Decision Made

Well, at least on my part.  My opinion does weigh a lot in this and it’s NOT a fun position to be in.  I suggested today that we find another program for a child.

Was it because his behaviors are so outrageous that we can’t handle them?  No.

Was it because the teachers were beyond their abilities?  Absolutely not!  As a matter of fact, the child’s behaviors have greatly improved since he has been with these teachers…just not enough.

Was it because he was too much for anyone to handle?  Nope, as a matter of fact, I haven’t run into one person at that center who wants to see him go.

So, why, then, do I feel like he should benefit someplace else?

For two reasons:

First, he needs more attention than we can give him.  He takes more than 50% of the teaching staff’s time every day.  If there were only a 1:2 ratio, this wouldn’t be a bad thing.  However, our ratio is 1:8.  Anything more than 20% is excessive.

Does it really come down to the math?  No…and yes.  That leads to the second reason.  It’s not fair to all the other children in the program.  It’s not that he was getting 50% of the time of ONE teacher…he was getting 50% of the time with ALL the teachers in that particular room AND, while outside, a good chunk of time from all the other staff out there.

The other children are missing out on so much interaction, education, and experiences.

This is NOT a decision I came to lightly.  I’ve been struggling with it for quite a while now.  I sat down with the Director of that site today and explained my thoughts to her.  I think she knew/knows the right thing to do…but no one wants to “give up” on a child.

It’s not giving up.  It’s giving him another opportunity, and opportunity that he just isn’t getting with us.  It’s also giving every other child in the center an opportunity that has been missing for him.

So, what was my deciding point?  I don’t have any one particular point; however I came to an understanding the other day as I was thinking about this situation: the center was becoming defined by what we do for this child…not what we do for children.  The center was/is revolving around him and him only…that’s just not right.

Difficult Decisions

I have been in this field for 20 years.  In those 20 years I have only twice, personally, had to terminate child care services for a family and only ONCE knew without a doubt it was the right thing to do.

Notice I said ONCE even though I’ve done it TWICE?  Yeah, one of them my supervisor told me to do.  I still think we could have helped that child; however one of my employees went over my head and didn’t want to put in the effort.

In the end, since I didn’t have the staff who had the desire and/or ability to work with that one child I know it was ultimately the right decision; I just wish I could have motivated that employee better.

The other time, the child was beyond our abilities.  About a year after we had to terminate services for him, he was diagnosed with some serious brain development issues that dealt with aggressiveness towards others.  He was physically harming the other children and before we had gone through all the steps we needed to take to help mom get the help she needed, he literally cracked another child’s head open and we had to immediately terminate services.  My only regret is that we weren’t able to complete the support for mom to get him on the right path…okay, that and the other children had been injured (that is really a huge regret).

Here’s the thing I want to know: when do you make that decision?

The decision to have a child leave any program is a difficult one…or it should be.  Often times I run into teachers who have too easy of a time deciding that children shouldn’t be in a program.

However, we always look at the environment and the adults in the environment before determining that the problem is actually with the child.  When we determine that it truly IS with the child; at what point do we say, “It’s more than we can handle.”?

Is it when they are physically injuring other children?  Physically injuring the adults? 

Or does it always have to be physical?  What if it’s not about physical injury, but it takes 50% of the teacher’s attention every day?  Does the answer change if the behaviors take 90% of the attention?  What about 75%?

What if the behaviors are not at all physically injuring others AND they aren’t taking attention from the teacher, but they are distracting to others?  The teacher can do circle, but the child is on the other side of the room yelling, shouting, and being disruptive?  What if it’s none of those, but the child is obviously not thriving in that classroom/environment?

At what point do we say, “We just don’t have the ability to serve this child.”?

I do have my opinions on these (are you surprised?), but I want to get your opinion as well.  It’s been a hot topic around these parts for a while.

Snobbery

I work in a pretty reputable place that is known for high quality preschool.  I have, for all but 1 year of my career, always worked for state or federally funded programs.  I have found that there is a certain quality than most for-profit centers.

Please note that I said most, not all.  There are some very reputable for-profit centers out there; my husband works for one of them. 

However, especially the large chains, there tends to be a lean towards the PROFIT side of things rather than the CHILD side of things…these are centers that I call day-care.

I don’t work in day-care.  I have never had to care for a day…they seem to care for themselves.  I work in PRESCHOOL, sometimes CHILD care, but NEVER DAY care…you with me?

What I call a day-care are the places that basically have children running around all day with no form of discipline, structure, or quality.

I know that I can easily be called a snob in this realm of thinking…I’m happy to be a snob if it means better quality for our children.

I will also admit, however, that I do have a fault in this snobbery.  I really struggle with interviewing people who have spent significant time working at some of these places that I call day-care. 

Why do I have this snobbery?  Well, history has taught me that there is a reason for my snobbery.

