paper, paper towels, tissues, clorox wipes, birthday crowns. Teachers should know how to change the toilet paper, paper towels, hand soap in classrooms and bathrooms. The key is in the top drawer of the front desk. ® Trainees: Now complete Training Trivia #2

PART TWO: CIRCLE TIME TRAINING SECTION TWO: 1. Our approach to behavior management From the Student Handbook: “To maintain a happy, healthy, professional environment, students are taught the importance of being a part of the group. We encourage students to have respect for other students, the teachers and staff, and studio property, and we foster the development of good habits and compliance with rules of conduct. Our staff and faculty are trained to use constructive techniques of redirection to maintain class control and handle individual misbehavior. Our preschool teachers have positive, caring attitudes at all times. When a problem arises with a child or between children, the children are redirected to a different activity to encourage a peaceful solution. Teachers help each child express their feelings using words instead of negative behavior. They will never use negative words or have a negative attitude because of a problem and will never sit children in time out. If a child repeatedly does not respond to this method, teachers will then discuss the behavior with the parent and work together to resolve the issue. “ Classroom Rules: Should be reviewed the entire year in all classrooms. 1. Keep myself safe. 2. Keep my friends safe. 3. Keep my toys safe. Redirection Method: • Our school uses redirection. Remove the problem, distract them with something else or another activity. Don't emphasize the bad behavior, just redirect them to do something else that is okay. • When using redirection to deal with behaviors, you’re attempting to substitute the undesirable behavior with a more acceptable one. An example of this would include when a child is throwing a ball at the mirror. This behavior can be substituted by allowing the child to toss a ball into a bucket. “Johnny, throw the ball into this bucket.” Sending \"I\" Messages: • These are used to isolate and concentrate on the problem at hand. Many times they are effective by themselves because they label the problem and what needs to be done about it. \"I\" messages do not downgrade the person. An example of an \"I\" message is: \"When you hit, I feel sad because it hurts. I want you to use your words instead of hitting.\" • Correct behavior calmly by describing the behavior and then tell them how it’s making you feel or why it’s disruptive. Then give them a clean slate- the ability to totally start over. Say, “Let’s start over.” • Remember to emphasize feelings and explain the “why” behind the reasons we follow the rules. “When: Then” • “When the blocks are cleaned up, then we can go play with playdough.” • “If you choose to throw the toy, then I will have to take it from you.” Precision Commands: We give clear directions on what we need kids to do. Don’t turn your request into a question. • Do not say, “Johnny, can you pick up that toy for me?” • Say \"Johnny pick up that toy.\" • Wait 5-10 seconds, then say sternly: “Johnny you NEED to pick up that toy.” • Wait 5-10 more seconds, then say, \"I will help you.\" Calmly walk over to the child, then give hand-over- hand guidance, \"helping\" them to complete the request. Mast children do not like hand over hand, and want to do it on their own. • This strategy, if used over time, will help them realize they can choose to do it by themselves or with your help. Pick Your Battles: • If it doesn't hurt anyone and is a small thing, then let the child do what they want. Your child will feel in control and have fewer behavior problems.

• Sometimes ignoring a behavior is the best method. If they are looking for attention and you ignore them then it will stop. • Children learn best when they are not upset. Give 5-minute warnings consistently: • If the child has a hard time with routine, say “in five minutes we are going to…” • If the child says no, then just wait 2 more minutes, and give a 3 minute warning. This helps your child prepare for the actual request. Give Children Choices: Give children choices to make OFTEN especially where the choice doesn't matter in the long run. Children need control in their lives. Making Positive Connections: • Every single kid needs to have a connection made every single class. Say their name, give them a compliment, EVERY SINGLE TIME. • Research says that we need 5 positive feedback experiences to outweigh 1 negative feedback experience. • ABOVE ALL: Praise your child for EVERY GOOD THING they do, even if it is small. This will go a LONG way, if you are consistent over time. The more success they feel from you, the more they will want to follow your directions. • Focus on the DESIRED behavior. Keep your class atmosphere positive. Instead of saying NO, notice who IS doing what they should be doing and make a big deal out of it. It will bring attention to the desired behavior will usually bring the kids focus onto doing what you want. • Get down on eye level. Make eye contact. Connect with them and you will get a much better response. • Comment on the behavior, not the person. Be sure the student understands that it’s the behavior you are upset about, not them. Avoid comments that make children feel like failures. When they understand that everyone makes mistakes, they are more likely to learn from the error rather than resent the criticisms. If you react to the situation in a respectful way, most students won't make the same mistake a second time. • Use the words “please” and “thank you” often. • We expect teachers to genuinely CARE about their students. Our studio motto is “Every child matters because we care.” If you care about your students you will be able to read them easier. You will know when they are having an off day, when you can push them through it, etc. DON’T: • Never overreact; if you lose your composure you’re no longer in control. • Never use negative words or have a negative attitude as a result of a problem. • Never sit children in time out. • Don’t get in “reactive mode.” Teachers need to be proactive to prevent behavior problems. • Yelling is NOT ACCEPTABLE. EVER. DO: Have a positive, caring attitude at all times. • Have patience! You can’t ever have too much of it. • Help each child to express their feelings using words instead of negative behavior. • React to misbehavior consistently; sending mixed messages is detrimental. • When a Young Student Needs to Leave the Classroom If a student’s behavior is creating a distraction past the point of quickly getting the class back on track, it might be necessary to remove them from the room until they are ready to participate. We need to maintain an atmosphere conducive to learning, and sometimes removing a child is the way to do that. This should not be your go-to solution. Teachers needs to use best judgement in a disruptive situation. Have you done all you can to maintain the engagement and excitement of that student? If you have, here is our guide for taking a child out of the classroom:

• Walk them outside the classroom and talk about what’s going on calmly. Be clear about your expectations in class (keep them age appropriate) and tell them IF they (scream, cry, etc), THEN they will need to (be dismissed, call home, etc.). • If the child is throwing a tantrum and unable to be reasoned with- keep them and others safe from injury by holding them and walking them to the office to avoid disruptions in other classrooms. • If you have an assistant, ask them to lead your class. • Use the three-minute rule: Do your best to connect with them and get them back to the classroom with you in three minutes or less. If it’s longer than three minutes, you’ll need to leave them in the office and the customer care team can supervise them while they calm down for a few more minutes. Worst case scenario: the office staff will decide if it’s time to call home and will also notify management. Behavior Cards If you need more support for a student and need to involve the Director, please talk to the Preschool Director. Together, we can decide if we should consider a behavior plan. This is a time-consuming route and requires good communication to the parent. It’s not always the right solution. We do not use behavior cards for PS students. 2. Keeping your class engaged • Be aware of when they need a brain break (wiggles song, etc). Good teachers come prepared. Great teachers come prepared to be flexible. They are able to adapt at a moment’s notice and can throw their plan out and adjust as needed. • It is important to realize that students’ lack of interest might have nothing to do with the teacher or the material. They could be dealing with life issues such as divorce, conflicts in the home, problems with friends, or abusive situations. Class control tips • Using a quiet voice helps them to quiet down and listen more closely. • Learning names right away to control behavior more effectively • A constantly moving, high-energy class keeps misbehavior at bay. • Talk with a more authoritative and louder voice. • Utilize a dynamic tone of voice. A soft voice or monotone can cause students to lose interest in the class. Use words and tone to communicate confidence, excitement, and compassion. If you sound tired or bored, students will feel the same way. Also changing up your voice is very engaging. Use a loud exciting voice, then change to a whisper, etc. • Keep troublemakers in the front of the class and separated from each other. • Speed up and act up! Be bigger, more exciting, and pick up your pace. Entertain them! • “Put a marshmallow in your mouth!” • Give assigned spots. Separating kids that can prevent a problem (don’t get mad or make a big deal. Just split them up!) You can designate “this is your special orange square today. No one else can sit in this square today, it is only for Jameson.” • Sometimes you don’t have to say a word—a glance in the student’s direction or a moment of eye contact can send the message that you disapprove of a particular behavior. This type of reaction avoids public ridicule, which can have a negative influence on your students’ self-esteem. Sometimes silence is the best form of discipline. • Call out a student’s name and ask a question pertaining to what you’re doing. Sometimes just drawing their attention back to you eliminates distracted behavior. • Change your position! If you’ve been facing the board for too long, have them all turn around and go stand on the other side. Move them to the table or sit in a circle. • Incorporate movement into what you’re doing! • Sometimes they are bored of what you’re doing and it’s time to move on to the next thing! 3. Setting age-appropriate expectations Teach your students the rules of the classroom and your expectations from the start, BUT, make sure they are age appropriate expectations. Don’t be their friend. Don’t be the nice teacher. You can always get nicer, but you can’t get meaner. New teachers have the tendency to want to be loved. Kids work harder and respond

better when we are stern and have clear expectations. Don’t let kids get away with very much. There is a difference between being mean and stern. It is very important for teachers to understand what preschoolers are capable of developmentally for their age. Expectations need to be age appropriate in regards to attention spans, ability to understand appropriate behaviors, self-control, fine motor skills, and large motor skills. Remember that most behavior is AGE APPROPRIATE, and you need to handle it appropriately as the adult. Sometimes it isn’t a realistic expectation to think that EVERYONE needs to be engaged all the time. Know what is appropriate for their age and developmental stage and teach to their level! Adjust your expectations as needed for individual students! No one can “make” a student be more ready. They are what they are. We can’t always have a perfect class with everyone on the same level, unfortunately. You can train your class to ignore the hard kid. Sometimes you need to adjust your expectations for that kid and realize that they might not be able to be held to the same standard as the rest of the class. As long as they aren’t hurting anyone or being too distracting, it’s okay to occasionally ignore a certain behavior. Age-Appropriate Behaviors We do not need to approach parents about concerns for behavior that is age appropriate. If a child is having a hard time staying focused and engaged then it doesn’t mean there is anything wrong with them, and there is nothing that the parent can do to change their readiness and attention span. It is important to remember that often a three or four or even five-year-old is not CAPABLE of doing what we want them to do. Sitting still for long periods of time, staying on their dot, standing in one spot can all be very hard for a child. If we remember that, and keep our expectation age-appropriate, we will be able to have more patience with our students and love them through it all. Most of the time, problem behaviors occur because kids are learning what is appropriate and how to be in control of themselves. We want to have open communication with parents but don’t need to make them feel that their child is anything out of the ordinary by reporting every little incident to them every day. Confronting Parents Policy • STEP 1: Mention the problem to a parent. If there is a behavior concern that is causing safety issues for other children or effecting the experience other children have while they are at school, such as: continuous kicking, hitting, throwing, biting, teasing, spitting, screaming, etc. then a teacher may approach the parent about asking for their help to remind at home to not do that thing. Having parent help in reminders can make a huge difference and then we are keeping them informed of something specific. An example of something NOT APPROPRIATE to say to a parent would be, “Suzie has a really hard time paying attention in dance class. She runs around the room and won’t stay with the class. I don’t know what else to do with her.” Teachers are NOT allowed to approach parents for lack of participation, not following directions, or if they were sad for a short portion of class. An APPROPRIATE way to approach a parent: “We are working on keeping our hands to ourselves. Sometimes Suzie needs a few reminders about not hitting. If you could help talk to her at home about this as well, that would be helpful. We will keep you updated on how she is doing!” • STEP 2: Ask for ideas on how to help the problem. If asking mom to help with reminders at home does not improve the situation, then we move on to talking about mom with ideas that work at home to help with whatever behavior it is. Sometimes they can give insight on how to help them that we haven’t tried yet. • STEP 3: Notify the Director. If the behavior is a big enough problem and is affecting the progress and overall experience for others in the classroom, and we have given our best effort to remain positive, redirect, used positive reinforcement, the m&m jar, talked to mom about reminders and asking for suggestions on how she handles it at home, etc., then it is time to approach the Director about starting a behavior card. To start this process, you will need to fill out a concern form and leave it in the director’s box. We have a template we can use to email or call mom to discuss the system so that she can help with it. • STEP 4: Dismissal. Serious misbehavior issues may cause a need to tell parents that the student may not attend classes without a constant chaperone. This option will also need to be handled by the Director. Other topics to approach parents about:

