Transcript
0:00 day one when they walk in the door that's when we begin dealing with everyday conflicts would you not agree what they're there about 30 seconds and someone says they don't know your name yet so they call you what teacher and teacher he took my book and if they have not been in a conscious discipline setting they're
0:31 waiting for you the teacher to say to the child who took the book welcome to kindergarten we don't take books give it back right they're expecting you to go to the aggressor would you not agree instead I say say it with me did you like it and when you say that everyone in the room gets quiet and it's
1:02 like those little Velociraptors in Jurassic Park they go because they go this is different because it's unexpected and it's an opportunity to teach and the child will go they're like well what do you think I just told you I they go no and I said oh tell them I don't like it when you take my book and you know it's the first
1:33 day so you have the honeymoon period and they say I don't like it when you take my book and then I say say give it back please and they go give it back please and then Miracle of all miracles this child goes oh well sure and gives the book back and then everyone in the classroom says hm this is going to be different your teachable moments happen all the
2:04 time now if you teach pre just so you know they've done a study there's 60 acts of intrusion an hour with with 20 children I know that's one a minute I so so here's what you're going to sound like did you like it did you like it did you like it did you like it did you like it and then every now and you're not going to be a every time go tell them I don't like it tell them so you spend
2:30 your you know your all day and then all of a sudden about a week in those children who come from very predictable organized homes all of a sudden someone says I don't like it when you push me move please and the sky opens and Angels sing because remember Becky said this morning you have a whole classroom full of social emotional teachers in your room room it's not just you because
3:02 you're outnumbered right and so what I want you to know is the minute they walk in the door you start doing this then during week one and normally depending on the group that I have I read Shubert's big voice the very first day of school and I do not read Schubert as a star first because Schubert's big voice is his if you've read it who's read it his first day where in bug Valley so it
3:35 makes sense you'd read it the very first day of school now if you teach prek you may prefer to start with Sophie's big voice because there's less language they're still learning the same skill what we're teaching children is how to use their big voice when someone does something that they don't like so what we're doing is teaching
4:06 children at the age of four and five and six and seven teaching others how they want to be treated
Summary
- Conflict resolution begins as soon as children enter the classroom.
- Teachers should encourage children to express their feelings rather than immediately intervening.
- Using phrases like "Did you like it?" helps children articulate their emotions and expectations.
- Children learn to communicate their discomfort and request changes in behavior.
- The first week is crucial for establishing a culture of open communication.
- Books like "Schubert's Big Voice" can be used to model these skills.
- Social-emotional learning is a collective effort, with all children contributing to the classroom dynamics.
- Teaching children to use their "big voice" empowers them to advocate for themselves.