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Be present for ece 061413
1.
2. WHAT IS A “MOVE?”
Moves = The “just right” size teacher actions that will
build Culture of Achievement in your classroom
Where they fit in the context of other teacher actions:
Teacher Actions that are too big: TAL rubric rows like “Build I can”
• Focused on a lot of the right substance, but communicated in ways that are too broad for new
teachers and coaches to figure out what that means practically in the classroom.
Teacher Actions that are too small: Individual Strategies like “Use a shout out board”
• These might work well for one teacher, but come off as rote and inauthentic when blindly
mimicked by another. Often teachers actually miss the purpose of a strategy and over focus on
the task at hand, which renders the strategy useless and leads to frustrated students, teachers,
and coaches.
Teacher actions that are just right: Moves like “Sincere & authentic praise”
• Moves are in between a TAL row and a specific strategy, when crafted well they are at the “just
right” level of altitude because they are concrete and important actions a teacher can take, but
offer a number of effective ways to execute the move well.
3. How does Mr. Eli demonstrate
being present with his
children?
4. BE PRESENT
DEFINITION: In your time with students, keep them as the center of your focus
with careful listening, body language that shows care, and words that ensure
students feel heard and valued.
How would being present benefit your…
• Relationships with students?
• Students’ investment in class activities?
• Classroom management?
• Understanding of students’ needs?
When should we be present?
5. What did Ms. Cailie do,
either before or during the
lesson, to enable her to be
present?
6. BE PRESENT
How will you set yourself up to be present with your
children?
• Identify the key pre-requisites or actions that you need to focus
on
• Create a plan to ensure that you are preparedFor example, if you’re concerned that your procedures will
need to be airtight in order for you to focus on being
present during centers, then maybe your plan is to (1)
double-check your procedures plans with your
collaborative, (2) review how you’re planning to teach
those procedures, and then (3) spend a couple of hours
internalizing and rehearsing how you will teach and
manage those procedures.
Editor's Notes
COA Moves Intro Session for “Be Present” For use at ECE Pilot Chicago 2013, Week 130 min long, to be delivered during Internalization & Rehearsal timeDesigned by Stephanie ThaiOutline: What is a “move?” [2 min]Defining “Be Present” [7 min]Rationale for why to Be Present [7 min]Pre-requisites to Be Present [7 min]CM planning time to put move into action & closing [7 min]
[2 min]Briefly introduce the concept of a move. (If you want, you can take the bulleted text off the slide once you internalize the talking points.)Tell CMs that this is the first year anyCMs have learned about COA moves at institute, and that they are very lucky to be one of just a few schools trying this out this summer!
[7 min]Today we will learn about a move called “Be Present.” This is the first of three moves we’ll learn this summer for building culture of achievement in our classrooms. This particular move is about being present in the moment with your students. We’ll begin by watching a video example of a teacher who is present with his children. As you watch Mr. Eli at his library center, note the characteristics of being present that he demonstrates—what do you see him doing that shows that he is really present in the moment with his kids?Play video of Mr. Eli at library center, retelling “The Three Billy Goats Gruff” with puppets: https://vimeo.com/34105096 [Password: prek2011;Timestamp: 10:49-13:15] Discuss the characteristics that Mr. Eli demonstrates that indicate he is being present with his children (about 4-5 min). Have someone write these on a poster so that you will have an anchor chart for the move. Desired CM responses: He is sitting on the floor at children’s eye levelHe is making eye contact with the child he’s speaking withHe is listening carefully and sometimes repeating what children sayHe responds and reacts authentically to what the children say/do (smiling, look of surprise, etc) (also demonstrates listening)He is keeping an eye on the children he isn’t speaking directly with at a given moment so that he can redirect their attention if neededWhen Savion comes up to the center, he doesn’t drop everything to help Savion—he gives Savion a couple of options for solutions and trusts him to solve the problem. Validate and respond to CM ideas.Now that we have an idea of what it means to be present with your children, let’s think about why this is beneficial.