Teachers should approach parents at pick up to report these things: if they got hurt from a collision, fall, etc (if it’s severe enough make sure to fill out an injury report), if they are crying at pick up (this can be concerning to a parent and we would want to ensure them that “X” happened at the end and that they had a great day up until pick up.) Words we should never say to parents: “deviant” and “defiance” have negative connotations and are not in our vocabulary here. Referring to a child as “bad kid” is not tolerated either. 4. Developmental concerns Concerns in child development delays or anything that would require a referral to early intervention must be approved by the Director before approaching a parent about. To open a discussion with a parent about possible delays in development is NOT something that should be taken lightly. We all need to work together as a team to decide if this is a path we need to go down. • As a general guide, we need to wait a minimum of two weeks into the school year before we bring anything up about this. • If a teacher feels the need to recommend Early Intervention for ANYTHING more than a speech concern, it must be approved by the Director! • If a parent confronts a teacher about concerns that they have, then the appropriate response would be, “We enjoy working with the Davis Early Intervention Program a lot. They have told us that anyone with worries can come to them for support at any time. Even just for parent’s peace of mind sometimes it is helpful to go and have them evaluated! We can send you the information to get in contact with them.” 5. More support for behavior management If the child has difficulty… ... Starting an Activity • Give a signal to begin working. • Present work in small amounts. • Explain the purpose of the assignment. • Provide immediate feedback and encouragement. …Staying on Task • Remove distractions from the work area, • Increase the frequency of reinforcement. • Encourage eye contact. • Build success into the task. • Offer variety in tasks. …Staying Seated • Make sure the child understands your expectations. • Give a reward any time the child is sitting. • Move the child away from distractions and nearer to you. …Following Directions • Give short, concrete directions. • Provide examples (visual, auditory, and tactile). • Repeat directions. • Have the child repeat and explain the instructions before beginning. • Team a peer who understands your directions with the child. ...Working Independently • Provide activities that are appropriate to the individual child's developmental level. • Be certain the child can foresee an end to the task. • Give brief, precise directions. • Give frequent reinforcement; praise the child in front of peers for concentrating. • Alternate short independent tasks with tasks on which you give assistance. Gradually require more independent work before giving help.

…Calling Out • Reward the child immediately for listening. • Reinforce peers who do not call out. • Point to a cue posted on the wall to remind the child not to interrupt. (The cue could be a picture of a smile or just a colored symbol. Explain the cue to the child privately prior to class.) • Give the child an opportunity to be a leader. • Provide small-group exercises in which the child has the opportunity to share. …Needing a Great Deal of Personal Attention • Assign a peer or volunteer for support. • Check with the child at the beginning of a lesson. • Try to catch the child doing something right and draw attention to that. …Following Classroom Rules • Make the rules simple. • Be consistent in your expectations and consequences for breaking the rules. …Listening • Provide visual models for the child to follow. • Have the child repeat instructions aloud. • Have the child sit in the front of the room or close to where you teach. …Remembering • Have the child repeat directions. • Use songs, poems, and chants to enhance recall. • Review activities periodically. • Color code significant details. 6. More behavior management ideas • To get the kids' attention I say \"123 eyes on me\" and the kids say \"1 2 Eyes on You!\" Works get and the kids love it. • We were having a problem with tattling in our Pre-K class so my assistant and I came up with tell the turtle. There is a big turtle on the wall at child's eye level and if someone needs to tattle, they can \"tell the turtle\". • I recently attended a seminar by Dr. Becky Bailey. One of her ideas for behavior problems is to give positive choices. It goes something like this: \"You may sit on the floor or you may sit in the chair, which would be best for you?\" • I've had experience teaching many different age groups. One way that I have found to get children to listen is to offer them legitimate choices. For example, if a child refuses to sit quietly during circle time I would say, \" You may either sit quietly or leave our group.\" It is important for children to be able to make decisions and this method allows them to do that. It also works great! • In my preschool class, I find that sometimes one disruptive child sets off the rest of the class. To get the children's focus back on the learning I do a rhythm game. I clap and do a beat on my knees etc...one child picks it up and copies causing the rest of the children to join in. I find that this allows them to have fun with me and reroute their attention to the lesson at hand. • If you have problems with young children hitting others, this is a cute song for the class to learn and it works. (To the tune of \"Brother John\") o Please don't hit me. Please don't hit me. It's not fun. It's not fun. You give me an owie. You give me an owie. When you're done. When you're done. • In our classroom, we sometimes feel the need to have children, who are having a difficult day listening or keeping their hands to themselves in need of some \"space.\" We try not to use time outs and time with a teacher is not always a choice. We decided to have the child sit at a table and have them put together a puzzle. We ask the child to go to the table and please put the puzzle together. This allows the child to refocus and concentrate on something other than acting out. After the child has

completed the puzzle, we then talk to them about what the right choices are in the classroom. This seems to be working in our classroom and I hope it works in yours. • Samantha the Story Mouse: Purchase a small stuffed mouse. You can make a little house for her from a shoe box. The first day of school at story time introduce Samantha. Can everyone see her Big Ears? Samantha needs everyone to be very, very quiet at story time so that she can hear the story. If you have a birthday boy or girl, or a special person that day, that child may hold the mouse, as you read or present your story. If children \"forget\" to be quiet, ask the student holding the mouse, \"how does Samantha like it during story time?\" Very quiet. That's right! • I use games: one game I use is rocket ships to the moon. In this game each child colors a paper rocket ship that teacher provides. They write their names on the front. On a bulletin board, teacher uses 5 (for kindergarten) white paper clouds stapled to a blue paper sky. On the beginning of the week, all rocket ships begin on the first cloud (at bottom of board) If the child has had a good day, his rocket ship goes up to next day's cloud, this happens each day. The children who have their rocket ships on the last cloud gets to pick a treat from teacher's treat jar. This may seem like a bribe, but let’s face it, we all work for rewards of some kind. Before I begin this, the class discusses school rules, about being kind, listening, etc. This is the third year I have used this for a behavior modification, and it has been very successful. • At the beginning of the year, I let the children write the classroom rules to reinforce that we are a group and we work together. I stress that the safety of the children is what they should think about when writing these rules. To make them positive statements, rather than a lot of don'ts I have everyone do a painted footprint on a large sheet of paper and label it \"Our Feet Can\" - the children supply the rest (ex. be on the floor not on the furniture - walk in the classroom, etc.). We then do a handprint paper labeled \"Our Hands Can\" and we stamp lip prints on another piece of paper labeled \"Our Mouths Can\". We hang these in our meeting area and refer to them all year long. • I arranged my centers and used \"teddy bear\" shapes to show the children how many children were allowed in each center. For example, 4 in the home center. This cut down on many problems. I also limited my rules to three: Take care of yourself, don't hurt yourself, and don't hurt anyone else. But the main thing for your class is to remember that planning is the key to keeping everyone, including yourself, happy. • Instead of calling attention to \"bad\" behavior, I \"catch\" the children doing things that are great. I have made them each a bear holding a honey pot. The honey pot has a slip where I can put honey sticks in. If the child has gotten a honey stick for at least four times that week they get to choose a prize, or we might just talk about what behaviors they remember getting honey sticks for. • We use behavior bears to recognize the good choices the children make each day. In a handy spot there is a pocket chart, each child has a pocket. In a treasure box I have colored bears (enough of each color for every child.) There is a sign, \"Today the teacher saw me....\" and a set of bears that are the same colors as those in the box. Each color represents a desired behavior I want the children to learn, ie sitting quietly at circle, using my words to work things out, put my toys away, helped at clean up time. Then as I witness a child doing one of these behaviors, they get to go to the treasure box and get the right color bear to put in the pocket. The parents then spend a few minutes at the end of the day with their child looking at the bears before putting them back in the box for use again the next day. It doesn't take long for the children to get the idea that they must DO these things for them to get the bears. It also helps with name and color recognition. It's a more positive approach to behavior management. • About classroom helpers, a couple that I use that haven't been mentioned are botanist (who cares for any plants in the room), zoologist (who cares for any animals in the room) and postman (who delivers any messages needed to be given to the office or another teacher. The children love the BIG names they are given, and they also have new vocabulary. • For my class I have found it very effective to use the following rhyme when I need the students' attention. I say in a voice lower than my normal, \"If you are here and you are listening to me, clap your hand and count to three.\" As I get their attention, I will change the directive to something more fun like tap knees or anything I think of on-the-spot. This keeps their attention, and they are watching for the next change. • To help my preschooler’s behavior I made up a jellybean jar. Each child has their own jar with 5 pieces of Velcro on it. At the start of the day, they all have 5 jellybeans Velcro to their jar, as the day progresses, they lose the jellybeans for various behaviors. At the end of the day, they get to trade their jellybeans for real ones that are placed in our classroom jar. The jar has 2 lines drawn on it. One halfway up and another at the top. The first line is a popcorn party, and the second line is a pizza party. As they

