tag:blogger.com,1999:blog-74305073192219703272024-02-08T04:55:54.506-08:00Equipping Early Childhood Special Education Teachers for Greater Impact in Inclusive SettingsAnonymoushttp://www.blogger.com/profile/17494538946103640486noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-7430507319221970327.post-57091336285518704332016-11-21T13:14:00.001-08:002017-03-16T13:38:00.762-07:00<div style="margin-bottom: .0001pt; margin: 0in;">
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<span style="color: #cccccc;"><span style="background: white; font-family: "arial" , sans-serif;">Hi, here is a link for a doodle so we can schedule a Zoom
session to discuss the coaching book. </span><span style="outline: 5px;"><a href="https://www.blogger.com/null" id="gmail-participationLink" name="participationLink" style="box-sizing: border-box; cursor: pointer; outline: 5px;"></a></span><a href="http://doodle.com/poll/6fskapinph6gt3hr"><span style="font-family: "arial" , sans-serif;">http://doodle.com/poll/6fskapinph6gt3hr</span></a><span style="font-family: "arial" , sans-serif;"><o:p></o:p></span></span></div>
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<span style="font-family: "arial" , sans-serif;"><span style="color: #cccccc;"> We
will spend from 3:30-4:30 talking about Chapters 1 & 2 in the
Coaching book. One of the 5 principles which guide Powerful Interactions<span class="apple-converted-space"> </span><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="c55c002b-86b2-4353-8e74-dd6d56adf2c6" id="1865cd6f-d2d8-4acb-973d-148a9f7d4c3b">is</gs><span class="apple-converted-space"> </span>to
be "strength-based." I would like to suggest that each of you go into
an environment you work in with another teacher/child care provider and look
for an effective practice that person is using. Share with that teacher
what they are doing well. Here is an example<gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="d079ea33-fadd-453d-b8d3-a2842028f9a5" id="de77bdab-b555-4945-8d0f-7c4450433f51">:</gs>I went in to look<span class="apple-converted-space"> </span><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="d079ea33-fadd-453d-b8d3-a2842028f9a5" id="189f28f1-9bd0-4cde-b966-dd2825ecfd41">for how</gs><span class="apple-converted-space"> </span>a teacher was being intentional with
her goals for writing. If I<span class="apple-converted-space"> </span>had
not gone into a classroom with the intention of looking for something positive
I may have missed all the good stuff happening. She had clip-on name tags
which allowed the children to practice the pincer grasp over and over again
(preparing young fingers to hold<span class="apple-converted-space"> </span>a
pencil.) I am not sure if she did that<span class="apple-converted-space"> </span><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="93a398aa-aa1f-4bc1-9d03-2322b9edddd7" id="2ef6a9bd-333a-4f63-9eca-27d343bb1cb9">intentionally
but</gs><span class="apple-converted-space"> </span>by my pointing that out to
her and commending her on it, it led her to think of other things she could do
to have the children practice. This was especially important for the children
who were having difficulties holding a pencil. I also noticed and shared how
she shared with the children they could "make a book"<span class="apple-converted-space"> </span><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="a839fe4e-4e90-4ee2-a099-cd974dcae72d" id="d1cc2fb5-07d0-4f2d-b58f-c3a8dfe2862a">vs</gs><span class="apple-converted-space"> </span>"write
a book" because at this age children may not feel they<span class="apple-converted-space"> </span>can write but they certainly can
make a book. Be prepared to share your example.<o:p></o:p></span></span></div>
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<span style="font-family: "arial" , sans-serif;"><span style="color: #cccccc;"> I
am also hoping you can come up with a situation that has been frustrating for
you when working with others in an inclusive setting. We will talk about the
information in Chapters 1 and 2 to brainstorm as a group how the situation
could be more positive. </span><o:p></o:p></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7430507319221970327.post-21928209649538129362016-10-26T08:26:00.001-07:002016-10-26T08:26:12.781-07:00Chapter 1 - Coaching with Powerful Interactions<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">This chapter mirrors what we read in Powerful Interactions with children. It asks when we are working with adults we commit to <b>Being Present</b>, <b>Connecting</b> and <b>Enhancing Learning</b>. Even though the book is not specifically written for Early Childhood Special Ed teachers who are trying to be effective as itinerant teachers in inclusive settings I think we can apply of the principles. The shaded boxes on Intentionality (page13) ,Static (page 14) and the Reality Check (page 18)really speak to me! I think it is about setting the tone for future interactions can be more powerful. Think about just <b>Being Present </b>the next time you walk into a classroom - following the suggestion to pause a moment to observe yourself and the other adults in a classroom. What did you observe that you probably would have missed if you would not have taken that time to observe? As a result, how did it change how you then made a connection? </span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7430507319221970327.post-90386987389500324252016-10-05T09:09:00.000-07:002016-10-05T09:09:00.280-07:00<span style="font-family: Verdana, sans-serif;">Thanks for the great discussion on Monday! Check back periodically for comments, resources, or questions others are posting. One suggestion is to put a link on your desktop for easy access to check it out. Hit Comment to add something. Make it a great day! Beth</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>Unknownnoreply@blogger.com0