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The Intentional Teacher Virtual Session #2

Friday, December 5 · 11:30am – 12:30pm

Time zone: America/New_York

Google Meet joining info

Video call link: https://meet.google.com/gcf-junr-ifc

Or dial: ‪(US) +1 402-862-6104‬ PIN: ‪948 839 011‬#

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You have 2 options to wrap up this study and they are listed below.  

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You have 2 options to wrap up this study and they are listed below.  

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What are your emotional triggers in the classroom?  How can you recognize them in order to remain calm and in control when helping children deal with their feelings and situations that upset them?    Think about what might happen in your day before you get to the classroom, what precipitating events might occur that impact your emotional state?  How about for our students?  What might impact them before they even get to school? 

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What are your emotional triggers in the classroom?  How can you recognize them in order to remain calm and in control when helping children deal with their feelings and situations that upset them?    Think about what might happen in your day before you get to the classroom, what precipitating events might occur that impact your emotional state?  How about for our students?  What might impact them before they even get to school? 

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How can intentional teaching help to support all young learners, including children who are dual language learners and those with special needs?  Provide an example of how you use intentional to support different populations in your classroom. 

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How can intentional teaching help to support all young learners, including children who are dual language learners and those with special needs?  Provide an example of how you use intentional to support different populations in your classroom. 

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At the WRVSU preschool is provided with several “packaged” curricula to support teaching math literacy and social emotional skills.   How can packaged curriculum materials help teachers provide essential continent yet enable them to remain intentional in their teaching?  What risks and shortcomings come with packaged curricula, and what can teachers and programs do to address these?

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At the WRVSU preschool is provided with several “packaged” curricula to support teaching math literacy and social emotional skills.   How can packaged curriculum materials help teachers provide essential continent yet enable them to remain intentional in their teaching?  What risks and shortcomings come with packaged curricula, and what can teachers and programs do to address these?

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How can teachers recognize and respect their own approaches to learning while allowing children to approach learning in ways that are consistent with their own personalities and developmental levels?  Have you seen your own approach change over your career? 

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How can teachers recognize and respect their own approaches to learning while allowing children to approach learning in ways that are consistent with their own personalities and developmental levels?  Have you seen your own approach change over your career? 

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Think about the kinds of physical activity you enjoyed as a child.  How can you plan ways to include these types of activities in your program on a daily basis?  What kinds of physical exercise do the children you have observed seem to enjoy? How can you, as a teacher, create opportunities for them to build on their interest and pleasure in such movements?  If you are an experienced teacher have you noticed a change in the physical activity patterns of young children?  Why do you think that is? 

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Think about the kinds of physical activity you enjoyed as a child.  How can you plan ways to include these types of activities in your program on a daily basis?  What kinds of physical exercise do the children you have observed seem to enjoy? How can you, as a teacher, create opportunities for them to build on their interest and pleasure in such movements?  If you are an experienced teacher have you noticed a change in the physical activity patterns of young children?  Why do you think that is? 

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How do you balance time for literacy learning with other content areas in a comprehensive curriculum?  How do you integrate literacy learning with early learning in other domains?  What can you do to help teachers build vocabulary? 

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How do you balance time for literacy learning with other content areas in a comprehensive curriculum?  How do you integrate literacy learning with early learning in other domains?  What can you do to help teachers build vocabulary? 

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Would you describe yourself as someone who is comfortable with math or as someone with “math anxiety?”  How does, or how will, your attitude toward math affect young children with this subject?  Does this impact your perception of young children’s mathematical abilities?  

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Would you describe yourself as someone who is comfortable with math or as someone with “math anxiety?”  How does, or how will, your attitude toward math affect young children with this subject?  Does this impact your perception of young children’s mathematical abilities?  

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What scientific knowledge should we expect preschoolers to master?  What areas of substantive knowledge are appropriate or necessary for young children to have?  How do you incorporate science into you preschool day? 

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What scientific knowledge should we expect preschoolers to master?  What areas of substantive knowledge are appropriate or necessary for young children to have?  How do you incorporate science into you preschool day? 

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What types of classroom rules are appropriate for preschoolers to help make and enforce?  How can adults respond when children suggest a rule that could endanger their health or safety or that or others?   How do you move students from Self-Awareness to Other Awareness?  Why is this important? 

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What types of classroom rules are appropriate for preschoolers to help make and enforce?  How can adults respond when children suggest a rule that could endanger their health or safety or that or others?   How do you move students from Self-Awareness to Other Awareness?  Why is this important? 

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Why, after so many years of discussion of “process, not product,” do some early childhood teachers continue to plan and carry out art activities in which young children all make or do the same thing, and aim toward a finished product that can be display or performed for the benefit of adults?  Think about this in terms of the various developmental levels we see in our students, how does the “product” way of thinking impact them? 

