Greet the parents and begin to call the names your hands, give a hug, or keep their distance of the children who are ready and whose as they prefer. Tell them quietly and privately parents are there. how glad you were to see them, describe the good work they did that day, or if they had a If a child starts for the door without saying hard time during the session acknowledge that goodbye to the storyteller, remind him or her to with an understanding smile and warmth. return to the storyteller to say goodbye. Invite them to come back when they can. Remember to give back anything that may Take time to enjoy saying goodbye, with all have been taken for safekeeping at the the warmth of a blessing for each child. beginning of class and retrieve the nametags. Check the material shelves and clean. After the class, check and clean the art and supply shelves. Sit quietly and contemplate the class as a whole. Evaluate, make notes, and discuss with Sit quietly and contemplate the class as a your co-teacher. whole. Evaluate, make notes, and discuss the session with your co-teacher. Supporting Children during the Response Time What to expect 2-4 years: very little recognizable to adult eye. “Scribbling,” They represent gestures marks are rabbits hopping). Can sometimes put body parts in order, but seldom “realistically”. 5-8 years: Realism more recognizable. Making it look real takes on importance. They will pay careful attention to detail. 9 years: First attempts at truly recognizable realism (even 3-D). What to say With very children (ages 2-5): No questions need to be asked! Open, affirming comments are best: Very interesting. Nice colors. I saw you enjoying the green paint.
Greet the parents and begin to call the names of the children who are ready and whose parents are there. If a child starts for the door without saying goodbye to the storyteller, remind him or her to return to the storyteller to say goodbye. Remember to give back anything that may have been taken for safekeeping at the beginning of class and retrieve the nametags. After the class, check and clean the art and supply shelves. Sit quietly and contemplate the class as a whole. Evaluate, make notes, and discuss the session with your co-teacher. your hands, give a hug, or keep their distance as they prefer. Tell them quietly and privately how glad you were to see them, describe the good work they did that day, or if they had a hard time during the session acknowledge that with an understanding smile and warmth. Invite them to come back when they can. Take time to enjoy saying goodbye, with all the warmth of a blessing for each child. Check the material shelves and clean. Sit quietly and contemplate the class as a whole. Evaluate, make notes, and discuss with your co-teacher. Supporting Children during the Response Time What to expect 2-4 years: “Scribbling,” very little recognizable to adult eye. They represent gestures marks are rabbits hopping). Can sometimes put body parts in order, but seldom “realistically”. 5-8 years: Realism more recognizable. Making it look real takes on importance. They will pay careful attention to detail. 9 years: First attempts at truly recognizable realism (even 3-D). What to say With very children (ages 2-5): No questions need to be asked! Open, affirming comments are best: Very interesting. Nice colors. I saw you enjoying the green paint.
Core-Training-Participant-Booklet-2016-current.docx