Unlock the secrets to fostering emotionally intelligent classrooms. In today's discussion, we dive into the pivotal role of emotional intelligence in supporting Black children who have faced adverse childhood experiences (ACEs). Our guest, LeTosha White, vice president of the Chicago affiliate of the Black Child Development Institute, joins host Kate Cline to share invaluable insights. Together, they explore how self-awareness, empathy, and other components of emotional intelligence can transform classrooms into nurturing spaces that foster resilience and growth for Black students.

In this episode, we unpack the critical components of emotional intelligence and their importance in creating emotionally supportive classrooms for Black children who have experienced ACEs. LeTosha White discusses the lasting impacts of ACEs and how emotionally intelligent environments can mitigate these effects. The conversation highlights the need for educators to develop their own emotional intelligence, focusing on self-awareness and empathy to create unbiased, nurturing learning spaces. Real-life examples illustrate how addressing personal biases and triggers can lead to more supportive responses to student behavior. Additionally, the episode emphasizes the importance of self-care for educators, reinforcing that thriving teachers are key to fostering thriving students.

Topics Discussed in This Episode

• [00:02:21] How Letosha connects to the issue of emotional intelligence in the classroom.
• [00:03:23] What brought LeTosha to where she is today.
• [00:04:28] Defining emotional intelligence
• [00:05:14] The five skillsets within emotional intelligence
• [00:06:32] What ACEs (Adverse Childhood Experiences) are
• [00:08:45] How educators can start being more aware
• [00:10:32] How to build self-awareness
• [00:13:57] Understanding empathy
• [00:19:18] Becoming aware of biases
• [00:21:25] Coaching a teacher through biases
• [00:28:51] Specific ways to support Black children in the classroom
• [00:30:43] Encouraging educators to build bridges

Resources

Kate Cline https://www.linkedin.com/in/kate-cline/

LeTosha White https://www.linkedin.com/in/letoshawhite/

En este episodio, tenemos el placer de conversar con la doctora Johayra Bouza, una experta en psicología del desarrollo con más de 14 años de experiencia en el campo de la primera infancia. Johayra, orgullosa inmigrante cubanoamericana, nos relata cómo los educadores jugaron un papel fundamental en su desarrollo tanto personal como profesional.

Con una licenciatura en psicología, una maestría en estadísticas, y un doctorado en psicología del desarrollo, Johayra nos comparte su visión sobre la importancia crucial de la educación temprana. A lo largo de la entrevista, exploramos su experiencia y cómo su formación académica y práctica le ha permitido impactar positivamente en la vida de los niños y las familias con las que ha trabajado. Es una conversación que resalta la conexión entre educación y desarrollo en el primer año de vida.

Tópicos discutidos en este episodio:

[00:35] La trayectoria de Johayra Bouza

[03:50] El desarrollo del cerebro en el primer año de vida

[06:14] Estrategias para apoyar el desarrollo del cerebro y el apego

[11:28] Mitos sobre los infantes

[17:50] Sobre estimulación del infante y cómo evitarla

In this episode, Jill Kuck shares her transformative journey from classroom teaching to diagnostics, highlighting the importance of community involvement and seeking help to meet the diverse needs of students. The discussion covers essential elements of early childhood behavior management, including setting clear behavior expectations, managing social interactions, and resolving conflicts.

Jill emphasizes the significance of early childhood development principles and the importance of monitoring concerning behaviors. The episode also focuses on empowering educators by prioritizing self-care and adopting a student-centered teaching approach, offering practical tips for creating a supportive atmosphere where both teachers and students can thrive.

