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Observed how transitions are going since coming in to model. Strengths- praise, minute warnings, few choices ready. Growth- limit waiting time, have materials ready, provide directions before moving.

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Catch her up on the new transition goal. Action steps include providing 1-2 choices for children to pick from when finished with an activity, and explaining the choices and expectations beforehand. Including praise within cleanup is also going to help this plan be successful.

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Went in early during breakfast to model some transition strategies, such as providing choices for children while they’re waiting, waiting games, and setting expectations before releasing children. Strategies that were successful included putting one or two activities out on the carpet while students waited and playing if you can hear me act like… while waiting in line. Circle time proved to be a handful today due to a select few children mostly young children who just transitioned running away.

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Met with Damaris to discuss how circle time has been going and gave feedback on the impressive participation and movement strategies however could use more attention to getting and bringing children back when they get off task. She feels good about circle time but is struggling during transition so we are going to pivot our focus to improving transitions. I will come into model some strategies next week.

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Focused observation on circle time / showing new coach Cassidy one of our partnership centers. Will meet to share ideas and reflect in 2 Wednesdays.

Focus: attention getting device consistency (heads shoulders, give 5, etc.)

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Met with Damaris to reflect on the past to circle time observations. Improvements include incorporating movement attention getting devices and other engagement strategies which have been successful. One thing we are working on is implementing time to review expectations at the beginning of circle time. Kenia also ask that I bring in ideas for the teachers specifically on numbers and counting.

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Observed circle time to see if any progress had been made specifically with regaining the attention of the children. I noticed that Ms Damaris seem to have taken over circle time a little bit which seemed to help significantly. To get their attention she said, hands of high hands down low and the children copied, which was a strategy we had talked about and appeared to be successful. Will continue working on this moving forward and hope to see even more progress.

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Met with both Damaris and Stefany during nap to discuss recent observations during circle time specifically Give Me 5 strategy. Teachers noted this method works for a few moments after, then children become distracted. Suggested they try a song/movement after give me 5 (ex: Mac and cheese, everybody freeze) followed by praise for the children following directions. Moving forward, they will try to focus on giving attention to positive behaviors and less on negatives. Will observe progress after a week of practice.

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Observed circle time to see how routines are progressing, specifically after having weeks to practice the attention getting device “give me 5”.

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Met with Damaris to discuss how “give me five” is working as an attention getting device. She shared that when they do use it, it works for a few minutes, but the main struggle has been dealing with behaviors and getting those under control. Made a plan to talk to the behavior specialist at the center and try to implement any of these ideas while still focusing on our coaching goals. Also touched base with Kenia to get her thoughts.

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Observed circle time routines to see how the new attention getting strategy “Give Me 5” is going and how children are responding. Teachers put up the give me five poster near the circle time area, and used the attention getting device once during the entirety of the observation. When used children responded and seemed to regain attention. Moving forward will have a conversation with the teachers on using the tool more frequently and consistently.

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Met with Stefany and Damaris during nap time to discuss previous observations. They both shared that they’re still having a hard time with children following directions and paying attention. I proposed that they add in a method to get their attention specifically give me five or dame Cinco in Spanish. Teacher seemed eager to try the new strategy and agreed to put the poster somewhere where children can see it and teach it to them in the next week. Will follow up in a week to see see how this is going and if any tweaks or support is needed.

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Observed Stefany and Damaris during circle time and into writing activity. Circle time seemed a bit more engaging, however, there is still a ton of redirection and distractions that disrupt the flow. Next time we will sit down and discuss ways we can get students’ attention in a routine way.

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Adrienne and I modeled clear, concise directions and proactive regulation strategies during group time. We focused on showing expectations first and increasing specific positive praise instead of reacting to behavior. The goal was to strengthen engagement and reduce repeated redirection through preventative language and modeling.

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Helped out in the classroom in the morning for a little bit, then stepped out to meet with Adrienne to create a plan, moving forward that involves modeling new strategies and techniques to create more regulation in the classroom. Plan is to model these strategies in action on Monday together.

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Met with Stefany and Damaris during nap time to discuss how things are going after winter break and revisit our goals and tips specifically during circle time. Moving forward we are working on incorporating movement in circle time creating expectations for materials being touched by teachers only, focusing on positive behavior and slightly less redirection, and reviewing rules for circle time.

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During this visit, I provided general support following winter break. I observed that students are still struggling with following directions, staying focused, and remaining regulated and engaged during circle time. We discussed strategies to support attention and participation, and next steps will focus on reinforcing routines and scaffolding engagement during group activities.

