Webinar Replay: Drummond on Connecting to Children

More about Tom Drummond

 

Summary

Teacher-child interactions on the floor are arguably the most important part of early education, the area of practice that most influences outcomes. It’s an area you need to get right, for every child. These interactions require a deep and trusting relationship between teacher and child. And yet making these crucial connections to children is not always easy.

In this free webinar, Seattle-based Tom Drummond — a highly-respected and well-followed thought leader in early education in the US — shares practical ways for teachers to open up a connection to each child and enhance those all-important interactions. These insights are the culmination of his many years in early education, focused on learning stories and on teacher-child interactions.

The webinar covers 4 modules from the section on his website on connecting to children:

  • Expressing Warmth to Children,
  • Playing Responsively,
  • Talking Informatively and
  • Attending to Initiative and Cooperation, and Perseverance.

Part of Tom’s gift to the early childhood education community is his website of thoughts and writing on a range of topics: Connecting to Children, Enterprise Talk, Cultivating Conversations, Leadership and Care, and Indicator Checklists.

“These make better educators, more highly evolved human beings, and happier people.”

We feel privileged to have Tom present for us, he’s an inspiration to us all.

Read a summary of the blog and the wonderful free resources on Tom’s website here.

 

Transcription of Webinar

Hi everyone and thanks so much for taking part in today’s webinar, connecting to children by Tom Drummond. Hosted by Educa Portfolio Software.

 

Now, just before we get started today, I do just want to remind you how the webinars will work so you can hear us and you can see our screens, but we cannot see or hear you. For attending the entirety of today’s webinar, people will receive a Professional Development certificate which will be sent to you within the next 24 hours. So keep an eye on your inbox over the next 24 hours as you can then expect to receive that certificate there. Immediately following today’s webinar, you can expect to receive a link to watch a replay of the webinar, so feel free to go back and re­watch if there’s anything you particularly wanted to catch, again or feel free to share it with your colleagues as I’m sure they would love the information we’re going to be discussing here today.

 

Also for attending today’s webinar, one lucky participant participant will receive a $25 gift certificate simply for turning up. there’ll be a second chance to win a $25 gift certificate by completing the short survey at the end of the webinar, which I will send out to you before we go. Now to make the most of today is whether now, we really do encourage you to engage with the subject that Tom is covering.

 

Now, it sounds like many of you have already discovered the chat box on the right hand side of the screen, so feel free to use that to send questions, share your thoughts and also share any relevant content with the other ECE educators here today.

 

So at this point, I will induce you to Tom, so, hi to Tom. I’m just gonna switch our screens and we are good to go now, Tom, so over to you. so, I’ve got a bunch of slides to show you and talk you through something that I’m really glad to share and about a different way to get better at working with young children. So, I’m borrowed first, the Educa description here about all those things and services that it helps with, with young children and, and really dealing with the issue about staff development. And I have different words for talking about that ’cause development has implications of some people being better than others, and I sort of think everybody is fine. And then the issue of portfolios, appraisals and mentoring.

 

I think about the time that I started working with young children in 1970 and the major events were not being able to get Johnny out from under the tables to get a coat on and children screaming and emptying cupboards. And those are not kind of things that I’d like to have in a portfolio. But they were the kind of things that really made a difference to me, and they were my teachers and all those hard kids were my teachers, and so it’s kind of like, Okay, what would ever go in something? So that was nice.

 

There’s not a pretty many things that seem like… And then if somebody was watching me, I get embarrassed and usually if I was not doing very well, I get angry that they were watching me, and so, I don’t really wanna do it out to anybody else. And this word mentoring is kind of an odd word. I think of my three mentors of my father, Regis Milkstein and Maryland Smith, who made it all that huge difference to me and I don’t think any of them know they were my mentors. And I don’t know what you do to measure somebody, it’s kind of the reverse word. Anyway, those are kinds of things that people use a lot. And I have a different way of talking about this.