Topics Discussed in This Episode

• [00:00:00] Introduction
• [00:02:06] How Jill personally connects to the topic of making sure all children's needs are met
• [00:03:12] Jill’s background and how she got to her current role
• [00:05:00] Shifting from teaching preschool to the role of a diagnostician
• [00:07:48] Special education language and definitions
• [00:08:56] Basic building blocks for meeting children’s needs
• [00:10:47] Setting boundaries in the classroom
• [00:13:23] When to start worrying about a child
• [00:15:52] Tracking behavior and language and learning challenges
• [00:19:30] Specific examples of recognizing a problem
• [00:21:01] What to say or not say when talking to parents
• [00:23:55] Who to reach out to to get support for a child
• [00:25:58] The referral and evaluation process
• [00:30:09] Avoiding discouragement and staying motivated to come back every day
• [00:32:33] Jill’s encouragement for educators

Resources

Kate Cline

Jill Kuck

What happens when a teacher blends over three decades of experience with unwavering consistency, respect, and love? Paul Klein joins us to reveal the secrets to diffusing negative classroom climates. Drawing from personal anecdotes and a wealth of knowledge, Paul highlights the pitfalls of a classroom plagued by anger, frustration, and punitive control, and shares his tried-and-true methods for fostering a positive environment where every student feels valued.

In our discussion, we emphasize the vital role of building positive relationships with students, especially in pre-K classrooms. We cover the importance of creating personal connections, meeting students where they are, and nurturing a supportive community. Through heartfelt stories, we illustrate how understanding a student's background and interests can empower them to take risks and grow. One tale stands out, showcasing how open communication and addressing unique challenges can transform a student's behavior and boost their confidence and success.

Topics Discussed in This Episode

[00:00:00] Introduction

[00:01:39] Paul’s connection to the topic of reducing negativity in the classroom

[00:04:13] Paul’s background and experience

[00:04:57] Defining negative climate

[00:09:14] Heading off negativity before it has a chance to start

[00:11:11] Individualizing relationships with students

[00:15:50] Setting children up to succeed in the classroom

[00:19:17] Building a relationship with a student who’s feeling negative

[00:22:26] Avoiding being sarcastic or disrespectful to students

[00:24:37] Staying in a calm, centered place when things go sideways

[00:29:30] The power of non-response

[00:32:18] How building your own sense of self and peace contribute to handling negative things in school

[00:37:59] What Paul would say to educators who need encouragement

Resources

Kate Cline

Paul Cline

What happens when an educator blends warmth, empathy, and genuine connection in the classroom? On this episode of Teaching with Class, we have the pleasure of hosting Crystal Allen, an experienced educator and instructional specialist from Louisiana. Crystal opens up about her remarkable journey from teaching young students to supporting adult educators. She passionately emphasizes fostering a positive climate in educational settings, where trust and respect can flourish among students and teachers alike.

Crystal Allen is a mother of 3 and a native of Louisiana with 18 years of experience in education. She’s served as a classroom teacher, school-based instructional specialist, mentor coach, district instructional specialist, and session facilitator. Crystal is currently the Early Childhood Coordinator for the EBR Ready Start Network. She has worked with the early childhood department since 2018.

Today, Crystal shares invaluable insights about how educators, even those who aren't naturally extroverted, can create a positive atmosphere through small yet impactful actions. Authenticity is key, and Crystal underscores how being genuinely interested in students' lives can foster a sense of value and trust. Whether it's attending a student's event or simply noticing the little things, these actions build stronger relationships.

Topics Discussed in This Episode

• [00:00:00] Introduction
• [00:01:31] Crystal’s story and history in education
• [00:03:02] Crystal’s background and education
• [00:05:49] What a positive climate in the classroom is and how to build one
• [00:07:51] Positive doesn’t mean perfect
• [00:09:14] How warm relationships and respectful and positive communication benefit children and adults
• [00:12:29] How a positive climate sets people up for learning
• [00:15:21] How a teacher who is more naturally reserved can still create a positive climate
• [00:16:49] The importance of authenticity
• [00:19:26] How to make sure every child benefits from a positive climate
• [00:22:44] How to relate well to other adults as well as children
• [00:26:41] Things teachers can try right away in their classrooms
• [00:28:29] The disconnect of technology
• [00:30:12] Crystal’s encouragement for educators

Resources

Kate Cline

Crystal Allen

Can empathy and understanding truly transform a classroom environment? Today we hear from Judy Cuevas, an experienced educator and coach, who shares her invaluable insights on creating emotionally supportive classrooms. Judy opens up about her personal journey and the key elements that foster a positive climate, teacher sensitivity, and regard for child perspectives. Get ready to discover practical tips that will empower you to recognize and respond to children's cues, laying the foundation for a safe and engaging learning space.

