Massive congratulations on your first (of many!) book deal. Your dedication commitment and brilliance in this field are rare and an inspiration to us all. This week’s edition of Small Talks is one of the most illuminating. Thank you for all you do!
I am a relatively new subscriber to your newsletter. I enjoy it as well as your reporting. I am a teacher in a K-5 building. I have not read Dr. Zinsser's book yet, but assume that it recommends more staffing. I currently teach in a school that does an amazing job with students who are struggling behaviorally- the "village"- veteran teachers, helpful admin, fabulous social worker all surround the child and typically, the child adjusts and problem behaviors become manageable. However, I have also taught in a building where a student leveled the classroom on a regular basis- turned over desks, stabbed a student, etc... The difference? The "village" did not exist and the teacher was blamed. Students can be supported, stay in the classroom and the remaining students can learn. That being said, it would be nice if articles about expulsion included a teacher rendition of the situation. The support that I provide for difficult students takes a major toll on me and my colleagues. I frequently dream of quitting. I think we can say that Pre-K expulsion is wrong AND honor the experiences of the teachers (and fellow students) who also experience the behavior. Thank you!
Melissa: Welcome to Small Talks. Thank you for your thoughtful message, and for all you do for little learners. Your reflection is highly consistent with what I am hearing from some other teachers. I was recently visiting a center specialized in children with social, emotional and behavioral challenges, and the teachers shared that the key driver of success was the « adult circles » (what you call at your school « villages »). They valued the opportunity to address a situation as a team, as well as the space for emotional regulation / co-regulation with supportive colleagues after a challenging episode- so it seemed that what was critical was a combination of appropriate staffing, trust among colleagues, and time / space to build healthy relationships. I could not agree more that there is a lot more to be documented on the amazing role teachers like you play, and the toll it takes on the adults. With gratitude and admiration.
Isabelle - I always enjoy this newsletter, but maybe this one more so. Knowing that I have had the privilege of stepping into the Head Start world late in my career gives me pure joy. Reading your focus on expulsion and knowing Head Start has NEVER allowed this as a response to a child struggling (or adults struggling) makes me proud! I would love to see a focus on Head Start's history (over 55 years) of standing by young children and supporting them NO MATTER WHAT, knowing that long term, THIS is the LOVE that you spoke of in your opening. Love that lasts much longer than any skill we teach. Sent with love from me!
Beautiful and inspiring message from you, and Head Start as an inclusive environment for 55 years! Will focus one of the next Small Talks on Head Start. Thanks, Deb, for your leadership.
Massive congratulations on your first (of many!) book deal. Your dedication commitment and brilliance in this field are rare and an inspiration to us all. This week’s edition of Small Talks is one of the most illuminating. Thank you for all you do!
Thank you, dear Leslee, for your wonderful note, and back at you. Thank you for the remarkable and impactful work you do at Think Equal.
I am a relatively new subscriber to your newsletter. I enjoy it as well as your reporting. I am a teacher in a K-5 building. I have not read Dr. Zinsser's book yet, but assume that it recommends more staffing. I currently teach in a school that does an amazing job with students who are struggling behaviorally- the "village"- veteran teachers, helpful admin, fabulous social worker all surround the child and typically, the child adjusts and problem behaviors become manageable. However, I have also taught in a building where a student leveled the classroom on a regular basis- turned over desks, stabbed a student, etc... The difference? The "village" did not exist and the teacher was blamed. Students can be supported, stay in the classroom and the remaining students can learn. That being said, it would be nice if articles about expulsion included a teacher rendition of the situation. The support that I provide for difficult students takes a major toll on me and my colleagues. I frequently dream of quitting. I think we can say that Pre-K expulsion is wrong AND honor the experiences of the teachers (and fellow students) who also experience the behavior. Thank you!
Melissa: Welcome to Small Talks. Thank you for your thoughtful message, and for all you do for little learners. Your reflection is highly consistent with what I am hearing from some other teachers. I was recently visiting a center specialized in children with social, emotional and behavioral challenges, and the teachers shared that the key driver of success was the « adult circles » (what you call at your school « villages »). They valued the opportunity to address a situation as a team, as well as the space for emotional regulation / co-regulation with supportive colleagues after a challenging episode- so it seemed that what was critical was a combination of appropriate staffing, trust among colleagues, and time / space to build healthy relationships. I could not agree more that there is a lot more to be documented on the amazing role teachers like you play, and the toll it takes on the adults. With gratitude and admiration.
Congratulations on the book deal! That's wonderful news!!!
Thank you, Devin.
Isabelle - I always enjoy this newsletter, but maybe this one more so. Knowing that I have had the privilege of stepping into the Head Start world late in my career gives me pure joy. Reading your focus on expulsion and knowing Head Start has NEVER allowed this as a response to a child struggling (or adults struggling) makes me proud! I would love to see a focus on Head Start's history (over 55 years) of standing by young children and supporting them NO MATTER WHAT, knowing that long term, THIS is the LOVE that you spoke of in your opening. Love that lasts much longer than any skill we teach. Sent with love from me!
Beautiful and inspiring message from you, and Head Start as an inclusive environment for 55 years! Will focus one of the next Small Talks on Head Start. Thanks, Deb, for your leadership.