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Visit 12/12 - Model Interactive Read Aloud

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Visit 12/12 - Model Interactive Read Aloud

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I visited My Little World to model an interactive read-aloud during circle time. I demonstrated engaging strategies such as movement prompts, guiding questions, and opportunities for children to participate throughout the story. The children appeared more engaged, maintained attention, and interacted positively with the reading.

After the story, we wrapped up by practicing a simple retelling by identifying what happened first, next, then, and last. Children were able to recall key events with support and showed strong participation during this time.

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Met with Ms. Stefany and Mr. Damaris during nap to review the observation from a few weeks ago. Teachers shared that circle time continues to be challenging, with children showing low attention and preferring to talk with peers. Movement has helped slightly but has not fully improved engagement.

Next Steps:

Moving forward, lessons and read-alouds will become more interactive. Tori will model an interactive read-aloud the following Friday. Teachers will also begin practicing positive freezing and using peer modeling instead of constant redirection.

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Name specific behaviors: Instead of general praise, describe exactly what children did well. Example: “Your hopes and dreams display shows careful thought and detailed illustrations,” rather than just “Beautiful work!”

Use a warm, professional tone: Acknowledge actions seriously without baby talk or overly sentimental language. Example: “Lamar, you invited Eric into your game and included everyone!”

Focus on behavior, not approval: Emphasize what children did and its positive effect, not whether you personally like it. Example: “You were friendly and safe on the bus today. Staying in your seat made the ride pleasant for everyone.”

Highlight progress: Show children they’re improving toward their goals. Example: “Billy, you caught yourself and waited your turn to speak — you’re getting better at holding your ideas until it’s your turn.”

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CSEFEL: Center on the Social and Emotional Foundations for Early Learning

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The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young children�s social and emotional development and reduce challenging behaviors.

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Today I observed circle time with a focus on two areas we discussed previously: adding movement breaks to help children stay regulated and increasing positive behavior narration. I looked for the use of quick movement or yoga cards to break up the long carpet time, as well as teachers naming positive behaviors alongside redirection. I will continue to support the team as they strengthen routines that promote engagement and a calm, predictable group time.

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I met with the team today to reflect on the focus observation from last week. We discussed routines and transitions, circle-time engagement, positive guidance, and regulation strategies. We also talked through a few ideas for strengthening consistency, shortening or breaking up group time, and using clearer proactive language to support the children’s regulation and attention. We’ll continue working together on small adjustments and next steps.

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Full article: Movement activities at circle times that won't make your kids go crazy - Musically Minded

If attention drifts, gently close circle time with a fun signal and transition to another activity.

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How to Choose Movement activities for circle time that won't make your kids (and you) go crazy!

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Classroom Observation 10:00–11:15 AM

During my visit, I (Tori) focused on observing classroom routines and transitions, positive guidance techniques, and regulation teaching strategies during circle time, a group activity, and letter-writing practice. My goal was to understand how educators structure and support smooth transitions, encourage positive behavior through guidance, and integrate strategies that help children develop self-regulation skills within daily activities.

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Preschool Behavior Management Best Practices

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Effective preschool behavior management is the key to supporting children’s learning and maintaining a productive classroom community.

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Positive Ways to Phrase when Disciplining 

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Positive Ways to Phrase when Disciplining 

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1. Acknowledge the child’s wishes – Show you understand what they want.

2. Give a brief reason for saying no – Be honest and fair.

3. Offer an alternative or solution – Suggest acceptable choices or actions.

4. Remind them of other options – Consistently follow through.

5. Express confidence in their ability to choose well – Speak respectfully and encouragingly.

6. Set clear limits and rules – Use short, firm, kind directions.

7. Share positive time together – Play, read, and show affection regularly.

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Here are some words to use when you want to change your child's behavior without yelling, spanking, or being angry.

Show that you understand why he wants to do what you don't want him to do.

"I know that you want to stay on the playground longer, but..." or "I know that you want me to buy candy for you, but..." You can say no to an action without shaming the child for his reasons.

Give a brief reason why you can't do what she wants you to do.

Be honest, but let her know you are fair and in charge. "It will be time for dinner soon, and I need to be home to get it ready." "Candy may hurt your teeth."

Offer a solution or an alternative.

Even if you believe she knows better, you can remind her. Try saying, "Sand is not to be thrown. Try letting it trickle through your fingers, or put it into the cup," or "Don't hit people. Tell me in words if you're angry, or hit your punching toy."

Remind her that there are other choices.

You can say, "Would you like to pick out a pack of sugarless gum or an apple instead?" or "We can't stay now, but we can come back tomorrow." Be consistent in following through on these choices.