In this episode, we also shed light on the significance of cozy, quiet areas where children can decompress and reflect—an often-overlooked aspect of emotional well-being. Judy discusses how these spaces can serve both students and educators, providing a respite from the daily stresses of classroom life. Plus, we dive into strategies for educators to better understand and support their students' emotional needs through curiosity, self-reflection, and modeling behavior.

Topics Discussed in This Episode

• [00:00:00] Introduction
• [00:01:06] Why emotional support matters
• [00:02:01] Judy’s background
• [00:03:58] How Judy would describe emotional support
• [00:05:00] What kinds of things happen in classrooms with great emotional support
• [00:07:22] How to look for children’s cues
• [00:10:12] Supporting teachers in self-reflection
• [00:13:58] Setting the scene for building emotional support in a classroom
• [00:16:26] Starting the school year off on a good in a good pathway for emotional support
• [00:19:35] Ways to connect with new students and start building a relationship
• [00:22:42] The importance of asking children about their feelings rather than making assumptions
• [00:24:28] One thing a new or experienced teacher could try at the start of the new school year
• [00:25:46] Implementing self-reflection a couple of times a day
• [00:26:39] Modeling the behavior you want to teach and looking for what else you can learn
• [00:28:14] What Judy wants educators to know

Resources

Kate Cline

Judy Cuevas

In part two of our heart-to-heart conversation about understanding trauma in the classroom, Megin Ruston illuminates the path to empowering educators to step into their roles as unwavering advocates for their young charges. We discuss understanding the profound impact of trauma on a child's brain and behavior and equipping oneself with the tools to manage those critical dysregulated moments.

By embracing self-care and emotional regulation, teachers can become the bedrock upon which children can rebuild their sense of safety and learn to express and regulate their own emotions. From the practicality of visual aids for emotional communication to the subtleties of co-regulation, this conversation is a treasure trove of insights.

Topics Discussed in This Episode

• [00:00:00] Introduction
• [00:03:00] Strategies that teachers can use to help meet children’s regulation needs as well as their own
• [00:07:43] Supportive interactions educators can have with children
• [00:12:45] Where to go after understanding what the child is going through
• [00:18:05] What to do once both teacher and child are calm
• [00:21:45] The ripple effect of individualizing your response to one child
• [00:24:35] The importance of establishing a trusting relationship
• [00:25:11] Big takeaways from this conversation
• [00:26:53] The importance of supports for teachers
• [00:27:44] The message of encouragement Megin would share with educators

Resources

Kate Cline

Megin Ruston

This is the first of a 2-part series where we’ll unpack the complexities of childhood trauma and its profound effects on young minds. Megin Rustin, a seasoned early childhood educator and adoptive mother, shares her wealth of knowledge and personal insights on this critical topic.

Listen in as we explore the scientific intricacies of the developing brain, discussing how regions like the amygdala and hippocampus respond to trauma and how these responses can have lasting implications into adulthood. Our conversation offers a heartfelt blend of professional expertise and real-life experience, shedding light on the often unseen challenges children face due to traumatic experiences.

Topics Discussed in This Episode

• [00:00:00] Introduction
• [00:01:26] Why the topic of trauma is so important to Megin
• [00:02:45] Megin’s role with Teachstone
• [00:03:23] How Megin was involved in early childhood education before Teachstone
• [00:05:31] What is defined as trauma
• [00:06:25] How the brain functions under traumatic circumstances
• [00:09:54] The things that start happening in the brain that affect its development when a traumatic event occurs
• [00:13:16] What’s happening in the brain when young children are experiencing chronic stress
• [00:15:36] The meanings of dysregulation and regulation
• [00:18:30] How children learn how to calm down and regulate themselves
• [00:22:08] The adult’s role in the regulation process
• [00:23:47] Step 2 of co-regulating
• [00:26:21] Why timeouts aren’t effective and how that relates to regulation
• [00:31:40] Why you need to be aware of a variety of strategies because we need to meet individual children's needs

Resources

Kate Cline

Megin Ruston