I have, however, also learned to at least take a LOOK past my snobbery.  Occasionally I get VERY surprised!  Today was one of those days.  Having interviewed a person who worked at one of the places I call day-care for more than 10 years, I had an impression that she would have adopted their philosophy with all this time.

It quickly became apparent that she only stayed for one reason which made complete sense to me…I’m glad I can get over my snobbery…I just wish there were places that were better out there for our children.

So, tell me, am I the only snob out there?  Are there any other snobs like me out there?

Interviewing

I spent the day interviewing…it was a long day.  You would think that spending the day interviewing would mean that we got a ton of interviews done…you would think wrong.

We have the pleasure of having a very knowledgeable and capable Human Resource person. He has worked hard over the course of the last year getting our agency moving in the right direction to get the best for the children and agency.  This includes the proper interviewing techniques.

Did you know that an interview should last more than AN HOUR? 

I mean, before he trained us on proper interviewing techniques, I would be lucky to get a 30 minute interview. 

Today’s interviews?  AN HOUR AND A HALF!  I kid you not!

The time flew by in each one.  We were very thorough.  We have great people to select from and some difficult decisions to move on with; however, I can say without a doubt that a 90 minute interview is really the best way to find out everything that you should know.

This was an eye-opening experience and I am glad to be continuing on with it.

So, how long do you interview people for?  What was the longest interview you ever had?

Interview Questions

We are in the process of creating new interview questions and have come up with some great ones.  I might share them with you in a couple days; but I’m wondering what one question you would ask a candidate for a teaching position if you could only ask one.

Also, one for a site supervisor and one for an assistant teacher.

Keep in mind that these people are all at different levels in their development in this field so the questions should be appropriate for that thought…I’m interested to see what you all come up with.

For Administrators and Supervisors

You know how we always talk about the children needing boundaries.  Studies have been done to prove that children are more secure in an environment where there are boundaries.  If we just open it up and make no rules, children don’t react well.  If we make things too strict, children don’t react well.

For those of you who supervise adults (heck, it doesn’t even have to fall into child development programs) it’s the same thing.  Adults need boundaries, too.  There can’t be too many boundaries, we like to have some freedoms; but when the rules are too relaxed, it’s just like children, they get unsecure.

We have a center where the supervisor was too relaxed.  Many of the people who work at that center, we thought, were going to end up leaving when we began bringing the rules into play.  We thought they were going to leave either of their own choice or because they chose not to follow the rules…still by their choice, but we might be involved in helping that decision, if you get what I mean.

My supervisor and I had to sit them down as a group and lay it on the line.  We had an hour long meeting telling them that things were going to get stricter again, etc…

I think we were BOTH shocked at the look of RELIEF on their faces.  It was pure relief and, in the end, excitement for the changes.

Two of the girls we thought for sure were not going to be able to do it.  Those were the FIRST two to stop by the office after the meeting to express how glad they are that we are doing this!

We are bringing in time clocks to the centers, rather than having everyone sign time sheets.  They are the first center to get theirs.  We installed it the very next day after this meeting.  I can’t tell you how excited they are about having a time clock.  What does that tell you?

Okay, it’s a biometric clock that uses a fingerprint to clock in and out, so that might be where some of the excitement comes from; but still.

Since we set those boundaries up, there has been a few occasions that the boundary has been tested (just like the children will do) but they are working better together, they are happier, and they are truly enjoying their jobs.

Welcome them in

Many times we get college students or even ROP students into our classrooms.  These are people who are interested in making child development their career.  We MUST invite them in with open arms and give them a great experience…a real experience, but a great one.

Occasionally you might get a student who has no clue what she is getting herself into.  I’ll never forget the first lab school I worked at and a student walked into the room, the lead teacher asked her if she had every changed a diaper, heated a bottle, been around children, etc…  The answer to all of them was no.  So, “why did you choose child development?”

“I just love children so much and it looks like fun.”

She very quickly learned that it isn’t all fun and games what we do…it is so much more meaningful and, at times, is NOT fun and games at all.  At the end of the day, however, no matter how much fun was NOT had, it is always worth every single second.

There are times when I walk into a classroom with a student participant who is just sitting around the room not engaged much at all.  She may be reading a book to children, but many times she looks lost like she doesn’t know what she should be doing.

We need to make sure that we are directing their activities just as much as we direct the assistant teachers…more so!  I like to have a packet available to new students on their first day.  In it I have written different policies such as dress code, how to talk to children, and key points of discipline and what buttons children at this particular age like to push.  This prepares them a little.

I will also make sure the first 5 visits they have a specific task when they walk in the door, “Today I would like you to spend time in the library reading books.”  Or, “You did such a great job in the blocks yesterday, I would like you to head back over there for a while.”

Make sure there are specific tasks at naptime as well.  If you need to, make a list of things to get done.  Always plan for more than time will allow.  You don’t want them to have a chance to sit and twiddle thumbs; plus this will give them a jumping off point for the next day of tasks to get done.