Let your child know that you believe in his ability to do the right thing.

Speak respectfully (in tone and word) to your child. Consider saying, "I know how you like to help," instead of saying, "Don't bother me." Instead of saying, "You always forget to wait your turn," try saying, "I know you'll remember to wait your turn next time."

Set firm limits and rules children can understand.

Use a firm, kind voice, and keep directions short. You may need to repeat rules and directions until your child remembers for himself. "You may not watch that television program. You may turn it off, or I will do it." "When you put your shoes on, we will go outside." "Yes, I know you're eager to go, but the car will not start until you are in your car seat."

Share as many happy times together as possible.

Let him know you enjoy being with him. Laugh, play, hug, and cuddle your child. Compliment good efforts even if the result isn't perfect. Talk with and read to her. Doing these things lets children know that they are important to you and encourages them to want to please you.

It takes time, readiness, and practice for children to learn to follow rules just as it does for them to learn physical skills, such as walking, or social skills, such as sharing. Learn more about typical behavior for your child's age. Try to let them know that you are the leader and that you are there to help them grow.

Acknowledgments

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Using Words to Discipline Children | Illinois Early Learning Project

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Here are some words to use when you want to change your child's behavior without yelling, spanking, or being angry. "I know that you want to stay on the playground longer, but..." or "I know that you want me to buy candy for you, but..."

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⚡ Quick Activity Ideas for Energetic Kids

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⚡ Quick Activity Ideas for Energetic Kids

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Movement Breaks: 1–2 min stretches, jumping jacks, “freeze dance,” or yoga poses between transitions.

Action Songs: “Head, Shoulders, Knees, and Toes,” “If You’re Happy and You Know It,” or custom movement songs.

Brain Breaks: Quick games like “Simon Says,” “Follow the Leader,” or “I Spy” using movement.

Transition Helpers: Use a countdown timer or a fun signal (like clapping patterns or a “quiet hand” sign) to guide shifts between activities.

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Strategies for Managing an Energetic Group

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Strategies for Managing an Energetic Group

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Ideas for maintaining structure, using visual cues, and creating calm energy in busy classrooms.

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Energetic Preschoolers? 5 Important Tips for a Calm Classroom

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EToddlers and preschoolers have a lot of energy! Here are my favorite tips for teachers on how to create a calmer classroom.

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“Smell the flower, blow the candle” breathing: inhale deeply like smelling a flower, exhale like blowing out a candle.

Calm-down basket or corner: include soft toys, sensory bottles, books, or weighted items.

“Take 5” Breathing: trace fingers and breathe in/out with each one.

Soft music or nature sounds during transitions or rest times.

Model calm tone — use low, slow voice and calm body language.

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Powerful Circle Time Ideas for Fun and Interactive Sessions

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Circle time encourages children’s communication and collaboration skills. Here are tips for keeping your class engaged during circle time and what to avoid.

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Coaching kickoff meeting – Stefany and Tori:

Reviewed and signed the coaching agreement.

Discussed focus areas including behavior, literacy and math, and lesson plan creation.

Identified key behavior challenges such as not following directions, hitting, waiting, lack of patience, and difficulty listening or respecting peers.

Currently using a behavior light chart but agreed that additional strategies and supports are needed to address the full range of behaviors.

Will confirm the weekly session day after Stefany speaks with Director Kenia. Sessions can be scheduled any day except Monday or Wednesday mornings.

Next steps include developing a targeted action plan focusing on proactive behavior strategies, and integrating literacy and math activities into structured, engaging lessons.

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During emotional times, support from caring adults can offer children comfort and reassurance.

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Use these free, bilingual resources to help your child regain social-emotional security, confidence, and calm through support and comfort.

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Instead of “Stop!” → “Use your walking feet.”

Instead of “No yelling!” → “Let’s use our inside voices.”

“Thank you for listening so quickly!” (reinforce positive behavior immediately)

“Let’s see if we can do this quietly together.”

“You’re doing a great job focusing on ___.”

“Let’s take a deep breath and try again.”

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(Tori and Stefany signed, waiting to upload as soon as Damaris and Kenia sign)

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Practice-Based Coaching (PBC) is a research-based, cyclical coaching model for educators that focuses on improving specific, evidence-based teaching practices to promote positive child outcomes. It operates on a foundation of collaborative partnerships and involves four key components: a strengths and needs assessment, shared goals and action planning, focused observation of practice, and reflection and feedback. The goal is to support staff in consistently applying effective strategies, which can be implemented in classrooms.

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7-Minute Emotion Regulating Activity To Help Kids Calm Down! [with mindful breathing techniques]