 

I learned mostly by watching reality of what goes on in the classroom. I was lucky to have videotape available all the time. And when I talked to the Lab School of North Salem Community College we had two remote control video cameras there up on the wall and hanging microphones throughout the room that I could select and so I was taping people a lot like half an hour, 40 minutes a day. For 15 years.

 

I’ve been through a lot of video tape and a lot of video tape about myself, which isn’t very pretty, and I don’t wanna show it. And they’re also you see a person who with the clip board, lots of hours and hours sitting and watching with data systems like this one that she’s looking for the number of times or when this student is talking to kids or what, or the kids are talking to each other or, or the kids handing things to each other and we look at those and analyze those and seeing what kind of information we could get out of that.

 

The person were the clip boards and advanced students so they’ve been through the program,or near at the end of the program, and the person standing up is the beginning of students and over the years, there’s probably about 300 or 400 people that have been advanced students of mine have gone through this video and data system to try to figure out how to do this well and the first year students had probably double that, so that’s a lot of people. And over that time I felt bad about the fact that this is a college.

 

And people pay money to do this, but most of the kids that are in care, don’t have people with college degrees. You have to be able to get to college and that’s a cost you have to be able to pay for college, then that’s a cost. You have to be able to find the time and the care for your own kids and whatever and that’s a cost and these things are really prohibitive. Plus your math test or whatever, you have to do and…

 

I think college is a great place for learning, and teaching. I love doing it, but it’s not reaching most the kids. And so, I felt I’ve always felt bad that nobody could come and it wasn’t free in the free transportation and easy to get to. Then luckily, and I attended a lecture by Howard Gardner, he came to Seattle and one of the things  he talked about was the performance of understanding an individual understands that concepts kill theory or domain of knowledge to the extent that he or she can apply it appropriately in a new situation.

 

So if people have performances that they can demonstrate, it’s possible to use what this normally happens in other areas besides education. Like if you were gonna become a carpenter, you have a performance of understanding, you gotta be able to show that you can build a curved stairway in order to move out of apprenticeship in the journeymen and take exams and do some… But if you have to prove that you can do it. And what we have in education is there really isn’t anything that says, that you chose that you can do it, you don’t have to perform to demonstrate that you can do the key kinds of things involved in facilitating a learning of somebody else.

 

But I did this with my students, the had to perform and I had to perform, I had to learn how to do this stuff and it either degree and most of the time I took classes I never learned anything that made a difference to how I actually behaved. Usually I just behaved out of habits or We did copy what other people did.

 

So, I thought Well scouting as performances of understanding, I mean you get Merit badges, that’s where did the advancement comes. So if you want to get a marriage and back a basketry you’ve got to do these things describe these things and make it a square around in the campus you’ve got to do those things and then you get your Merit badge. That’s a performance and understanding.

 

So, can we take this into kids? So this, the performance and understanding requires the learner to go beyond what they have been given and can create something new by applying and building on what they know. To show understanding in an observable way to make his or her thinking visible to those who care to those who care. Those who care, who really cares if you’re as good as a teacher.

 

Well, if you’re a teacher, you’d care, if you’re a kid you care, if you’re part of the family, the extended family, you care, you’re good or not. The community cares and your administrator’s care, these are the people that really care. So can you show that you can be able to do something to the community of people who care, not some file cabinet or some computer program or some repository in the National Archives. And these are the people that care. so why not build a system that does this? The performances of understanding

 

And so this is what I said about over some years to design performances for the childhood teachers, ’cause the… ’cause I thought about, there’s really four domains that one goes through. One of them is the basic sort of thing, about… Can you really relate to children in an authentic way, and a pleasant in a way that the kids like and that you like yourself? that’s kind of a beginning kind of thing. And then the next kind of level seems to be an acquiring all expertise in all the different kinds of things that you can, do with kids during the time you have them indoors, outdoors, libraries of science activities, games, seeking songs, dancing, all the cool stuff and there’s a lot of things that one can learn to do and demonstrate that you can add those to the classroom.