What’s most important is to make them feel as if they are an integral part of the team.  They ARE part of the team.  Use them to your advantage!  Eventually, when you hone their skills, they may actually become part of your paid team.  Think of how far ahead of the game you will be!  If not you, the next teacher they work under will greatly appreciate your hard work and dedication.  Plus it will set a standard in this field for this particular student.

Late Children

A long while ago I used to nanny for a family on the weekends only.  I watched their daughter all day Saturday and half day Sunday for over a year.  When I began, the child was 18 months old and I left when she was nearing 3.  Why I left is a completely different reason not for this post.

She was a child at a center that I had previously worked for but was no longer working there; I had moved to a completely different agency by that point.  Since I was the weekend nanny, I was on the emergency list just in case; although there really should have been no reason to need me.  It’s a good thing that mom had put me on the list at one point because, other than me, mom and dad were the only other two on the list.

The center called one night around 6:15 as I was just getting home, changed into my sweatpants for the night, and was looking forward to completely going zombie like in front of the television after a long, stressful day at work.  The call?  Little Miss was at the center still and there had been NO CONTACT from the parents even with all the efforts of calling work numbers and cell phones several times over.

I told them that I would continue to try calling as well and maybe someone would answer.  Forty-five minutes later I get THE CALL!  The “Jenni it’s been an hour and we still haven’t heard from the parents and if we don’t get someone on their way we will have to call the police” call. 

No matter how much I get frustrated with the parents, I couldn’t do that to the child.  Thankfully I had a car seat in my car because, if I hadn’t, we would have been hanging around a parking lot for quite a while; or I would have gone and bought THE MOST EXPENSIVE car seat I could find and charged them for it.

So, I get to the center, picked her up, thanked the staff profusely (which I know the parents would NOT have done had they picked her up because they would have just complained about the HUGE fine they would be paying) and we headed home.  I treated it like any of our other days.

Get home, make dinner, get in the bath, get lotioned up, comb hair, pajamas, cuddle up and read books until one of us (usually her) fell asleep.

It wasn’t until WELL INTO the bedtime routine that I actually heard from one of them…about 8 at night.  I’m not kidding.  I don’t know that they even realize today how close they came to having their child picked up by the police.  Thank God I was there and available and felt some responsibility for this child.

My point in writing this?  I’m not sure.  Just a perspective of a preschool teacher who was an emergency contact.  Also, to remind you all that no matter what, our number one purpose are the children.  It is very important than in situations of a child being late, we continue to act as if it’s normal and NOT STRESS OUT the child. 

Don’t get them ready, jackets on, waiting at the door, complaining about how late their parents are.  Read books, keep going with that last day activity until that child actually gets picked up.  Don’t keep mentioning, “Oh, I wonder where your mommy is.”  They are wondering, too.  It’s not going to help anything to get them worrying as well.  If you close at 6, you should be acting the same with the child at 630.  It will make it so much easier on everyone.

Remember, it’s not their fault that they are there late.  Is it inconvenient for us?  YES!  Inconsiderate of the parents?  Sometimes.  Helpful to remind the child?  ABSOLUTELY NOT!  Be compassionate with the children.

Setting them up for Success

This is a blog post that is mostly for those Directors and Site Supervisors; although anyone who supervises anyone will benefit.

In the classroom, we provide challenging activities for the children, but we make sure those challenges are not TOO challenging.  We want to set them up to succeed.

Children, as adults do, have different strengths.  When I was growing up I was very strong in math and very weak in history.  I mean, one year in high school I and another student taught ourselves two years worth of math.  We were in an accelerated class that went through two years of math in one year and the teacher was a bit of a…well, let’s just say our final test had 10 questions on it and everyone was about the teacher (how tall is he, what was his best high school prank, where did he go to school, etc…)

Okay, I was awesome at math.  One of my closest friends, however, was and is lousy in math.  I mean, she struggles with basic math.  I’m not saying this to be mean, just honest.  When I went to college I started at calculus.  She started at basic math and had to work her way up.  No one would ever expect to start her at calculus.  That would be complete torture and would be setting her up to fail, right?

We do the same thing in the classroom.  I don’t bring in 1,000 piece puzzles to a toddler classroom because that would be setting them up to fail.  We bring them activities based on their skill level, right?

Sometimes, we set our teachers up to fail as well.  When we work in larger centers and we lose a teacher, often times we look within first to see if there are any assistant teachers who are interested in the position.

Many times we move an assistant teacher into that teacher role long before she is ready to be in that teacher role.  Everyone needs time to develop in their current position and master that position before moving to the next level.

I have to admire two teachers in the recent past.  One came to us brand new and began as a teacher.  After a few months she discovered that there was more to being a teacher than just writing activities on a piece of paper for the week.  She quickly figured out that she wasn’t doing the children any justice and asked to step down into an assistant teacher role.  She did and is excelling in that position as she is begin to master that role.  In a few years, she may be ready to be a teacher, just not today.

