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Asking families not to use cell phones during pick up and drop off -- what techniques work for you?

Cell phones have become an integral part of our lives, and many people cannot get through their day without several cell phone conversations. Parents often miss communication opportunities with their children and with teachers when they continue to use their cell phones during drop-off and pickup times. We have posted a Cell Phone-Free Zone sign, but that does not seem to be enough. What techniques have worked for you? — Betsey Lepak, Family Center Leader, Roger Wolcott Early Childhood Center, Windsor, Connecticut Response 1: Dear Betsey Lepak, As a program director, I too have experienced this problem. It is frustrating to miss out on important communication times when parents show up on a cell phone or with a Bluetooth component in their ear. I made a sign that simply stated, “The Aftercare Zone Is a Cell Phone-Free Area.” It has a picture of a cell phone with a line through it. Underneath it says, “Please take this time to talk with Mrs. Amber about your child’s day!” I posted the sign in the Parent Center, where families can pick up a class newsletter or see calendars, forms, and photos of the children. In addition, I wrote an article in our monthly newsletter about the importance of communication at the end of the day and how parents can use this time to talk with teachers. I included a brief reminder stating “Remember Parents: The Aftercare Zone Is a Cell Phone-Free Area—this gives you and me the opportunity for important communication!” I think this went a long way in helping the parents feel like they were taking an active part in supporting their child’s development rather than being reprimanded. These days, when parents do show up with phones, just smiling and pointing to the sign is enough to end their wireless conversations. —Amber Hayes, Director of Aftercare Programs, Rowlett Christian Academy, Rowlett, Texas Response 2: Dear Betsey Lepak, At my previous workplace we initiated a Cell Phone-Free Zone by displaying brightly colored posters in key places in the center and play yard. It did some good, but we felt like we were preaching to the choir. The parents who typically talked on their cell phones continued to do so, ignoring the signs. So we tried another route. We held a parent meeting about cell phone use and the unintended messages we may send to children. We discussed how children listen to everything we say, even when we think they are not listening. We asked parents to be prepared to talk with teachers about their child’s day at pick-up time and to respond to their children upon arrival or departure. We suggested things parents could do to help their children get engaged when they arrive at the center. For example, reading a few pages of a book in the morning helped children who experienced separation anxiety. We also posted a list of jobs family members could do around the school, if they had time to volunteer. Volunteers could sweep the yard, assist on field trips, set up the outdoor environment, or share a talent during large group time. All these tasks gave parents a deeper role and connected them to the center in a different way. No longer were they just a parent picking up or dropping off, but a parent who played a key role in the well-being of their child and the center. Additionally, we enlisted the help of the children. After we reminded the children our school is a Cell Phone-Free Zone, they kindly reminded their parents to not use their cell phones at school because “others can’t talk with you if you are on your phone.” We realized it took many strategies to reach our goal. —Shawn Maurice Bryant, Trainer/Staff Developer, Early Childhood Continuum, Berkeley, California

How Do Teaching Teams Avoid Getting in a Rut?