 

Creative boom. And you could demonstrate I could leave creative with children, but then after you spend time at that level, there’s the next level about whether or not, you’re really doing what you think you’re doing.

 

I consent about deciding what do I wanna read to see children do over a course of a year, how do I want them to be how do I want them to change and then to see whether or not they’re really doing that. That isn’t just one or two kids, that’s everybody that I have is what I’m intending to do actually happening my behaving that way, and that to me is the step into what it means to be a professional teacher and the people who haven’t spent that time more could you see whether I’m really doing stuff. I recommend it to spend a time doing that and I think it takes a full year study for maybe two years of study, to really see that happened ’cause learning takes time.

 

And then if you’ve been to that you get into what it means to be a master and a master is somebody who’s the leader of a learning community and is involved in helping everyone else both teachers and administrators and the community and the neighbors of this school and the families and everybody to be come together for the benefit of each other to create a learning community. So this is what I wrote, and I have this all written out, but I’ve only put connecting to children up online because that’s the only one that that is accessible enough right away ’cause if you don’t understand that one, why would you be interested in the other ones?

 

And so, I put this up online and then run about probably a 1000 people through it, so I have some experience watching what happens to people do the first step of connecting to children and and which I call it the D levels and then A levels at the top.

 

So all the stuff again it’s a D And it consists of four modules, and this is what’s online and the menus on the left there, and so the guides are available everything’s available there to do that. So I’d like to run through what these modules do very briefly, spending some more time with Module D1, so you can kinda get a flavor of what this is.

 

What’s difficult about this is, this is constructive, as education. It isn’t anybody telling anybody what to do. I don’t tell anybody what to do with kids. They have to discover for it, they have to construct it themselves and if that’s how we want children to learn how to discover their world, then we ought to treat adults that way too and if we don’t treat them in a way that expects and trust that they’re gonna learn to get better over time, how can we expect that to happen to children, it’s incongruous it’s just crazy to me that happen, it doesn’t happen this way.

 

So part of this is the downloads and so that that exists and you can get them, they’re just here on the website. the top there is the values, and that’s the assignment sheets that are there for each of the modules, and there are four modules and they’re 10 assignment sheets in each one and so those are handouts that are there. And then there’s also this thing at the bottom here, which is the guide and that tells whoever wants to leave this, what to do in a whole session.

 

The left column is what the leadership framework, here’s what you’re thinking about in doing it. The middle column is what the sequence is for that particular meeting and the right column is what you’d have to prepare to get that happening. So this is all online, the overview. And everything I’m talking about is all they’re ready to use.

 

So what happens?

 

So here is the first one in expressing worth to children. If it can’t be really positive authentically, you can have a real hard time being an educator at any level. In fact, I think I liken being positive to how a mason use as a trowel. if you ever watch somebody lay bricks and what they do with their trowel and they put down it’s like, Wow, or somebody who does a plaster I mean that trowel is there tool that makes their living by doing that well. And the same thing with educators, you make your living really by being positive. And were the doing that well, so this is like where it starts, you have to get good at being positive.

 

So the way the structure works is there six investigations and the investigations happen in my structure. Once a week you met once a week to do an investigation, and to share that investigation and it takes about 45 minutes. So there’s this investment for people who wanna participate connecting to children to agree that I’m gonna meet with other people for 45 minutes every week and I’ll have my homework done.

 

Okay, so here’s the first homework and the first homework is to decide about what you value that children do. I’m not gonna tell you what you value.So it depends upon your culture where you live and what the kids are and what the age of the children are and all sorts of things but… So the deal is you decide what you value and right each of them down on a Post­It note, I collect then for a week collect 40 or 50 of them. Little things that happen that you see the kids do.

 

Okay, then this weekly meeting your job is to come to the meeting with you posted notes all organized in categories and label what the categories are. So I’m gonna show you this discussion, so let’s run that video.

 

You see that It’s kind of embarrassing, but this is the first time they’ve ever done this, and they’re sharing in a small group and of course everybody comes with their own thing and it’s all different. So, you begin to hear other people’s perspectives about it, and then you can talk about it, about what it means.

