Ross invites us to reflect on our work. Have we been fun to be around? Are we paying attention to the important things? Have we had any "aha" moments? Mike recalls the time he trusted himself--and the children--to study ants. Tom had a perspective shift about what he was watching for. Joey dropped the no fun cooking projects. Ross will be looking for your essays in the coming weeks.

Joey leads a conversation about the positive effects of setting constraints when children are overwhelmed. Starting with an example of when children were too enthusiastic about their artistic expressions, the group talks about ways to support children when they are disregulated by their excitement. Tom shares his approach to limiting screen time. Mike supports sore losers in Candyland. Ross talks about consequences involving paper scraps. And everyone has negotiated bad deals with children in good faith.

Mike is fascinated by the way children show their thoughts and feelings about bugs and other interesting (but creepy!) things. Ross sees it as the reverse of the circle of security. Joey recalls a recent encounter with a snapping turtle and Tom is reminded of the time a mouse ran through the classroom.

Tom's back and he's ready for some fun. At least he's ready to talk about fun. All this talk of fun brings back Mike's memories of fixing the dryer. Ross argues that a lack of funshuts down pathways to learning. Teachers don't need to be clowns, but it is important to check that fun is present in the work.

Ross wants to talk about the gray areas where we might hold back to build children's capacity for care. When we step back, children can learn how to give the kindness to themselves and each other. Mike shares an experience of toy dumping chaos and a child's power to repair. Joey tells a story of a child who built her sense of agency bit by bit. Mike tries to remember Bandura's elements of agency and everyone likes the metaphor of trees growing stronger in the wind.

Turns out there was more say about acts of caring. From changing wet shirts to loaning out favorite shoes, we have many opportunities to give children care. We may not be able to meet 100% of children’s needs, but we need to be reliable. Mike points out the important thing: finding your favorite napkin may seem like a small thing, but it’s not trivial. Just ask Mike and Ross how they feel about their favorite cereal spoons.

Children’s comments from teacher appreciation week make Joey reflect on what really matters to the children in our care. Our bandaids and crackers let children know that they are safe and we will help if they get hurt or sick. Mike recalls children's questions of "why don't we learn anything at this school?" Care is something we don't talk about a lot, but it is the essential foundation for learning.

Mike encourages us to pay attention, match children's physical actions and use fewer words. He has found this approach to be especially supportive of children who tend to be very quiet and those who are loud and boisterous. It might require us to slow down a little, which can feel hard in the midst of a busy day. Ross reminds us that it's OK because children are not volcano birds. 

While we're out on our bicycles celebrating spring, we hope you enjoy this conversation. We'll be back with fresh episodes next week.

Mike shares a video of the "backwards bike," (watch here) an excellent example of embodied knowledge. You can explain it, but you can't do it until you can feel it. How many experiences do young children have like this each day? They may "know" something, but can't do it yet. How often do educators experience the frustration of trying to implement new skills and yet fall back into old habits in the moment? (Originally aired January 2023)

Tom's been wrestling with the idea of beauty in the classroom. Does it mean markers aligned in rainbow order? Cardboard boxes and duct tape in the sensory table? Is beauty stagnant or dynamic?