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Why, after so many years of discussion of “process, not product,” do some early childhood teachers continue to plan and carry out art activities in which young children all make or do the same thing, and aim toward a finished product that can be display or performed for the benefit of adults?  Think about this in terms of the various developmental levels we see in our students, how does the “product” way of thinking impact them? 

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Option 1:  Reflect on the reading and discussions and provide the following 3-2-1 Summary. 
3 things that surprised or resonated with you, or that you disagreed with (and why!)
2 things that you think could impact your professional practice
1 thing that you want to know more about, or one lingering question

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Option 1:  Reflect on the reading and discussions and provide the following 3-2-1 Summary. 
3 things that surprised or resonated with you, or that you disagreed with (and why!)
2 things that you think could impact your professional practice
1 thing that you want to know more about, or one lingering question

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Option 2: Take something you have learned and try it out in your classroom.   Provide the following summary:                                 What I implemented and what my expected outcome was:                                                            Who (what student (s)) I implemented it with and why I selected them:                                                                         What the result was, was the student successful? Did I see an impact on my classroom? 

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Option 2: Take something you have learned and try it out in your classroom.   Provide the following summary:                                 What I implemented and what my expected outcome was:                                                            Who (what student (s)) I implemented it with and why I selected them:                                                                         What the result was, was the student successful? Did I see an impact on my classroom? 

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Intentional teaching supports all young learners, including dual language learners (DLLs) and children with special needs, by ensuring that instruction is purposeful, responsive, and accessible. I have to  thoughtfully plan strategies, scaffolds, and environments that meet children at their developmental level and, while giving them the opportunities for grow. This approach allows each child to engage with the curriculum in multisensory ways that provides them with their strengths, interests, and learning needs.

For dual language learners, intentional teaching may include integrating visual supports, gestures, and real-life connections to reinforce vocabulary, as well as providing opportunities to use their home language as a bridge to English. For children with special needs, it can involve breaking tasks into smaller steps, using visual schedules, or incorporating sensory tools to ensure full participation.

For example, during a small-group story retelling activity, I can plan to use props, picture cards, and gestures to support comprehension. Dual language learners benefit from the concrete visuals and physical cues that help them connect new vocabulary, while also being encouraged to share responses in their home language before we translate together. A child with special needs who requires additional structure benefits from sequencing  (first, next, last) and they can place the cards in order. Support can be different. Children participate in the same activity and develop literacy and communication skills in ways that are meaningful to them.

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Packaged curricula can be a helpful foundation for preschool programs at WRVSU. They offer structured, research-based materials that support key developmental domains and align with the Vermont Early Learning Standards (VELS), including math, literacy, and social-emotional development. While these programs provide consistency and content, we should use the material thoughtfully to ensure teaching remains  intentional. Otherwise, children’s learning may become repetitive or focused only on memorization rather than deeper thinking. Although packaged curricula are valuable for teachers, it is important to continually assess and observe each child’s learning to provide developmentally appropriate materials and extend learning opportunities based on the child’s individual level and needs.

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Teachers can recognize and respect their own approaches to learning by observing and reflecting on how the children process their learning environments, and express what they have learned. When we recognize our learning styles it helps us understand how children approach learning differently based on their personalities, interests, and developmental stages. We as teachers need to be observant, so that we can create  learning environments for children  to  access learning, which can be in multiple ways such as exploring, moving,  or hands-on experiences. In the learning environment we need to offer choices to encourage their learning.

My teaching approach has definitely changed over the years. Children’s abilities and needs have changed and new research has helped guide and support both their learning and my teaching. I’ve also learned so much from my colleagues, who have shared new ideas, strategies, and approaches.  Just like the children, my change to teaching has encouraged me to try different ways of teaching that encourages curiosity and a love of learning. These experiences have made me a more thoughtful and intentional teacher, always looking for ways to meet children where they are and help them grow into successful learners.

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One of my emotional triggers in the classroom is when a child is consistently aggressive, either being physical or using what I call “scary words” toward peers. It has taken time and practice for me to develop strategies to manage my own reactions in these moments. I’ve learned to pause, take a deep breath, and use a calm voice. I now focus first on checking in with the child who was hurt before I attend to  the child who was aggressive.

Instead of reacting quickly, I ask the child what they were trying to communicate, then model language and strategies they can use to express their feelings appropriately. I also guide both children to come together and have  the child who was hurt to express how they felt so the  other child understands what the child was feeling when they reacted in a certain way. This process supports emotional awareness, empathy, and problem-solving for everyone involved. These supports are a continued learning process in preschool all day/ year.

Before I arrive at school, things like a rushed morning, lack of sleep, or personal  stress can impact my emotional state. I have put strategies of arriving at school early, playing calm music, and having my classroom ready helps me be calm and ready for the day.