The other teacher was an assistant teacher with us for a while.  She had worked under some pretty strong teachers who were coaching her to one day be a very strong teacher.  However, when we were looking for a teacher at one point she was asked if she wanted the teacher position.  She later admitted that the supervisor that she had at the time kind of pressured her into taking the position.  It took her a while, more than a year closer to two, to realize she was in over her head and that she needed to step back down.

That supervisor was very unfair to this girl.  She was obviously not ready for the teacher position and, in the end, set her up to fail.  I know!  I’ve been there!  When a director is looking for a teacher it is always so much easier and more convenient to find one from within.  It’s sometimes easier to hire an assistant teacher; but it’s not easier for a teacher who felt pressured into taking a new position in stepping down.

It goes higher as well; don’t move a teacher into a director position before she is ready either.  It’s not fair to them.  When supervising adults, sometimes we need to go back to our thinking of the children in the classroom.  Look at the best interest of every child…look at the best interest of every staff member…look at each child’s strengths and move from there…look at each staff member’s strength and move from there.

The Difficult Release

We’ve all experienced it, right?  Or we think about what would we do if…?  Releasing a child from our care to a person who is clearly un-safe to release them to.  I’m talking about a parent who may be acting a bit drunk, or a relative that the child freaks out and hides from drawing every red flag around.  Those times when your stomach turns and makes you unsure if you are doing the right thing by releasing them.

I have had a few situations with parents but this week I had my first situation with a family friend who was picking up. 

In the past, I have one incident that stands out.  I had a mother who came in that I knew wasn’t drunk, but she was acting funny. Slurred speech, unbalanced walking, there was DEFINITELY something wrong.  It was a rainy day as well.  I first asked her is she was okay.  She responded that she was but she was a little tired.

I then expressed that she looked really unstable and that maybe she should wait here at school and I could call Grandma to come help her.  She said she just wanted to go get her children and go home.  She went back into the classroom and got her children.  When she got back to the front, I reiterated my concern.  She said she only lived around the corner, it would be fine. 

I explained that I was really concerned for the safety of her children.  It was rainy and wet and I didn’t want something to happen to her or them.  She insisted on leaving…I had to let her.

I then called Grandma (her mom) and explained what had happened and could she please check on them.  Grandma thanked me and checked on them…thankfully they were safe.  The next day mom thanked me for my concern and appologized for her behavior.  At a much later date, she was diagnosed with a glycene problem which caused these types of episodes.

Had I not released them to the mom?  I would have been in trouble with the law.  I know that; but I hate that.  You can’t keep a child from their legal parent.  However, you CAN release them, call the police, and they will go check things out after you give them the make of car and home address.

My husband has a parent in his center who is a police officer.  He asked him about these types of scenarios the other day and confirmed what we thought.  We can find ourselves in HUGE legal problems by not releasing them.

However, if a parent DOES NOT have a CARSEAT in the car?  We can stop them from leaving.  Why?  Because that is clear child endangerment and we can make that judgement as mandated reporters.

The parent that is acting drunk or high?  We can’t make that call because we don’t have the proper training to say, “This person is drunk.”  Remember the parent I just told you about?  Someone else may have thought she was drunk, I just had experience in the past that I knew it wasn’t drunk and suspected the final diagnosis.

My trouble, however, lies with releasing a child to a person on the authorized list who is NOT a parent but the child is clearly afraid of.  I’m checking more into this scenario, however if looks like we still have to release.  Although I would suggest, as I have done in the past, is to call the parent and explain what is going on and then ask, “Do you still want me to release her?”

If the parent says yes, well then there’s your answer.  But in my experience, most parents will say no and that they will find someone else or come themselves.

Advocating for children

A few days ago I had to talk to a newer assistant teacher.  She thought that one of the teachers was being too rough at naptime with one of the children.  She didn’t want to say anything because she didn’t want to get someone she works with upset with her.

I learned about this ongoing occurrence from someone else who wanted  me to know that the newer assistant had a concern.  The assistant had already left for lunch.  I went and peeked into the classroom and saw exactly what the assistant teacher was not mentioning to supervisors the concern.  A teacher was being too rough at naptime with a child.  I immediately went in and took over. 

  

I later took issue with this teacher outside of the classroom to deal with her mannerisms at naptime.

I then later took issue with the assistant teacher.  We are advocates for these children.  They can’t say out loud (especially the young toddlers) when they are being mistreated.  The ONLY way we can protect the children is to speak up for them.

I had really hoped that I had at least empowered her to speak up when she saw something that wasn’t right.  I got my answer about three days later.

I happened to be at the same center and she approached me (the assistant teacher).  She said, “You told me I needed to speak up, and so I’m coming to you.”  She then proceeded to tell me of another behavior that needed to be stopped.

Albeit this particular behavior that needed to be addressed was not one that was putting a child in danger, however it was inappropriate.  I am a huge believer in NOT stressing children out intentionally.  Keeping them from their favorite teacher is putting stress on a child that doesn’t need to be there.  Let her be with that favorite teacher, then, slowly build your own bond with that child and help her branch out…keeping her away from the ONE person she trusts…well, that’s just mean.