reach the lines, they get the corresponding party. They really like this, and they learn how to help each other with their behavior. It really encourages teamwork. • To quietly gain your students' attention raise your hand in the air and form a \"L\" with your thumb and index finger. This \"L\" stands for the words \"Look, Listen, Learn\". As children see your \"L\" they are to raise their \"L's\". This is a quiet way to get your students' attention. • No one likes to be singled out...even if there is naughty behavior involved. Two techniques that I have found valuable: • Instead of calling out the troublemakers name, say, \"Boys and girls, let’s all remember that circle time is quiet time (we keep our hands to ourselves, etc.) • Another technique is to have the chatty student remind the boys and girls what we need to do at circle time. • De-fusing the \"rowdies\". When there is a lot going on in the classroom and I need everyone's attention, I call out loudly \"Everybody say ONE...TWO....THREE\" while clapping my hands. Then in a normal voice say the same words while lightly slapping my knees. Finally whisper the words while rubbing the palms together to make a \"whispery\" sound. By the second week of school, just about every child joins in the chant, and is quiet at the end of third, whispered round. • An idea I came up with to solve behavior problems is that I always start my circles with lots of movement. It seems to settle the children down a lot. I found that the wandering bean bag really gets the children in my class motivated and ready to learn because they want to play it repeatedly. It is on the same version as the wandering ball, but the children are less likely to bounce it off the wall. I am always down at eye level with my class and am constantly getting silly with them. If you get silly with them and do the movement activities with your class than they will show you more respect. • My co-teacher and I use a positive discipline approach method which fosters compromise and negotiation skills in children. We use a \"friendship\" bench. When a dispute occurs, sit both children down together on the bench. \"We cannot get up until there is a solution.\" You may need to arbitrate initially- Then back away and let them problem-solve how they can make both friends feel better. If they cannot come up with a solution, suggest some possible ideas for them. • I work in a high needs kindergarten class that has its challenges. One thing that took me a long time to understand is this: When you are teaching the students in a large setting (ie, circle time) and there are a few children misbehaving it is not necessary to stop the entire lesson...but it is equally important that you do not fall into the habit of ignoring small behavior as small behaviors lead to big behaviors. What you need to do is acknowledge the students WITHOUT looking them in the eye. The moment you turn to look them in the eye you are inviting conversation about the behavior and the student will begin to explain that so and so started it etc. I found that snapping my fingers and using hand signals such as stop or simply pointing to the child, without taking your focus off what you are talking to the class about works well. It seems like such an easy thing to do but try it. Not looking at the child directly takes a lot of concentration. • I've found that telling the children what they should do instead of what they shouldn't do brings the act of obedience along much easier for the children. For instance, use words like this to teach your children.... \"Use your walking feet.\" instead of \"Don't run.\" \"Use your inside voices.\" Instead of \"Stop screaming\" and \"Keep your feet on the floor.\" instead of \"Don't climb on the couch.\" \"Sit on the chair.\" instead of \"Don't stand on the chair.\" \"Run your truck on the floor.\" instead of \"Don't run your truck on the table.\" The best rules tell children what they should do, rather than what they shouldn't do. • Always praise when you see good behavior. Always acknowledge them by name and always try to do it in the presence of the other children. Not only are you reinforcing that behavior, but you show these little people that they can get their much-needed approval and acceptance from you. I think you'll find the theory of \"monkey see, monkey do.\" really does ring true during these moments. • Make transitions from one activity to another fun for the kids by singing songs and playing games. for instance, something simple that we all have to deal with every day, clean-up time. We often sing Barney's clean up song and for some miraculous reason the kids have no qualms about cleaning up after themselves if their singing while their working. You can even make up songs as you go the kids don't seem to know any different, and still seem to enjoy themselves. This goes for any kind of transition thru-out the day. ® Trainees: Now complete Training Trivia #4



PART TWO: CIRCLE TIME TRAINING SECTION THREE: 1. Zoophonics curriculum • Learn the “Zoophonics chant” • Alphabet is taught sequentially so they can understand where it fits in. • Complete alphabet should be sung every day. • What is the significance of “crossing the midline” while doing the actions? • The ability to cross the midline is important on the physical level as well as on the brain level. o On the brain level, a lack of midline crossing may indicate that the left and right sides of the brain (the left and right hemispheres) are not communicating well together. The left and right brain hemispheres communicate across a mass of tissue called the corpus callosum. Because each hemisphere carries out different tasks, it is important for each hemisphere to communicate with the other across the corpus callosum to coordinate learning and movement. o On a physical level, when your child spontaneously crosses the midline with the dominant hand, then the dominant hand is going to get the practice that it needs to develop good fine motor skills. If your child avoids crossing the midline, then both hands will tend to get equal practice at developing skills, and your child’s true handedness may be apparently delayed, and fine motor skills may not be as good as they could be. • First class of the week we introduce the letters with the NAMES of the animal characters (on the animal cards on the bulletin board) • Signals should bring the sound to mind, not the name and the animal • Change it up during the year. Use the chant, use just the SOUNDS chant, use just the actions, etc. • When teaching sounds: • The shorter the sound, the better • Stop the sounds as soon as they get out of your mouth • Exaggerate your mouth shape • Repeat the sound three times. • THE SHORTER THE SOUND, THE BETTER Zoophonics Progression: • First, we teach lowercase letters and sounds. • We teach capital letters after they have mastered lower case letters and sounds. • We teach vowels (aka hardest workers) after they have mastered lower and uppercase. • Once they know about the vowels (hardest workers), then we teach blending sounds with CVC words: o Blending is taught by explaining that letters together make words and use the example of a “thick elastic.” We start sounding out words by “stretching” letter sounds out very long, and then we “snap it” and say the word. • Word families are best practice for starting to make and sound out words (Which is why we incorporate Hooked on Phonics program with older classes halfway through the year) Tips for teaching the actions: • A claws for teeth • B reach up for honey with right hand (so you draw a b with your action) • C make a c with your fingers on your cheek • D use two fingers for each hand • E cross the midline • F hands on top of each other, thumbs out (fins) go up and down on the waves • G peel a banana OR • H hit your RIGHT leg • I use pointer finger- exaggerate mouth • J wiggle down the front of your body ARMS IN FRONT • K kick and punch to the FRONT so they don’t kick • L make a branch with elbows out leaning forward and LICK the bugs (so their tongues come forward) • M mmmm, mmmm, mmm, NOT emm.