I also remind myself that students come into school with their own challenges before arriving, such as a tough morning, not enough sleep, hunger or separation from their family. Recognizing these stressors in my students and  knowing that their behavior often reflects how their day will begin and end.

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One of my emotional triggers in the classroom is when a child is consistently aggressive, either being physical or using what I call “scary words” toward peers. It has taken time and practice for me to develop strategies to manage my own reactions in these moments. I’ve learned to pause, take a deep breath, and use a calm voice. I now focus first on checking in with the child who was hurt before I attend to  the child who was aggressive.

Instead of reacting quickly, I ask the child what they were trying to communicate, then model language and strategies they can use to express their feelings appropriately. I also guide both children to come together and have  the child who was hurt to express how they felt so the  other child understands what the child was feeling when they reacted in a certain way. This process supports emotional awareness, empathy, and problem-solving for everyone involved. These supports are a continued learning process in preschool all day/ year.

Before I arrive at school, things like a rushed morning, lack of sleep, or personal  stress can impact my emotional state. I have put strategies of arriving at school early, playing calm music, and having my classroom ready helps me be calm and ready for the day.

I also remind myself that students come into school with their own challenges before arriving, such as a tough morning, not enough sleep, hunger or separation from their family. Recognizing these stressors in my students and  knowing that their behavior often reflects how their day will begin and end.

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Growing up, my childhood home sat on four acres of land, and we spent most of our time outdoors. We explored the woods, rode dirt bikes and snowmachines, went sledding, swam in the brook, fished ,and more. My dad was a sports fanatic, so we also played soccer, basketball, and baseball or softball. We were outside so much that by the end of the day, we were ready for bed!

To include these types of activities in my program, I make sure children have plenty of opportunities to be outdoors, running, climbing, digging, and exploring. I believe children don’t always need structured tools or equipment to be active; the natural environment and their own bodies can build both fine and gross motor skills. In our preschool program, we are fortunate to have essentials such as ECO, Art, Music, and PE, which all contribute to children’s physical development. I also incorporate movement through  games, yoga poses, and brain break activities on the Smart Board, along with classroom activities that develop fine and gross motor skills to keep children engaged and moving all day.

I have noticed a change in children’s physical development over the years. Many children are not spending as much time outdoors as they used to and are spending more time on screens than is recommended. I think this is largely due to families’ busy schedules. Both parents are working  and are often tired at the end of the day.  Since COVID, when children relied heavily on screens for learning and families balanced work-from-home it seems that many have not returned to outdoor play as a way of  entertainment for them and their children.  Developing  healthy habits will be beneficial for everyone's growth and development.

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In my classroom, literacy learning is balanced and intertwined throughout the entire day. While there is intentional, teacher-directed time in both large, and small group settings, most literacy learning happens within our daily routines. During morning meetings, for example, the morning message highlights what we have been exploring throughout the week, giving children meaningful opportunities to engage with print. Literacy is also embedded through environmental labeling, thematic units, and our Bridges curriculum, which provides games, activities, and lessons that support language and early literacy skills.

By connecting literacy to everyday routines and hands-on experiences, children build vocabulary and meaningful language in real ways. In all  content areas, art , fine motor, math, science, social-emotional learning, and during play offers opportunities for new words, conversations, and meaningful literacy interactions for  all children . Integrating this  approach helps children develop strong foundational skills while keeping learning engaging, developmentally appropriate, and exciting for learning for all my students.

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I would describe myself as someone who initially experienced math anxiety, especially when our program first implemented the Bridges curriculum. At the time, I felt uneasy and worried that we were pushing academic expectations onto three- and four-year-olds too early. It felt overwhelming, and I questioned whether the math content was developmentally appropriate.

Now that I am in my fourth/fifth year using the program, my comfort level with math has grown significantly for preschool age children. Through experience, I have learned how to adapt the curriculum to better meet the children’s abilities and developmental needs. Allowing children to explore manipulatives through play has helped reduce my own anxiety and has made math more engaging and meaningful for them. As the year progresses, I intentionally challenge the four-year-olds who are ready by incorporating math extensions and adding my own creative twists to support their learning and to be successful learners in kindergarten and beyond.

My attitude toward math directly affects how young children experience it. When I was anxious, I worried more about expectations than exploration. As I’ve become more confident, I now approach math as playful, flexible, and child-centered. Now that I am more comfortable with my perception of young children’s mathematical abilities I now recognize that, with play, hands-on materials, and  adaptations, young children are capable of understanding and enjoying math at their own pace. Rather than seeing limitations, I see math learning meaningful in both my teaching and the children’s learning experiences.

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Here is the updated syllabus for the book study.

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Updated 1.27.26 The Intentional Teacher Dates and Chapter Questions 