[7 min]Here is the definition of being present that we really fleshed out through looking at Mr. Eli’s example. (Have a CM read aloud) Does anyone have questions about what it means to be present?Let’s start first with our own experience. Think about a time when you were trying to talk to someone you cared about and that person wasn’t present. Maybe they were texting, on Facebook, reading something, multi-tasking, or just generally distracted. How did that make you feel? Turn to a partner and share for about 1 minute total.So we can all agree that when others aren’t focused and present with us, we feel like we’re not important to them, ___(mention other feelings shared)____.Now let’s think about why we might want to be present with children—how it will make them feel and what the benefits are. (Post question stem and first bullet point)Ask question: How would being present benefit your relationships with students? Take CM responses for approx 1 minute—this should go quicklyClick to display the next bullets and discuss for ~1 minute eachValidate and encourage CM ideas here (there aren’t really any wrong answers)You may want to provide a quick personal reflection or “testimonial” as to why this is so importantSee Lisa’s rationale below, for your referenceNow ask: When is it important to be present with your students?You may get a CM to say “all the time” or they might start calling out parts of the day (centers, circle, etc.)Guide a brief discussion—ultimately you do want the CMs to realize that being present is essential throughout the day with young children. Although it can be tiring, you can never really “turn off” because it is your interactions with children that push their learning. (Perhaps insert a personal reflection on this point here.)Next we will consider what it takes from us in terms of preparation in order to be present.For your reference, here are Lisa’s ideas on the rationale for this move:As a teacher there is so much happening at a given moment in time (three students want to go to the bathroom, you are trying to get the projector to show your PPT, the office calls you on the intercom, etc) that it actually takes a conscious effort to show students that you are present in the moment with them. that you are present in that moment with students. This move has a number of critical benefits, including:Relationships: building trusting relationships with students by sending the message that what they are say and do in your classroom matters to you. The risk of appearing not present to your students could damage relationships by implicitly communicating to students that you fear or don’t respect them.Investment: when you are “in it” with students, it can build student investment because you are modeling that what is happening in this lesson is in fact, important. Conversely,if you say today’s lesson is worth learning, but focus on anything but the student and the work- it confuses the message you are sending verbally with your actions.Classroom Management: Since you are expecting students to be 100% on-task, they should expect the same from you. If you lose focus, you open the door for them to as well. Student needs: Being present will allow you to be aware of critical student needs- both academically and socio-emotional needs.
[7 min]Mr. Eli wasn’t able to be present with his children just because he wanted to, or because he just ignored everything else. He actually did a lot of intentional planning and preparation that enabled him to be present. Now we’re going to watch another teacher, Ms. Cailie, so that you can see another example of what being present looks like. As you watch, consider what she may have done either before or during the lesson to enable her to be present. Play video of Ms. Cailie at the blocks center, where her students are experimenting with sliding cars down ramps: https://vimeo.com/59430580 [Password: prek2011;2 min long] Discuss what Ms. Cailie may have done before or during teaching to enable her to be present with her children (about 4-5 min). Have someone write these on a poster as they are generated. Desired CM responses: She prepared her assistant teacher to monitor other parts of the roomShe taught her children the appropriate centers procedures so that they didn’t need to bother her all the timeShe positioned herself so that she could see the rest of the room (back to the wall) in case of emergenciesShe had taught students to solve their own problems so that she did not need to be involved in every little disagreementShe had set expectations with students not to interrupt her while she is playing with other studentsPrompt CMs to considerwhat Cailie also may have needed to do if she was teaching a more specific lesson, such as a small group math lesson or a read aloud, in order to be present. Hopefully CMs will generate:She would need to have her lesson plan internalized so that she did not need to look at it while teaching.She would need to have her materials organized so that she was not fumbling for things during the lesson. As you can see from our list on this chart paper, there are a lot of “pre-requisites” to being present with your children. There is definitely a skill-set to doing it in the moment, but much of what you need to do actually happens in your planning, preparation, and work to establish procedures and expectations in your classroom.
[7 min]We know that if we don’t think about how we’ll put something into action, it’s not likely to make a difference in our teaching practice. So, to conclude this session, you’ll take a few minutes to reflect on the actions that we determined demonstrate being present (from Mr. Eli’s video), and the pre-requisites that must be in place to enable you to be present (from Ms. Cailie’s video). First, read over the two lists we made of the actions and the pre-requisites. Reflect on what might be most challenging for you, where you want to place the most focus. Then, consider how you’ll make sure you are concentrating on those areas. For example, if you’re concerned that your procedures will need to be airtight in order for you to focus on being present during centers, then maybe your plan is to (1) double-check your procedures plans with your collaborative, (2) review how you’re planning to teach those procedures, and then (3) spend a couple of hours internalizing and rehearsing how you will teach and manage those procedures. You could think about being present during centers, during circle time, during small groups, during lunch, or any part of the day.CMs take about 3-4 min to make their personal plans for how they will set themselves up to be present with their children Ask a couple of CMs to share their personal plans for this moveSupport from here: TellCMs that when they are rehearsing, they should be trying to be present as much as possible, and that CMAs and other CMs can hold them accountable to this. Additionally, CMAs will be videotaping you during some observations, which will allow you to watch yourself and reflect upon how present you were during that lesson. In closing, reiterate how important this move is in early childhood and encourage CMs to support one another, especially within their collaboratives, to carry out their plans to BE PRESENT!