So, I am proud of the assistant teacher for speaking up that second time.  I know that it was difficult for her.  I am glad that my message got through to her and that she was actually able to put it to use.

However, I do see too often teachers and assistant teachers keeping their mouths shut just so that they don’t make waves with co-workers.  Were the children’s health, safety, and well-being are concerned, make all the waves you want…it makes YOU the better teacher.

Things NOT to do on your first day in a Preschool

1.  Coming to work OUT of dress code.  I mean, seriously, you have the handbook in your hands for a WEEK before your first day.  At the very least turn to the page that tells you how to dress.  Besides, coming to work in a tank top, sandals, and torn pants on your first day?  Probably not a good impression.

Then, when you are told about the dress code and that you are NOT supposed to wear open toed shoes or tank tops, don’t try to justify what you are wearing by saying, Oh, but I’m wearing a jacket over this, or, I guess I’m going to have to go buy a pair of shoes, all I have are sandals.  I mean, I know we live in San Diego, but there still is a professionalism in our workforce.

The sad part is that this isn’t just one or two people doing this; there are LOTS of people doing this.  Oh, and to top that off, one new employee wanted to know, after finding out that it’s against our dress code to where torn or holey clothes, if it was okay to wear the jeans that you BUY with holes already in them…again, I don’t get it.

2.  Question the policies in place.  Okay, there is a difference between ASKING questions about a policy and QUESTIONING the policies.  Making cute little quotation marks with your fingers in the air doesn’t make it better. 

When you are told that we do NOT EVER put a child on time out, your response shouldn’t be, “okay but when you do have to have a child on (air quotes) Time out, how is that handled.”

And then, when the trainer responds, “We don’t put them on time out EVER.”

Don’t come back with, “I know, that’s why I did like this (again making air quotes).”

Because you’ll get, from the trainer, “We don’t even to this kind of time out (making air quotes).”

Then, don’t go on to debate with said trainer about what else should you do and proceed to INTERRUPT her every time she begins to tell you what to do instead; this does not bode well with the impression of you at this new job.

Stay away from those two things and you might just jump off on the right foot; do either or both of these things, and you may find that you’ve left a bad impression of yourself.  These are two very small teeny tiny things, but they really leave an impression.

Things NOT to do on your first day in a Preschool

1.  Coming to work OUT of dress code.  I mean, seriously, you have the handbook in your hands for a WEEK before your first day.  At the very least turn to the page that tells you how to dress.  Besides, coming to work in a tank top, sandals, and torn pants on your first day?  Probably not a good impression.

Then, when you are told about the dress code and that you are NOT supposed to wear open toed shoes or tank tops, don’t try to justify what you are wearing by saying, Oh, but I’m wearing a jacket over this, or, I guess I’m going to have to go buy a pair of shoes, all I have are sandals.  I mean, I know we live in San Diego, but there still is a professionalism in our workforce.

The sad part is that this isn’t just one or two people doing this; there are LOTS of people doing this.  Oh, and to top that off, one new employee wanted to know, after finding out that it’s against our dress code to where torn or holey clothes, if it was okay to wear the jeans that you BUY with holes already in them…again, I don’t get it.

2.  Question the policies in place.  Okay, there is a difference between ASKING questions about a policy and QUESTIONING the policies.  Making cute little quotation marks with your fingers in the air doesn’t make it better. 

When you are told that we do NOT EVER put a child on time out, your response shouldn’t be, “okay but when you do have to have a child on (air quotes) Time out, how is that handled.”

And then, when the trainer responds, “We don’t put them on time out EVER.”

Don’t come back with, “I know, that’s why I did like this (again making air quotes).”

Because you’ll get, from the trainer, “We don’t even to this kind of time out (making air quotes).”

Then, don’t go on to debate with said trainer about what else should you do and proceed to INTERRUPT her every time she begins to tell you what to do instead; this does not bode well with the impression of you at this new job.

Stay away from those two things and you might just jump off on the right foot; do either or both of these things, and you may find that you’ve left a bad impression of yourself.  These are two very small teeny tiny things, but they really leave an impression.

Things NOT to do on your first day in a Preschool

1.  Coming to work OUT of dress code.  I mean, seriously, you have the handbook in your hands for a WEEK before your first day.  At the very least turn to the page that tells you how to dress.  Besides, coming to work in a tank top, sandals, and torn pants on your first day?  Probably not a good impression.

Then, when you are told about the dress code and that you are NOT supposed to wear open toed shoes or tank tops, don’t try to justify what you are wearing by saying, Oh, but I’m wearing a jacket over this, or, I guess I’m going to have to go buy a pair of shoes, all I have are sandals.  I mean, I know we live in San Diego, but there still is a professionalism in our workforce.

