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Kay works in an infant room at the centre. Mitchell is a new child in the room, starting his first week this week. Mitchell is 9 months old and an only child. Mitchell’s mother Julie informs the staff that Mitchell is used to being cuddled and nursed all day by his father or grandma. Mitchell is at the centre from 9.00am till 1.00pm every day and screams whenever Kay puts him down. Kay gets a brief break if she rocks him to sleep. Mitchell will then sleep for 30 mins. You observe Kay looking very tired and frustrated.  Questions to think about: How can you support Kay?        What advice would you give Kay to reduce her stress and fatigue?                                What records could be documented to share this information with other staff and Mitchell’s family?

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Kay works in an infant room at the centre. Mitchell is a new child in the room, starting his first week this week. Mitchell is 9 months old and an only child. Mitchell’s mother Julie informs the staff that Mitchell is used to being cuddled and nursed all day by his father or grandma. Mitchell is at the centre from 9.00am till 1.00pm every day and screams whenever Kay puts him down. Kay gets a brief break if she rocks him to sleep. Mitchell will then sleep for 30 mins. You observe Kay looking very tired and frustrated.  Questions to think about: How can you support Kay?        What advice would you give Kay to reduce her stress and fatigue?                                What records could be documented to share this information with other staff and Mitchell’s family?

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You are the RECE in a JK/SK class, who has first lunch duty supervision.                           The teacher, Jane Smith, has the same yard duty schedule as you. She is consistently at least five minutes late for duty, everyday.                      Questions to think about: What do you do?                                Do you approach Jane Smith to discuss?                           What might you say to Jane Smith?                                         If Jane Smith refuses to arrive to her scheduled yard duty on time (even after the conversation), what do you do next? *student sample below

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You are the RECE in a JK/SK class, who has first lunch duty supervision.                           The teacher, Jane Smith, has the same yard duty schedule as you. She is consistently at least five minutes late for duty, everyday.                      Questions to think about: What do you do?                                Do you approach Jane Smith to discuss?                           What might you say to Jane Smith?                                         If Jane Smith refuses to arrive to her scheduled yard duty on time (even after the conversation), what do you do next? *student sample below

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Roles: Rick Rodgers, a head RECE teacher who recently completed his diploma    Elaine Williams, a classroom assistant in a senior preschool room                 Background:The teacher has developed a tooth brushing policy for the center because he has learned about the problem of tooth decay among Canadian young children. He is planning to meet with the assistant staff so they can learn how to help the children brush their teeth each day after breakfast. He has distributed the new policy in writing to all staff for them to look over before the meeting. In this scene, he is talking to one of the assistants the day before the staff meeting. Assistant: So, I see we have a new tooth brushing policy. Teacher: Yes, have you had time to look at it?       Assistant: Yes, I sure have. Is this a new law or something?Teacher: No—it is not a law, but it is a “best practice,” and we need to make this part of our curriculum. During the meeting tomorrow, I am going to explain why this is so important for the children. Assistant: Well, it looks like it is going to be much more work for us in the classroom. Teacher: You are feeling that you have a lot to do, and this just adds to it?            Assistant: Yes, I just wish we had some time to respond and to think about ways of putting it into practice.               Teacher: I’ll make sure there is time for feedback tomorrow at our meeting. I am hoping that folks will have suggestions for how to make this go smoothly, so I can revise the policy with your input.                   Assistant: Well, that seems reasonable, I guess. I am curious to know the reasons we are doing this.         Teacher: Great; hopefully we can address your questions at the meeting tomorrow.  Questions to think about: Is this an example of effective communication?                 What are some of the barriers to communication that are present here?                         Can you give any examples of active listening in this scene?Would there have been a more effective way to introduce this new policy?

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Roles: Rick Rodgers, a head RECE teacher who recently completed his diploma    Elaine Williams, a classroom assistant in a senior preschool room                 Background:The teacher has developed a tooth brushing policy for the center because he has learned about the problem of tooth decay among Canadian young children. He is planning to meet with the assistant staff so they can learn how to help the children brush their teeth each day after breakfast. He has distributed the new policy in writing to all staff for them to look over before the meeting. In this scene, he is talking to one of the assistants the day before the staff meeting. Assistant: So, I see we have a new tooth brushing policy. Teacher: Yes, have you had time to look at it?       Assistant: Yes, I sure have. Is this a new law or something?Teacher: No—it is not a law, but it is a “best practice,” and we need to make this part of our curriculum. During the meeting tomorrow, I am going to explain why this is so important for the children. Assistant: Well, it looks like it is going to be much more work for us in the classroom. Teacher: You are feeling that you have a lot to do, and this just adds to it?            Assistant: Yes, I just wish we had some time to respond and to think about ways of putting it into practice.               Teacher: I’ll make sure there is time for feedback tomorrow at our meeting. I am hoping that folks will have suggestions for how to make this go smoothly, so I can revise the policy with your input.                   Assistant: Well, that seems reasonable, I guess. I am curious to know the reasons we are doing this.         Teacher: Great; hopefully we can address your questions at the meeting tomorrow.  Questions to think about: Is this an example of effective communication?                 What are some of the barriers to communication that are present here?                         Can you give any examples of active listening in this scene?Would there have been a more effective way to introduce this new policy?

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Student Sample Post Response for Scenario 3

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Student Sample Post Response for Scenario 3

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WHAT DO YOU DO (approach?): I would ask Jane if we can meet outside of the program time to talk and have a professional conversation about her lateness.
WHAT MIGHT YOU SAY/DO: I would begin the conversation by telling her that I noticed she was not ready to start yard duty at the scheduled time.  I would then ask her if there was something that was effecting her to be on time and if there was any way that I could help her out so the both of us could be prepared and ready to start yard duty together.  It will help me to know what is happening for Jane, for instance, she could be cleaning up something inside or finishing up an important task which is her reasoning for being late.  Having this conversation with Jane would hopefully let her know that it is being recognized that there is an impact on the program, while also feeling supported by her co-workers.  Perhaps we need to review the schedule and reprioritize.
WHAT DO YOU DO NEXT: Review together how things are going, maintain open communication. If the behaviours did not change or she was late simply because she was not taking her responsibilities seriously, that is when the conversation may have to involve the supervisor who could communicate these issues with Jane and coach her or help to figure out a solution so everyone feels comfortable doing their job, ratios, are met and children are safe.

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REVIEW STUDENT SAMPLE RESPONSE POST UNDER SCENARIO 3

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REVIEW STUDENT SAMPLE RESPONSE POST UNDER SCENARIO 3

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1. I would ask Jane to meet me privately at an appropriate time outside of work to discuss her lateness and get some answers as to why she keeps running late.

2. Yes, because if I don't approach Jane about her tardiness, she will most likely keep being late. It's important to acknowledge what someone needs to work on regarding their job.

3. If Jane refuses to arrive on time despite the conversation, I would speak to the boss regarding her tardiness because as a fellow employee, I've done all I can do with the power I have.

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1. I would ask Jane is she has time for a talk. I would explain to her what the problem is. I would then with a kind tone ask why she is keep on being late. 

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1. I would ask Jane is she has time for a talk. I would explain to her what the problem is. I would then with a kind tone ask why she is keep on being late. 

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2. If the situation regarding her keep on coming late doesn't get resolved then there will be more issues in the future regarding her being late.

3. If this continues to go on then I will need to have a meeting with myself, Jane and the boss. To address the issue in a detailed way and to make sure that Jane doesn't repeat the mistake again of being late.