• N focus on his eyes, make n with your hands • arms go out to the sides •P • Q one finger top notch • R hands up in front of chest NOT “ra” or “er” • S palms together, slither across the midline • T has muscles and he shows them off • U hold the umbrella on top of your head, he is saying UH because it is hard to fly with one hand • V make wings with your elbows • W make BIG waves • X knitting needles • Y start with a fist, stick out thumb and pinky, NOT “YA” • Z he is the ringleader that gets very tired from gathering all the animals Games and Supplies for Zoophonics Practice • Stamps (only for teachers to use) o Use the stamp for the letter of the day as a writing reward • Letter Cards (big and small) o Red Light, Green Light with one letter card and the kids have to walk and do the actions o Simon Says: Sound and signal for peewee penguin o Fly Swatter Game • Slap the letter for…. • The sound B • Animal name • Sound that you hear at the beginning, end, of the word o Who Has • Pass out the cards. “who has the card for the sound S” • Child comes up and does the sound and signal o Musical cards • Put cards on the carpet • Crawl or walk while the music is on. • Whoever isn’t on a card gets to go to the “mush pot” (music/play center) o Stand in a line in alphabetical order o Use in place of the poster for the chant. Mix them up and have them do the sound and signal • 3 in 1 GAME CARDS: “GO TO THE ZOO” (GO FISH) o Ask for the card you need... but you have to sound and signal! o When you get a match, put the match down and go again. • ZOOPHONICS BINGO! o Sometimes just say the name of the animal, or say the sound, or do the signal o Kids put the chip down first and then do the signal! o Use the unmerged first o You can use this with partners, with a stronger and a weaker level child • ALPHABET GRIDS o Match the cards onto the grid. o When you find a match you have to do the signal and the sound. o You can do partners, individual practice, or class based/teacher directed following the teacher for finding specific letters. o There are different levels of difficulty for the grids. First stage is matching lower animal with lower animal. Last stage is matching upper and lower case together. • GRID MAGNETS (only to be used with teacher supervision as a class) o Say a sound and signal and have the kids pull the magnet off the grid to build a word. Make sure they put it in order left to right. As they put them away they have to listen for the sound and symbol • ZOOPHONICS BEANIE BABIES o Pass “penguin.” Toss the animal to a student and have them tell you a word that starts with the letter of the week. Then have them pass “penguin” to another friend. • BLACKLINE LETTERS

o Use these to set on the large cards to help them see the letter. You can carefully use these in a group and let them find the right card for the letters. LLP Letter Groups: We have chosen to teach letter recognition in this order: • GROUP 1: s m t a p • GROUP 2: f c r b l i • GROUP 3: g n d h j • GROUP 4: k w o u v • GROUP 5: e y z x q 2. Handwriting Without Tears, Writing Methods We encourage all our teachers to attend an official HWT training. We can check out a manual to you to read at home to become more familiar with this amazing curriculum, just ask! There are also lots of free webinars on the HWT website that you can watch if attending a training is not an option yet. This is a very brief overview of the program and how we have implemented it into our curriculum. HWT is designed to teach fine motor skills, using multisensory activities, that suit all developmental levels. We are responsible for providing a strong foundation. We have the ability to do that. We wait and prepare children for writing. Success at writing requires social skills, vocabulary to understand how to form letters, and fine motor skills. Writing should be taught in developmental progressions just like other skills are taught. • We feed a a baby before we give them a spoon • We roll a baby a ball before we throw them a ball • Children learn when they are ready Music and Finger Plays: HWT uses music to develop skills: social, right/left hand, grip, directionality, and more. Plus, music lifts the mood in the classroom! HWT places emphasis on teaching the right hand because what is left is left. Finger plays (like 10 little fingers) help to get ready to hold a crayon. If a child can’t make little O’s with their pointer finger and thumb, then they are NOT ready to hold a crayon. Developmental stages of writing: (see pictures in manual pg 24-25) • 2 year olds- “restaurant stage” grip is developmentally APPROPRIATE! Vertical and horizontal lines. • 3 year olds- Still not great grip, starts using helping hand. Circles and crossing lines. • 4 year olds- Better grip, not as pronated, crayon is straight up, not resting crayon in the web- not usually ready developmentally to do diagonal lines. Squares, triangles, diagonal lines. • 5 year olds- ready for handwriting- forearm is on the table. Can draw diamonds. HWT Writing Order: Letters are taught in order of difficulty based on the developmental stages in writing. A has a diagonal line in it. It is a HARD letter to write. Diagonal stroke is the last stroke to be developed. • LFEHTIU • COQGSJDPBR • KAMNVWXYZ We use lots of fine motor activities to help get ready for writing! • String beads on a pipe cleaner • Tweezers and puff balls through a hole • Tearing paper! (Also mid-line development) Coloring-has a motor purpose- to prepare a child for handwriting. Coloring writing pages that we use: 1. Aim and scribble pages work on teaching crayon/grip skills. 2. Aim and color pages require more refinement to stay in an area.