The sad part is that this isn’t just one or two people doing this; there are LOTS of people doing this.  Oh, and to top that off, one new employee wanted to know, after finding out that it’s against our dress code to where torn or holey clothes, if it was okay to wear the jeans that you BUY with holes already in them…again, I don’t get it.

2.  Question the policies in place.  Okay, there is a difference between ASKING questions about a policy and QUESTIONING the policies.  Making cute little quotation marks with your fingers in the air doesn’t make it better. 

When you are told that we do NOT EVER put a child on time out, your response shouldn’t be, “okay but when you do have to have a child on (air quotes) Time out, how is that handled.”

And then, when the trainer responds, “We don’t put them on time out EVER.”

Don’t come back with, “I know, that’s why I did like this (again making air quotes).”

Because you’ll get, from the trainer, “We don’t even to this kind of time out (making air quotes).”

Then, don’t go on to debate with said trainer about what else should you do and proceed to INTERRUPT her every time she begins to tell you what to do instead; this does not bode well with the impression of you at this new job.

Stay away from those two things and you might just jump off on the right foot; do either or both of these things, and you may find that you’ve left a bad impression of yourself.  These are two very small teeny tiny things, but they really leave an impression.

Our Work Doesn’t Wait

Attendance is always an issue at the centers.  Especially when there isn’t a good reliable sub-list.  I’ll never forget when I was a floater in the lab school at my college.  I LOVED that job. 

One day I was working on a group project for my business class…not a child development class.  I needed to be at work at 2 and it was 1:45, if I left immediately I would make it.  I began putting my things away and the group I was working with was complaining that I was leaving. 

I calmly explained that I had to go.  I needed to be at work and I hadn’t told them to plan on me being late.  I’ll never forget the one guy in the group turning to me and saying, “Can’t you just call them and tell them you are going to be late.  You can finish your work later.”

Now, dude, I CAN’T finish my work later.  My work is the children.  If I’m not there, they can’t put the kids on a shelf.  It’s not paperwork that can be attended to at a later date.

Then I walk into a center the other day and see this:

Apparently, our children CAN be put on a shelf and will wait for us. :)

Just kidding, about them waiting for us.  This child very much enjoyed putting himself on a shelf for most of free choice time.  No, he’s not asleep, but it was funny.

This post is really just a reminder to all of us that when we call in sick or show up late, our work CAN’T get done at a later time.  Those are two eyes that aren’t there to supervise.  Those are two arms that are unavailable to hug a child as they come in and have to say goodbye to mom.  Those are two legs not there to jump up and run over to stop a block from flying across the room.

Yes, you are needed there EVERY second that you are scheduled…even IF your supervisor doesn’t make a big deal about it.  See, just because she isn’t making a big deal out of it doesn’t mean it isn’t a big deal; it just means that she is ecstatic that you are there now and doesn’t want to tick you off until later in the day…like on your way home.

Setting Up to Succeed

I’m not talking about the children here today, I’m talking about the teachers.  This is a post for administrators/site supervisors/directors.

We have a policy in our agency in which, an a new employee’s first day, they spend a full day in training with me, the program trainer.  We are working on making this a several day option, but for right now, it’s one day of intense training.

Since we have begun this new program, we have seen a huge increase in the quality of our classrooms and our program, and a huge decrease in staff turn over.

What we do is start everyone off on the right foot.  Sure, it can, at times, feel like a long day; but it is worth it for everyone.

The first thing we go through is our employee handbook and policies and procedures for the agency in general.  We talk about work ethic, team work, and how to support the agency.

At the same time, we talk about how integral they are to our program.  We talk about the type of support we provide for them, what to expect from their reviews (which is to expect to be part of this process and no surprises and a time in which they will be supported to become better in the areas they need/want to improve), and how to use the introductory period to their advantage (using it as a time to learn about the position and to get help and support to learn their new position fully).

Once we finish up with the handbook, we move onto classroom policies.  In this part of the day (which takes the second half) we discuss only those things that they will need for the first couple of weeks.  We talk about discipline because, let’s be honest, they’ll probably find themselves using discipline within the first 20 minutes into the classroom.  We talk about our food program.  Then we talk about our program goals and philosophy.

This gives them a great foundation to start their new job.  They have a great success and know what to expect and what is expected from them for their first couple of weeks.

After a week or two, depending on my schedule, I return to the new employee and follow up with more training.  For everyone, we talk about observations and collecting evidence for the assessments.  For assistant teachers we follow up with more discipline and answer any questions that have come up that maybe they haven’t been able to ask yet.

For teachers, we add training on completing assessments and tying those into their lesson plans. 

What this does is allow even more support for everyone and sets everyone up to succeed.  It’s really a great thing that has happened and I would highly encourage everyone to think about creating a training program for all new employees.

How do you set your staff up to succeed?

Walking to Independance

The other day I read (and commented on) a post over at Burgh Baby. This mom of a "new" preschooler attends a school that has put into the welcome letter a rule stating that children in the preschool classroom must walk in to the center.

