Effective Teacher Practices Supporting
High Quality Supportive Environments and
Nurturing & Responsive Relationships
2015
Module 3: Promoting Positive Relationships
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
Review of Pre-learning Assignment
• Review instructional practices from selfassessment and share strategies.
• Discuss your Correcting-Directing-Connecting
(C:D:C) Ratio. Would you like to improve this
ratio?
• Brainstorm ways to modify your teaching style to
foster development of the traits discussed in the
article in the children you care for.
• Discuss how you can change your daily schedule
to enjoy more time connecting with individual
children.
• Discuss how you will share the article with
parents and co-workers.
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http://www.nap.edu/openbook.php?isbn=0309069882
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Objectives
• To understand how to effectively implement
instructional practices related to building and
maintaining positive relationships that promote
children’s learning
• To understand the importance of involving families in
practices related to building and maintaining positive
relationships that promote children’s learning
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Objectives
• To understand the importance of conducting
formative assessment with children as they maintain
and build positive relationships which promote
learning
• To understand the relationships between targeted
instructional practices, NC Foundations for Early
Learning and Development, and the NC Professional
Teaching Standards
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Impact of Relationships in Early Childhood
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Impact of Relationships in Early Childhood
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Impact of Relationships in Early Childhood
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But how…?
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Relationship Video
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NC Pyramid of Social-Emotional
Foundations for Early Learning
Adapted from Center on the Social and Emotional
Foundations for Early Learning (CSEFEL)
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Instructional Practices Checklist
Included in your handouts
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Teaching Standards
http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf
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Foundations
http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf
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Relationship Video
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iPoints
Included in your handouts
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Foundations-NC Standard Course of
Study Crosswalk
Kindergarten
Children
identify ways
of making and
keeping
friends.
Older Preschool
Children form
relationships
and interact
positively with
other children.
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Role Play
•
•
•
•
•
Form groups of four
Choose one person to play principal role
Choose one person to play teacher role
Choose two people to be observers / coaches
Role play conversation:
– Principal voices concerns
– Teacher answers concerns
– Observers / coaches assist teacher
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Play is Essential
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Red Box Activity
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Teaching Standards
http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf
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iPoints
Included in your handouts
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Foundations
http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf
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Red Box Activity
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Formative Assessment
Where
Am I
Going?
Formative
Assessment
How Do I
Close the
Gap?
Where Am
I Now?
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Formative Assessment - Group
At your tables, discuss:
• What do you think the learning targets might have been for the red box
activity for the group?
• How might Doyle have defined the criteria for success for the group for
this activity? What skill(s) would she wish to observe that would indicate
that the group was successful in offering and/or receiving compliments?
• What feedback did Doyle give the group? What other feedback might she
have given?
• How should Doyle change or adjust instruction for the group? What might
be the next steps for this activity?
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Formative Assessment - Individual
At your tables, discuss:
• What might be learning targets for TJ in the red box activity?
• How might Doyle have defined success for TJ in this activity? What did you
see him do? What is his skill level in offering a peer a compliment?
• What feedback did Doyle give TJ? What other feedback might she have
given him?
• How should Doyle change or adjust instruction for TJ? What should be TJ’s
“next steps” -- or how could she scaffold TJ to the next skill level?
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Relationships with Families/Caregivers
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Relationships with Staff Members
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Reflective Thought
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“Every child needs one person
who is crazy about him.”
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Post-learning Activity
• Using Formative Assessment Reflection:
– Select and observe child
– Document skill level
– Determine next steps
• Family Engagement and Communication:
– Share observation with family
– Collaborate to develop targeted activities
• Communication with Staff Members:
– Share targeted activities with staff members
– Determine data collection methods
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Questions?
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References
Alexander, K. L., Entwisle, D. R., & Dauber, S. L. (1993). First grade classroom behavior: Its short-and long-term consequences for school performance. Child
Development, 64(3), 801-814.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (pp. 71-81). New York, NY: Academic Press.
Bronfenbrenner, U. (1994). Who cares for the children?, in H. Nuba, M. Searson, D. L. Sheiman (Eds.), Resources for Early Childhood: A Handbook. New
York, NY: Garland.
Center on the Social and Emotional Foundations for Early Learning. (n.d.). Retrieved from http://csefel.vanderbilt.edu/
Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182191.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child
Development, 72(2), 625-638.
Iowa State University Department of Human Development & Family Studies. (2013).Train-Coach-Train. Retrieved from:
https://iastate.app.box.com/s/9rg5sxh5mfh43da7e05k
Noddings, N. (2014). The ethics of care and education. London, ENG: Innovation in Youth Work Conference.
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References
North Carolina Department of Public Instruction (n.d.). K-12 standards, curriculum and instruction. Retrieved from
http://www.ncpublicschools.org/curriculum/
North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Raleigh: Author. Retrieved from
http://www.ncpublicschools.org/docs/effectiveness-model/ncees/instruments/teach-eval-manual.pdf
North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh: Author. Retrieved from
http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf
NC FALCON. (n.d.). North Carolina’s formative assessment learning community’s online network. Retrieved from https://center.ncsu.edu/ncfalcon/
Perry, B. D. & Pollard, R. (1997). Altered brain development following global neglect in early childhood. Society for Neuroscience: Proceedings from Annual
Meeting. New Orleans, LA. Retrieved from http://www.juconicomparte.org/recursos/Altered_brain_development_ruu6.pdf
Pianta, R. B. (2008). Classroom effects on children's achievement trajectories in elementary school. American Education Research Journal, 45(2), 365-397.
Ritchie, S. & Gutmann, L. (Eds.). (2014). FirstSchool: Transforming PreK-3rd grade for African American, Latino, and low-income children. New York, NY:
Teachers College Press.
Shonkoff, D. J. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, D.C.: National Academy Press.
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