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You have a child in your group that tends to be somewhat of a "tattle tale". He comes to you and tells you that another child took a toy he was playing with. Later, he tells you that he saw Billy hit Bobby.

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You have a child in your group that tends to be somewhat of a "tattle tale". He comes to you and tells you that another child took a toy he was playing with. Later, he tells you that he saw Billy hit Bobby.

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The positive is the child is a great communicator and observer.

I would thank him for letting me know, remind him that everyone learns at their own pace, and that sometimes conflict happens and it's ok if it gets resolved.

I would communicate the issue with the other instructor, keep an eye on all 3 students and lead a group lesson on sharing and keeping hands to ourselves.

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You have a child in the group who likes to be first - in line, to get snack, to do an activity. When you tell her it is someone else's turn to go first, she gets upset. 

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You have a child in the group who likes to be first - in line, to get snack, to do an activity. When you tell her it is someone else's turn to go first, she gets upset. 

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A positive thing about the situation is that this student likes to lead the group.

I would like to see the child learn to take on other roles, allowing other children to lead at times. This would involve giving up some of their perceived power over leading the group. I'd like to work together with the child to help make this happen.

I think working together with the child and the other instructor to talk about goals and letting other students lead would be beneficial. We could say that they're already really good at leading, and some other students may want to practice too. We should share the role of leader and let others have a turn. I'd also love it if they could take on a really important role of waiting patiently to go after others.

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Three children have difficulty siting still, listening and taking turns during circle time. They participate for a short time. 

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Three children have difficulty siting still, listening and taking turns during circle time. They participate for a short time. 

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Positive is that they participate for a short time.

Would like to see them sitting longer to listen during circle time.

It might be helpful to give the children each a “special spot” like a wiggle seat possibly split up away from each other to prevent them from being silly together. It would also be a good idea to incorporate some body wiggle breaks into circle time so that the amount of sitting is broken into smaller time periods.

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A child doesn't like leaving self-selected activities to come to circle. While other children are tidying up, she continues to play. When you try to get her to join the circle, she sits down where she is and refuses to move.

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A child doesn't like leaving self-selected activities to come to circle. While other children are tidying up, she continues to play. When you try to get her to join the circle, she sits down where she is and refuses to move.

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The positive in this situation is that the child works very well independently.

In this situation, I would like the child to become more comfortable with group learning and with joining circle. I would try to figure out why she particularly does not enjoy circle, so I can better suit her needs.

As she is refusing to move, I would try a "first, then" approach. "First we tidy up and join circle, then we get to do another self-selected activity" Hopefully with this approach she sees that if she does the task she doesn't necessarily want to do, she will get to do something she does want to do after. If this does not work, I would offer an alternative to circle. I would ask her if she could tidy up her self-selected activity and turn her chair towards the circle. If she is able to do this, she will be able to see what the activity is and possibly want to join. With encouragement and time, I believe her confidence will build and she will be able to join circle.

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You have a child in the group who likes to be first - in line, to get snack, to do an activity. When you tell her it is someone else's turn to go first, she gets upset. 

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You have a child in the group who likes to be first - in line, to get snack, to do an activity. When you tell her it is someone else's turn to go first, she gets upset. 

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The positive in this situation is that she is probably enjoying the program and wants to be the first one in line to do everything , as that could be her way to engage in activities.

I would like the child to show her leading role in other ways as well, for example, asking other children to be in first in line or help the shy children to be part of a bigger group activity. Also would like to see her happy when she shares her spot in line for someone who wants to be the first one on an specific activity. As the instructor, I would like to help her to take turns, also motivate her to help others and share her spot in line as it is important to share with others specially with those who have not  got a turn yet.

I would communicate this with the other instructor, and we both can work on a plan and activities where the child can wait for her\his turn, or share different things with friends, something that could also work in this case is having a leader in the classroom each day, that way the child knows that taking turns is part of learning and that everyone deserves a turn. Whoever is the leader for the day will be the first one in line to do the activities. I would also have a circle time activity and read a book about the good in sharing and not getting upset.

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You have a boy in your group who refuses to help tidy up because he says, “only girls are supposed to do the cleaning."

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You have a boy in your group who refuses to help tidy up because he says, “only girls are supposed to do the cleaning."