Now, this was my response:
Okay, I don't want to offend. I love your blog. But I am a preschool teacher. I do encourage parents to let their children walk in on their own (key word their is encourage; if you choose to carry your child, I will not stop you, but I will explain why).

Many children who get carried in (not all, many) have a difficult time separating from the parents. There's tears, crying, and clinging. Letting a child walk in makes a HUGE difference. It's like they are making the choice to walk into the classroom rather than being forced (and we all know how much a 3 year old loves to be forced to do something they don't want to do). But, even though they don't have the choice to walk in, it's almost like they do in their mind and drop off goes way smoother.

On that note, you need to decide what is best for your child and situation. I don't think I would put it in my welcome to the classroom letter. I actually wouldn't address the issue unless the child was having difficult separation.

All this to say that I understand where she's coming from; but I think she approached it wrong.

If Alexis isn't having trouble separating, then keep things as they are. If she is, simply putting her down as soon as you get inside the door sometimes is enough of that independence (it'll keep her carpets clean); and if this is how she transitions into her day (the whispers and such) keep it!

(I would like to add that she did respond to me and told me she wasn't offended)

I am now going to address preschool teachers and directors(that is what this blog's number one purpose is). If you are a parent, you are welcome to read on; but know that this is directed to those teachers and directors:

I have mentioned before that we need to respect ourselves and our profession. We must think of ourselves (as we are) as educated, knowledgeable, child development professionals. We must conduct ourselves in a way in which parents want to come to us for the advice and knowledge that we hold.

No, we don't know their child better than they do; yes, we know child development better than they do.

We also need to grow a spine and stop doing things in a "pansy way out" kind of way. I think welcome letters are fabulous; when they are used correctly. Welcome letters tell parents where to find things in the classroom. They tell a parent the types of behaviors they can expect to see at this age. They should also tell a parent a little about the people who will be spending the days with their children and what type of schedule the classroom runs.

In my welcome letters, I also include my philosophy and how it fits into the center's philosophy and the expected routine. For example, in one preschool classroom the children, upon arrival, are expected to sign themselves in, put their things in their cubbies, and answer the question of the day with their parent or drop-off person. This is in the welcome letter because that is the classroom routine.

I also do not just give this letter to the parents and expect them to read it. Before they enter the classroom, I make sure to make contact with them in some way. If it's a parent new to the center, when they come in for finishing the paperwork I make sure I have some time with them (even 5 minutes is good). If it's a parent whose child is moving up to my room, I find out what time they pick their child up and get them when they come in at the end of the day.

At this time, I show them around the room (where we store lunch boxes if it's a program that does that), where the cubbies are (and if I know which cubby will be their child's specifically that one), where we keep jackets, daily notes, etc... I talk about our daily routine and curriculum and ask them about their child (likes, dislikes, interests, etc...).

When it's a child moving up to my room, I have spent time with that child in her classroom. Many times the conversation starts with me saying, "I have spent some time in Alexis' classroom with her and notice she really likes to play in the dramatic play area and dress up. We've had her visit here today and she seemed to enjoy the books we had out over in our library. What other things does she like to do at home?"

IF you prefer a child to be walked into the center rather than be carried, you need to address it in person. This is actually only something I address when I notice a child having trouble separating from the parent and saying good bye at drop off. If the remainder of the day that child is confident, independent, and comfortable in the classroom, then you don't need to make a big deal out of it.

Give those parents their routine. Let them baby their children, that's their job. Our job is to help them when there is a problem.

And NEVER NEVER NEVER make a parent feel bad about the way they are handling their child. Just show them a different way.

Respect for ourselves

As a profession, we really don't have respect for ourselves. What I mean by that is that we don't demand respect for us. Here's a story, go with me on this wild ride for a bit, I'll explain in the end, I promise.


There was a parent (let's call her Shelly) who had a son (let's call him Chad). [side note: I am totally making this story up] So, one day, Chad was riding his bike, climbing trees, doing what young boys do in life when Shelly suddenly heard a scream, a crash, and her heart jumped into her throat as she knew (as any mother does) that her son was injured.


She goes running outside to see Chad sprawled on the ground with tears in his eyes and his arm in a funny direction. Of course, being the good mother, she takes him to the emergency room where she meets the good Doctor.


The Doctor does his doctor things: examines the boy, x-rays the arm, etc... He then turns to Shelly and says, "Your son has broken his arm, we need to set it and cast it."

Shelly responds and says, "No doctor, you are wrong. It's just a little sore. I think we can just put a band aid on it, ice it, and it will be better by tomorrow."

Most of us wouldn't dream of going into a doctor's office and telling him/her how to do his job (okay, with the information age upon us, it's a shame but I know people do; but more times than not, you trust your doctor to know his job). The reason is because we know that this doctor has gone through years of education and learning and practice to get to where he is at. We RESPECT his opinion.