Shorten the length of the coloring activities. A little bit at a time. Their muscles aren’t ready in their hands. Try coloring with your non-dominant hand. See how tired your hand gets. That’s what it is like for kids! To help with building muscles we: • Put kids on their tummy and prop them up on their elbows during story time. • Coloring upside down under the table. • Color on the easel. Crayons: We primarily use crayons for writing. Crayons are the best tool, because the wax helps them to feel the page better and develop better fine motor skills. Pencils are not ideal until later on because they are seen as a sharp stick to a preschooler. Crayons are a great indicator to assess regulation (how much pressure they are able to apply to the paper based on how good their grip is). Chubby crayon size is NOT good, they are too big for them to use proper grip. Teaching crayon grip is so important for a good foundation. • Teachers should model the correct way. They will imitate us good or bad. • 50% of three-year-olds have the fine motor ability to hold a small crayon correctly • Dominance is solidified at age 6- they can show a strong preference before that… • If handedness is undecided, choose the more skilled hand to be the writing hand • Use little crayons- flip crayons build in fine motor • NO PENCIL GRIPS! TEACH THEM CORRECTLY IN THE FIRST PLACE How do I know if they are ready for writing? • Look at coloring ability, their grip, their position on the desk, endurance, and posture. • Observe if the child is stabilizing their paper Alphabet Knowledge: Kids need a strong foundation in alphabet knowledge to succeed in writing. We believe they go together. Using the letter cards at snack and playing “point to the letter” is a great activity. HWT curriculum starts with building letters, then we trace them, then we write them. Outline of our writing program: PS Classes: • Introduce letters, build fine motor, build letters, color pages. • Writing letters- half page large capital letters using crayons. PK Classes: • Review letters • Set 1 worksheets: smaller letters for entire alphabet uppercase. • Set 2 worksheets: learning lowercase letters and reviewing the uppercase. Names are so important! • We use dry erase pockets for each student’s name worksheet that they do 1-2x per week • We teach PS their names in all uppercase • We transition PK early in the year to write their names in title case Research says: • CAPITALS ARE EASIEST TO WRITE, BECAUSE VERTICAL AND HORIZONTAL LETTERS COME FIRST. LETTERS ALL START IN THE SAME PLACE, THEY SIT ON THE LINE IN ONE WAY, AND EMERGENCY LETTERS ARE IN CAPITAL LETTERS. • HWT doesn’t use dot-to-dot fonts for tracing letters. They can’t see the letters they only see the dots and want to connect them. We use grayscale instead. • When you are working with children you want to be on the same plane as them. On the floor, etc SUPPLIES AND ACTIVITIES USED IN HANDWRITING WITHOUT TEARS CURRICULUM • Wood pieces set (blue mats, big line, little line, little curve, big curve) o Mats have smiley face in top left “starting corner” is what a baby orients to first. o Teachers magnetic wood piece set for example o Song: “Wood Piece Pokey” includes positional words that are important for handwriting

o Song: “Tap, tap, tap” fun movement song • Multi-sensory activities: movement is starting to make something o shaving cream, finger paint • MAT MAN- floor based activity to help with self portraits o Drawing a person is a developmental skill that kids need for kindergarten. • Coloring! It has a motor purpose to sustain grip, and it expresses creativity. • Capital letter cards- they are like puzzles o Textured so kids can feel the letters on the cards • Playdough trays and cards for roll a dough letters o Dough builds strength in their hands and fine motor skills • Stamp and see screen (magnadoodles) • Wet, dry, try chalkboards with little chalk pieces o Crumpling small paper towel square above head is a developmental skill • Flip crayons • Small pencils 3. Heggerty- Phonemic Awareness Curriculum 4. Songs to know ® Trainees: Now complete Training Trivia #4

PART THREE: CENTER TRAINING SECTION ONE: 1. Centers Room Class Objectives The focus in our centers classroom is social skills development, independence, and responsibility. We teach these skills through exploratory learning in small group centers. We expect our center classroom to be structured. We require our students to follow directions, learn to play according to the rules and guidelines for each center, and to clean up and leave each center just as they found it. About our centers: Children explore materials and interact with each other to develop social skills. Teachers work one on one with children and in small groups. • Art: Art stimulates the creativity in each student and is often themed around the literature of the day or seasonal themes and holidays. Children explore and create their own designs with various mediums. • Math: Math teaches children what numbers represent and how to use them. Number sense is developed by using manipulative objects. Children classify, group, and regroup objects; recognize patterns; identify numbers by the amount in the groups; and begin to understand addition and subtraction. Mon/Tues math center will be an activity that students can play at independently. Teachers will be at the art center and cannot spend too much time directing the math station. Wed/Thurs math center will be teacher’s main station and the activity that will be something that needs teacher assistance to complete. Friday will be a mixture of both. • Dramatic Play: • Sensory: • Block Play: • Small Manipulatives/Fine Motor: MATH GROUP LESSONS: Math concepts are taught in a whole group at the beginning of class. These are concepts that need to be introduced for further exploration later in a center or are just better taught as a whole class. They should be short, 5–10-minute lessons. Estimation Jar and Math Bag- Friday Center Class Activity Teacher Station: • Mon/Tues the teacher will be assisting at the ART center. • Wed/Thurs the teacher will be assisting at the MATH center. Classroom set up: Centers should be set up very methodically. Teachers should think about the best placement for each center. They are arranged in a way that creates each center separate from the other. Teacher should be stationed at their main center in a way that allows for them to always keep their eye on the entire classroom. Make sure to set up tables in a way that doesn’t allow for kids to be able to run around easily. Starting your class: The most important part of centers is learning about them! Take AT LEAST ten minutes to explain each center. Some kids are not a creative as others and need to be taught HOW to play. Some kids don’t get to “play” at home and don’t really know how to use all types of toys. Please remember: • Give clear instructions. • Show them what do to by entertaining them! Pretend! Be one of them, get down at their level and show them what to do at each station. • Go through the process of how things work. Give them ideas of what to say, how to act it out, and what to do.