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I think this could be a tricky scenario, as this could be due to a cultural difference or a rule at home. I think a positive is that the student is able to communicate clearly with reasoning. I also think a positive is that this is a great learning moment for a child, in that sometimes rules that apply at home, are different than those in the classroom. I think it’s important to communicate with the child that while in the classroom, the classroom rules need to be respected. The classroom is an environment where everyone will be responsible for doing their part in making it a tidy, positive and happy place! I think making cleaning into a game, is a great way to involve a child. You could make it so that it’s a competition, who can clean the quickest, or pick up more items. I also think it’s important for the boy to see you praise other boys cleaning and praise him if he puts anything away if something small.

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This scenario was something I saw a lot in last years program with the students I had in Coby. It is important to begin by thanking the child who is telling you all about these different situations. They are a great observer and it is important that they know we appreciate them telling us what they have seen. What we did last year was say, 'Thank you for letting me know that this is happening. I appreciate you bring this to my attention and I will discuss with these students privately'. Something we also found helpful was making a list of things that are important for the students to tell us if they see it happening. This way we were able to avoid some of the less important issues, such as someone taking another students toy. We also tried to encourage students to solve the issue on their own first and then bringing it to our attention if this did not work. In this case we know the student has good conversation skills as they have brought these issues to our attention, so we can try to redirect the toy stealing issue to have them discuss it with the peer who took their toy. We want the student to still feel comfortable bringing to our attention when two students are having a physical altercation.

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You have a child in the group who likes to be first - in line, to get snack, to do an activity. When you tell her it is someone else's turn to go first, she gets upset. 

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You have a child in the group who likes to be first - in line, to get snack, to do an activity. When you tell her it is someone else's turn to go first, she gets upset. 

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The positive in this situation is that she is always eager to participate in activities and is enjoying the program and activities planned.

I would like the child to take on different roles other than just being a leader. I would like her to be able to give others a chance of leading the group without getting upset.

Working together with the other instructor is very important as we will be able to plan activities where she can practice waiting her turn, sharing toys with friends. She can be a leader in other ways; by asking others to play with her and join the group. I could ask her to help me with other tasks such as putting out art supplies.

I would also talk to the whole group about taking turns to be the leader by having one leader per day and than the whole group will be learning that we need to take turns and its okay not to be first. Another thing that we could do is by putting all of the students names on a popsicle stick or object and place in a hat or box and pulling names to make it fair for all students and will learn to be patient and wait until their name is called.

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The positives in this scenario are the following: This child; is a great verbal communicator, is observant, cares about other’s safety, is a good friend, is confident, is knowledgeable of the school rules.

To help this child learn when it is important to involve adults, and when they can start to communicate their wants and needs with their friends, we can teach all the students when it is essential to get the help of an adult and when they can be a leader and stand up for themself or a friend. We can assure this child that their information is appreciated and that we will make sure that the situation is handled appropriately.

The solution I would propose for the tattling in this situation is to have a classroom discussion about when each method, adult intervention or not, is appropriate. We could act out scenarios and provide the children with a visual reminder somewhere in the room about the steps to take before getting an adult involved. Reasons to get an adult may include: if someone/they are hurt or if someone/they are sick. Additionally, we can teach steps to take regarding when to get an adult and sharing, like asserting that you were playing with the toy and asking for the toy back before involving an adult.

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Scenario 2: You have a boy in your group who refuses to tidy up because he says, “only girls are supposed to do cleaning  up.” 

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Scenario 2: You have a boy in your group who refuses to tidy up because he says, “only girls are supposed to do cleaning  up.” 

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If this scenario took place in my class, I would get down to the boy’s level and ask him if he could put his toy down. I would say, “I understand what you are saying, where did you learn that?” Once a response is given, (may it be home/cultural or something he has heard) I would acknowledge his response. “Okay, thank you for chatting with me, I really appreciate it and I know that you were really enjoying our time ti play. However, I just wanted to share that here at our school, we are going to have everyone tidy up, boys, girls, teachers, because we all made the mess together. Now I have a really fun song that’s all about tidying up, but we have to try to clean up before the song is over! Do you think we can all do it together? Look, even (*** another boy’s name) is cleaning up too!” Laying down the expectation and making that clear is important, but also understanding that at some point, this child heard or was told this and may not understand why you would ask him otherwise. This is why I love incorporating music into a clean up time routine to make the task fun and inclusive.