So why do we preschool teachers allow our parents to treat us this way? How Shelly responded to the doctor is exactly how parents respond to us every day. You wouldn't dream of going into a doctor's office and tell him, "Okay, take my temperature and when you see that it's high check my ears and throat and then write me a prescription for azithromycin because I'm allergic to penicillin."

You would let him do his job, do his exam, and then determine if you need medication and which type you need.

When a parent walks into your classroom, they should know that you are educated in the field of Child Development. Put up your diploma, hang your child development permits, and use your knowledge. Use those words and terms that show you are educated in your field.

When a parent comes in and complains to you that your child was bit tell them why! "Your son was sitting at the table next to another child. Children at this age are egocentric, that means that they have no concept of others being separate than them, and no concept of others being others. Your child reached his hand across the plate of another child and that child bit him to either defend his food or because he thought it might be food. That is how a toddler's mind works."

Don't let her tell you that you need to remove that other child from the table. Explain to her, "What both of these children did was completely developmentally appropriate. What we are doing is teaching them how to deal with social situations. It is apparent that your son is not yet ready to site with a group yet. We are going to back up a bit and allow him to sit with only one other child across from him so that he will not be tempted to take food from another child. This will stop your child from being bit again as well as help ease him into social situations."

When a parent comes in and tells you that when her 3 year old child misbehaves she needs to have a 10 minutes time out, don't let her get away with it. You KNOW it's not right. Explain and find a better solution for everyone! "We don't use time outs here at school because they aren't developmentally appropriate and they do not teach the children anything. When she is 'misbehaving' we evaluate the situation and determine what has caused it. Is it too noisy in here? Maybe she's over stimulated. Are there too many children in one space? Or maybe she just needs a break. Once we have evaluated, we will take appropriate action. If that action means that she needs a break from the situation she is in, we will bring her outside the group. We might go for a walk outside, get something from the office. We might have her sit at the table with a quiet activity. Meanwhile, we discuss with her ways to deal with situations that could have been better. When we know that something different is coming up (i.e. a guest speaker) we prepare the children ahead of time letting them know what behavior is expected. If you are having problems with discipline at home, I would be glad to help you find a solution. Let's make time for me to call you today at 1:00 when I will be able to give you my full attention."

YES! I said "I would be glad to help you find a solution!" We have knowledge in our field! We KNOW what is right! We know WHY children act the way they do! We need to USE this information and NOT let parents, who do not have the education in our field, tell us how to do our jobs!

I know I have some parents who read this blog regularly. I don't, for a second, think that you don't have any knowledge on your children. What I do encourage you to do is use our profession to learn better ways. You come here to read my ideas because I am knowledgeable in my profession. Well, all preschool teachers are. We must go to school to do what we do. We must be educated in Child Development before we can step in a classroom as a teacher. We must get experience. USE US! Ask us for help! It's what we do!

It's a waste of our education if parents don't use us; it's a waste of our education if we as teachers don't use our knowledge.

Computer Programs

So, I am curious, does your center use a computer program to file the children's information? If so, what do you use? Leave a comment in the section below.

We are using a new program that I am very excited about; but I don't think I can tell you about it just yet. I have to figure out how to do this without crossing home and work life. But, I will let you know soon how that works out.

In the meantime, I am interested in what you all use. Do you use just paper to pen? Do you use a particular program? I have looked at many over the years and have found most fall way short of what I would like to see.

I know that these programs are expensive for the good ones; is it worth the money to you?

We don't make much money in this field and would typically like to use the money towards the children rather than the office materials. We in admin go without much of the time; but we like it that way because it only makes it better for the little ones.

If you use a program is it limited to just the office information? Can teachers input assessments into it? Can parents sign their children in and out on it? I've seen some that use a security door access to sign children in and out electronically. How does this work for you if you use it?

Let me know in the comments or email me.

Photographs in the classroom

Every classroom needs on of these. A digital picture frame! It's perfect. See, this is how I would use it:

Have two cards for your digital camera. Put one card in the camera for the morning and fill it up with pictures; making sure to get all the children in several different pictures throughout the day.

At nap time, put the card into the picture frame that is displayed at the sign in area of the classroom. This way, when parents come in to pick their children up, they can see what they did all day.

Put the second card in the camera. The next morning, start taking more pictures. Leave the first card in the frame and down at children's level. This way they will get to enjoy looking at the pictures all day. This allows you to also take more pictures (the second card). Then, repeat the process at nap time, changing out the cards.

When you take out the first card, download all the pictures to the computer where you have your digital portfolios on the children...what? You're old-school like us and don't have digital portfolios? That's okay, still download the pictures to the computer, take note of the evidence that was collected (pedals a tricycle, reads books, writes name, etc...) and print out those pictures and put that into your paper file portfolio or children's notebooks.

See, having these pictures up for the parents to see allows you to show them the fun that their children had all day. Having the pictures available for the children is great fun for them and is perfect for conversation starters and so many social skills. Then there is the added plus of evidence collected for the assessments.

If I were still running a center, I would make a point to put one of these in every classroom. They are awesome!