• Give them OPTIONS on how to play at every center. This will help to be able to play at a center for the whole time allotted. Keeping students engaged in each center: “TEACHER, I’M DONE” “CAN WE SWITCH YET?” If we are constantly throwing new toys into a center because kids interest level isn’t lasting as long as we need it to, they will never learn to truly play. Each center activity has been well thought out and SHOULD be engaging enough to last 10-12 minutes. If you have a student that is “done,” you should go over and play with them to show them a new option for playing at that center. Once you get them started again with a new idea on something to do then you can walk away and go back to your main station. If they are set on NOT playing with the materials in that center, then they are free to choose to sit and watch their peers play instead. They usually decide to join in the fun once they see their friends playing. Cleaning up and Rotating: Cleanup is just as important as play in the classroom. Children need to be responsible for their actions and their messes! Before groups are allowed to rotate, centers must be completely put back to the original position. This includes sweeping up sensory stuff if necessary. Don’t let spilled items stay on the floor, it needs to be a fresh center! If a center is left a mess and set up like the group before it, it doesn’t allow the next children to fully use their imaginations and start from scratch to play. After the group is finished cleaning up, kids should stand up with their feet together, and raise their RIGHT hand, with the left hand down at their side. You can make this a game to see what group will get cleaned up first. Once all groups are standing with their hands raised, the class will rotate. Slow Down Don’t be afraid to slow down your class pace. Teaching clearly, expecting order, and requiring them to follow the instructions will help you keep a structured classroom and even add years to your life. You have the freedom to adjust the structure of your classroom to be most effective and productive for you and your students. Examples: Combine two centers that aren’t as engaging to give them longer time before they switch from other centers. Combine two centers that require teacher support (art and math) and do them together. Using Toys, Props and Supplies Teachers are responsible for ensuring that all toys, props and supplies are used appropriately. If a student is being destructive with a toy, then take it away. Use clear instructions on the appropriate way to use our supplies so that they don’t get broken. They need to last a long time. Make sure anything you use is accounted for and gets put away. Missing pieces to games and themed sets is unacceptable. How to put away supplies at the end of the day ADD more here • How to clean up the water table Centers Lesson Plan Review ADD more here Developmental Order of Play: 1. Child plays by themselves, but uses toys appropriately (So/itory Play) 2. Child plays next to other children, with little interaction, and may use the same toys they do (Parallel Play) 3. Child learns to TAKE TURNS with other children/Child learns to pretend play (ie. Feed a baby, burp baby, nd put baby to bed) 4. Child plays with other children in pretend situations, like playing \"house\" or \"barber\" Centers supplies and set up guidelines: • Do NOT use dry erase markers in any dramatic play centers... only scratch paper and pencil

2. Art Supplies, Procedures, and Expectations How to manage cleaning off hands for art and sensory projects: Use a rag! Don’t send kids to the sink to wash their hands after messy projects whenever possible. They can not do it efficiently and end up wasting way too much water and way too many paper towels. We have clean towels that you can get damp to wash off hands and then another to dry them with. Paint Projects: Use paint sparingly! You can always pour more paint but can’t put it back in the container. Teachers need to rinse paint supplies after class, dry them, and put them away. They are not to be left next to the sink or in the cupboard. We keep thin plastic/paper plates and cups stocked at the studio for paint projects. We prefer to put paint in cups and plates that can be thrown away to cut down on washing time. How to use liquid water colors: ADD more here How to use water beads: ADD more here Color Book Art Projects: • Names need to be written in pencil on the back of the page, top left corner. This will cut down our time at the end of the year when we bind them all together. • COLOR BOOK binding is hard with paint and yarn.. try to leave an edge at the top! Portfolios and art books: how to handle making up pages ADD more here CRAFTY CLUB- WHAT TO DO WITH ART PREP STUFF THAT GETS BROUGHT BACK Names on Art and Worksheets Learning the correct spelling of all names is imperative as a preschool teacher! Keep your class lists handy and be sure you are not misspelling anyone’s name on all art projects and worksheets. Send art home the day you do it! Unless the lesson plan tells you to save it, all art should go home the day we make it. Kids are much more excited about it when it goes home the day they make it. It can still be wet. The drying racks are so we can keep them separated and off the floor. Not To let them dry completely. Paint We love plastic cups and paper bowls! LOVE! I don’t love wasted paint and paint bowls left drying all • over. Please use paint sparingly! Paint Tip: Switch colors for classes when it doesn't matter what color you use-- like ice painting, so it's • easier to send them home! Glue We need to use both glue bottles and glue sticks equally. Preschoolers need to learn how to use both and glue sticks are too expensive to use all the time. Please make sure glue bottles are shut tight. That is how we keep them from drying out. For some projects dumping a little glue into a cup and using a paint brush is appropriate and I am fine with it. Supplies Supplies are purchased at the beginning of the year. There will be specific supplies you need that cannot be pre-purchased. Coordinators are responsible for purchasing needed items or delegating it to another teacher. Please save your receipts and turn them into Amy’s box AND email the totals for supplies for reimbursement. Throughout the year new supplies requests can be turned in at monthly staff meetings or added to the Todoist. Any necessity items (glue, paint, etc) that we are running low on needs to be added to the office Todoist, so we can put it in the restock order.

Window Ledges: Do not set ANYTHING, including paint in the windowsill. The windows need to be left alone and are not tables or shelves. Carpet and Rugs: No paint, food, play dough or anything else messy on the rugs that would stain or get stuck in it. 3. Lending Library The centers teacher oversees switching out books each week and tracking them on the library form. In October our Friday students will get to start the “Lending Library!” A new classroom book comes home every Friday when you bring your lending library bag! Families with lost or damaged books will be charged a replacement fee of $5. Please turn in the Lending Library Contract. The purpose of our lending library is to help generate excitement about reading. Even if your child memorizes the book and can recite it to you, he/she is still gaining important skills! When reading with a beginning reader, it is appropriate to \"track\" by pointing with your finger (or help the student point) so they see what words are being read. Read to your student if they can not yet read themselves. Asking questions and talking about the story is very important for comprehension. 4. Friday reading center 5. How to use assistant teachers appropriately Assistant teachers are amazing. They easily have the most complicated job of anyone at the studio. They are expected to be helpful to three teachers all at once while completing many of their own duties and deserve our upmost respect. Assistants are not paid to do your job for you. Lesson plans have been written in a manner that one teacher can complete them on their own, with very little need for an assistant. Please do not abuse use of the assistant in your classes. They are teachers in training and are there to be able to step in and take over in any preschool classroom without skipping a beat if we ever get into a bind. Assistants are not your substitutes. In the case of an emergency or last resort, you must get permission to have the assistant teach your classes for you. It is hard on everyone when we are down a teacher with no extra hands. SEE THE PRESCHOOL ASSISTANT MANUAL FOR THEIR COMPLETE JOB DESCRIPTION. 6. Prep Time- For Classroom Coordinators Prep time is NOT to be done the 15 minutes before class starts. All prep work will be done at the studio each Friday after class. Friday prep includes gathering supplies, preparing projects, making copies, putting away supplies from last week’s lessons, etc. It is your responsibility to be prepared for class before you even come into the classroom that morning. When you get to class the 15 minutes early that is expected of you, you should only be setting up for your day. If parents get the idea that you are \"flustered\" or \"exasperated\" then you are obviously not prepared to do your job. 7. Assessment Overview Assessments are an important part of our program and should be carefully completed by following the Assessment Guide in the assessment kit. Review the instructions and sections for each age group in the Assessment Guide.