Reinvigorating Teaching Teams My co-teacher and I have worked together for five years. We make a good team and can count on each other to get things done. Lately, though, I’ve been feeling that we’re not giving the children our all. We could exchange some responsibilities, but I think we may need to do more than that to keep on our toes. How do teaching teams who have worked together for a long time avoid getting into a rut? —Pondering in Poughkeepsie   Response 1: Dear Pondering, My associate teacher and I have been together for more than 10 years, and there have been times when I also have felt like we weren’t doing our best for the children. My suggestion is to change the environment. You can start by evaluating the classroom layout and how the children use it. What areas of the room do the children rarely visit? Remove materials that children don’t use and add some new, enticing items. Remove furniture or rearrange it to create better traffic flow or to enlarge a popular area like housekeeping or blocks. To make your classroom feel more homelike, add nontoxic plants. In the book area add pillows, a bright throw rug, a comfortable chair, and maybe a small table lamp. Change the books on the shelf often to reflect themes, children’s interests, holidays, or seasons. Moving the furniture can give children and teaching teams a new perspective. As they look at things differently and evaluate the classroom space, teachers can get an energy boost. These types of changes can have a positive effect on the dynamic between the teachers. Change bulletin board displays too. For example, come up with a new design for the birthday bulletin board. Display children’s writing, drawings, and photographs or create a display using pictures, props, information, and samples of children’s work related to a specific theme. Try exchanging typical roles and assignments. If you always sit at the same table for snack, change to another one. Ask your co-teacher to lead the large group or story time—or vice versa. Ask the children about their interests, and build themes around their ideas. We did a theme on dogs one year because the children loved to pretend to be dogs. It is not uncommon for teaching teams to need a jump start. I hope these suggestions give you a fresh start. —Laura Franey, Lead Teacher for 4-year-olds, Crowley Center, Lincoln Park, Michigan Response 2: Dear Pondering, It may be time for the two of you to shake things up by focusing on your own professional development. Make a list of the top five topics that you’d both like to explore (literacy, music, dramatic play, and so on), and select a local conference or a book that interests you both. You might try reading Molly Is Three, by Vivian Gussin Paley. This book helped me shift my perspective in the classroom and gave me new ideas to try with the children. After reading the book or attending the conference, talk about what you learned and what you might do differently with the children. Perhaps you both decided to focus on dramatic play. Together you could create two or three new prop boxes based on children’s interests and then observe the children as they explore these new materials. Or after reading or attending a workshop on literacy, discuss how to revamp your writing center. I like to build on books we’ve read. After reading Click, Clack, Moo: Cows That Type, by Doreen Cronin and Betsy Lewin, I added an old fashioned typewriter to the writing center. I’ve found that learning about something new to add to my classroom or discovering a new approach to teaching gives me a boost. While doing this together, you can feed off of each other’s ideas and excitement. I hope these suggestions will help you both bring new enthusiasm and energy back to your teaching. —Kathy Mohney, Coordinator, WMU Children’s Place Learning Center, Kalamazoo, Michigan

How can we keep the joy in learning and address standards?

With today’s emphasis on early academics and learning standards, I feel we’ve forgotten that learning is supposed to be fun. I miss hearing children laughing and being silly as they playfully explore and discover. How can we keep the joy in learning and address standards —Stressed in Skokie  Response 1: Dear Stressed, Picture a 40-something-year-old riding a tricycle and making race car sounds while speeding around the bike paths with several (unlicensed) four-year-old drivers, encouraging them to turn left, turn right, stop, go, speed up, slow down—challenging, yes, but a lot of fun for the children. I also scatter around a few hats and select clothing items (purchased from garage sales) indoors and out to transform myself into a variety of teachers: In the library area i wear a multicolored storytelling hat that inspires different character voices. In the art area I put on a children’s smock (very tight) along with my beret to demonstrate techniques and encourage children to use a variety of materials to express their creativity. In the music and movement area I often grab my microphone—a painted toilet tissue roll with a three-inch Styrofoam ball glued on top. As the next American Idol, I belt out preschool songs and nursery rhymes with the children. In the cooking area I don my chef’s hat and use an accent (sounding like a combination of Julia Child and Emeril) while reading recipes and measuring ingredients with the children to create delicious snacks. In the science area I slip into my lab coat, ruffle my hair, and become a mad scientist, supporting and guiding children as they observe and explore, discover, and experiment in the world around them. By using my voice and creating a few teacher characters, I keep children giggling and laughing throughout the day and keep the joy in learning—and teaching. Michael Lopez Breaux, Early Childhood Special Education Teacher, Monte Vista Early Education Center, Los Angeles, California Response 2: Dear Stressed, I feel the same pressure you do. Teachers know that children learn best through play and when they are having fun; however, families—or even one’s supervisor—may not understand that. Without support from the director and families, teachers have a very hard time creating a playful learning environment. Here are some of the things I do to show parents that the children learn through play. You may already do them in your classroom, but may need to make them more visible. Use photographs to show children learning. Post the photos and attach a caption to each explaining what children are doing and describing the skills they are using. For example, for a photograph of a child painting and mixing colors on paper, write, “Jon is practicing his fine motor and prewriting skills and exploring science by creating new colors.” If the photograph includes a teacher or another child, you can say, “Jon is practicing his language skills by communicating and exchanging ideas with Lara.” Document children’s discoveries and interests during a project. Write notes and take photographs as the project unfolds; everyone will be able to see what the children are learning as they pursue a topic of interest to them. Masami Mizukami, Early Childhood Teacher, Small Stages Nurturing Center, Houston, Texas