Students will participate in a teacher-guided student circle for 15 minutes once a week to check in with themselves, share with side partners, and then the whole group. They will name how they feel and one way they want to be supported
In this change idea, district leadership and principals that oversee PreK classrooms would come together to establish a plan, calendar, and schedule that supports teaming among PreK teachers and other shareholders.
We taught children the strategies of self-soothing, breathing, and calming their bodies as part of Conscious Discipline. We learned to focus on the function of behavior and ask why.
The team at Toledo Elementary modified visual schedules by flipping over each part of the schedule after the subject. They colored the flip side of each subject red to create a bold indicator that the subject was over. The team used this practice consistently in their preschool through second-grade classrooms.
The team at the Center of African Immigrant and Refugee Organization (CAIRO) knew that African immigrant and refugee children between 3 and 4 years old were waitlisted for long periods to start preschool. The team identified that the system was not designed to accommodate the unique needs of bilingual, bicultural communities and their school-aged children.
Each preschool through second grade teacher added a "cozy corner" in their classroom to support children experiencing big emotions.