PART FOUR: GENERAL KNOWLEDGE 1. Special Events for Preschool Moms and Muffins • How to set up • What the lead teachers needs to announce: • Book to read • Use sign to take pictures for parents WITH their phones! Dads and Donuts • How to set up • What the lead teachers needs to announce: • Book to read • Use sign to take pictures for parents WITH their phones! Fieldtrips and the teachers’ role Add more here 2. Picture Uploads All pictures from classes each month must be uploaded to Facebook by the 5th of the next month. Each set of teachers will have a different album for the year: Centerville M/W, T/TH AM, T/TH PM, Barely Threes, and Bountiful M/W AM, M/W PM, T/TH, and Barely Three. This is the only way parents can see into our classrooms. It’s important for all teachers to be taking and posting great pictures each month. 3. Parent Observation and Participation Parents are not invited to enter the preschool classrooms to observe class unless prearranged with the preschool director. We encourage parent participation at our in-class parties. A parent chaperone for each student will be required at all fieldtrips. 4. Teacher Encouragement Notes: We want every student to get a little letter from their teacher during the year. You can find these quarter page notes in each class binder. Make sure to start your own list to keep track of who you have given one to all year so you don’t miss anyone! It’s the little things that make a difference! 6. What to do if you have a sick preschooler in your class… Add more here 7. How to get someone dancewear… Add more here Losing shoes in ACPS Write names with sharpies in ballet shoes when you sell them. If you sell ballet shoes, hand them a sharpie and tell them to write their name inside them! We have had a few very frustrated parents about lost ballet shoes. I don’t blame them. They don’t have any control over making sure their kids shoes come home with them because we do curbside pick-up! It ultimately is on us as teachers to establish clear routines for our classes to make sure that kids are getting the right bag and putting their shoes inside of it. If you are struggling with this, please talk to other teachers about it and get help with this! We can do it! 8. Studio survival guide for teachers • If you eat at the studio. Clean up after yourself. If you use the sink, wash it out. If you make a mess on the floor, sweep it up. • Don’t leave the window flyer plastic thing on the window empty. • Don’t leave stuff on the desk. Ever. Put it away • DO NOT adjust thermostats. Ever. • Don’t put papers hanging off the bulletin board. It is unprofessional.

9. Commonly asked questions “Will my preschooler repeat everything they already learned this year if we come back next year?” Our curriculum is based on a two year rotation. We have a specific writing, phonics, and reading program for our 3 year olds that is age appropriate. Our 4 year old curriculum for writing, phonics, and reading builds upon what our 3 year olds have done. Our weekly topics rotate from year to year. Occasionally we talk about the same thing each year, but we focus on a different aspect of that topic. For example, we talk about the ocean both years for \"O\" week but we discuss different things about it. Our art projects are mostly on a two year rotation. The only art projects that are the same year to year are our exploratory art projects. These are the projects that are more about the process and the materials they are using, not so much about the outcome. You will see \"dot art\" being doing both years, but you will see the growth in fine motor skills as well as creativity from year to year. “Lockdown? Do you lock the front door during classes for security so that no one can come in?” The answer is no. It is actually against fire code to lock the main doors, we have looked into it. We consider our location to be a very safe area, and all our teachers are trained on what to do in an emergency. We have a teacher able to help anyone that comes in with questions and usually always have someone in the office too. (This usually calms them right down.) PERFORMANCE INFORMATION FOR PRESCHOOLERS THAT PARENTS WILL ASK

Training Trivia #2 What are 3 things you should do when you first arrive at the studio? ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ What topics are most important in the lesson plan and need to be completed? ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ List some ideas for making snack time learning time: _________________________________________________________ ____________________________________________________________________________________________________________ Where are birthday crowns located? _______________________________________________________________________ Do you know the “Counting Candles” birthday song? _______________________________________________________ What should you do if someone has a potty accident? ______________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Can you navigate your way through the music needed for circle time? ______________________________________ What can you do for a child who doesn’t want to leave mom at drop off? ___________________________________ ____________________________________________________________________________________________________________ How are you expected to end a class? _____________________________________________________________________ What is our policy on late pick up and what should you do in this situation? ___________________________________ ____________________________________________________________________________________________________________ What should you do if you notice we are running low on a bathroom supply?_________________________________ ____________________________________________________________________________________________________________ Date next training session will be completed: ________________________________________________________________

Training Trivia #3 Observe during circle time and list specific examples of behavior management techniques being used in class by the lead teacher: Using redirection: __________________________________________________________________________________________ Using an “I” message: ______________________________________________________________________________________ Using the “when/then” method: ____________________________________________________________________________ Precision commands, list at leave three examples: ___________________________________________________________ ____________________________________________________________________________________________________________ Picking her battles: _________________________________________________________________________________________ Giving a child a choice: ____________________________________________________________________________________ Praising students, list at least five examples: __________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Getting down on eye level with a student: __________________________________________________________________ Was her class positive even when there was a behavior concern? What management method seemed to be most effective for her? __________________________________________________________________________________ ____________________________________________________________________________________________________________ List at least three ways that the teacher maintained class control and kept students engaged: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ How will you keep your behavior expectations age-appropriate for preschoolers? ____________________________ ____________________________________________________________________________________________________________ When should you approach a parent about a behavior concern? ___________________________________________ ____________________________________________________________________________________________________________ When should you approach the director about a student concern? How do you approach her? ____________________________________________________________________________________________________________ Why is it important for closing duties to be completed? ______________________________________________________ ____________________________________________________________________________________________________________ Date next training session will be completed: ___________________________________

Training Trivia #4 Your turn! Teach a circle time class and the lead teacher will give you feedback on how you are doing. Observe the training and give examples of how trainee uses each behavior management method: Use “I” messages: __________________________________________________________________________________________ Use the “when/then” method: ______________________________________________________________________________ Use precision commands, list at leave three examples: _______________________________________________________ ____________________________________________________________________________________________________________ Pick her battles: ____________________________________________________________________________________________ Give a child a choice: _____________________________________________________________________________________ Praise students, list at least five examples: ___________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ Get down on eye level with students: _______________________________________________________________________ Was her class positive even when there was a behavior concern? ___________________________________________ What management method seemed to be most effective for her? __________________________________________ ___________________________________________________________________________________________________________ List at least three ways that the teacher maintained class control and kept students engaged: ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ Were her behavior expectations age-appropriate for preschoolers? _________________________________________ ___________________________________________________________________________________________________________ Were lesson plans followed: ________________________________________________________________________________ Efficient use of time? _______________________________________________________________________________________ Date next training session will be completed: ________________________________________________________________