 

So that’s the first one, and the second one of these things is to write down 40 things that they hear other adults say the children during the week and come with this list of things and at the
same time, compared, read what the research shows about what teachers say to children in elementary school. There’s this big list of them is published about the approval responses and
disapproval, responses and you’re supposed to check off any of these things that you do during the week, yourself about some of the people who can check out the number of disapproval things that they do and then they talk about that. And so that happens. And then the next issue is to look at changing habits.

 

How do you do that? So we take this one issue about saying no, and don’t. And you’re supposed to check off mark, tally all week long, both at home and wherever you are, the number of times you say no or don’t. Just count ’em and then come and report about that. And then after people have shared those kinds of things, part of the meeting time is to have a large group discussion where you compile together, the leader helps compile on a whiteboard, what people’s conclusions are. In this particular one, there’s four topics because people have the issue about saying no what it means, stop, don’t. I can’t allow you or something, direct danger. So they have to figure out ways to do that during danger times. So this isn’t what they’re told. This is what these people said.

 

So what are the responses to when you say no, or they are, where do your habits come from? How can you change your habits?

 

So you could see the construction comes from the participants. Nobody’s telling them these things, anything so… And the next one is to look at being positive, with non­verbals. Do those things to kids without any direct verbalizing like “Good job” or do anything. Just do non­verbals for a week and see what happens to the children and come and report on that.

 

So here’s a video about the discussion that what came one time about the discussion about nonverbal. Okay, let’s run that.

 

You can see that people are a lot happier talking to each other, they really warm up because you’re talking a… Everybody’s on in the same investigation so everybody’s in the same head space, and you’ve got developed relationships with these people, because this is the fourth time that you met and it’s get comfortable and now you’re talking real stuff about life.

 

And then the next one is descriptions, and that’s talking about the three different kinds of descriptions, Narration descriptions and expansions and… And so, they just share those and the discussion after talking about just facts. My day went better, talking descriptively, is not intrusive, it freezes me, I am more present, I treat the children’s friends, so my relationships change.

 

So that’s the descriptions and then the last one is distribution. And so you have to keep track of what kids you’ve been positive, too. If you make a chart and all the kids that you get with these non­verbal or descriptions to those kids, you can mark them off. So here’s the description, video, let’s run that.

 

So you can get an idea about the personal investment that comes up with this. People are working on what they want to work on, they wanna be the best that they can be, they really care about children, we all care about children. And here is a time to invest 45 minutes a week so far, this is week six, and it’s just an exciting event to be involved in, so that’s the six ­investigations. And then the performance of understanding, can you prove to the world that you can be positive and make a difference to children in an authentic way?

 

So these two parts: First, is a project and here’s one from Zoey Family Child Care, and so it brings this slide show and shares it children were choosing to be alone, we know as the children were reacting frustrated angry when another child tried to play with them, we focused our attention energy on using positive words and actions in a attempt to change this pattern. We use non­verbal recognition of a big smile fist ­pumping up down, and the thumbs up, thumbs up in this picture of crucial say we’re all sharing a play.

 

No, when we saw children playing together harmoniously, we noticed is what they were doing, with the descriptions we worked diligently to keep our descriptions factual without judgement. Two kids splash in the Turtle, three children are standing in the tug, four children are using the picture at the same time, four children are carrying a stick across the yard five children are playing with water,­ dandelions and grass.after we use non­verbal recognitions and descriptions for a short time, a change happened in the children, we’re less frustrated with each other and begin playing together more often. And they were excited to tell us about it. One day watching were dancing, one of the meals excited. I look or dancing together.

 

The change also happened for the grown ­ups a toy family child care. The more we looked at the proposition children, the more joy, we experience in our day, both parents and children, enjoyed looking at the documentation poster of this story, too. So that’s one way, approve it. So there’s lots of different ways that you can… That people prove this.

 

And then the last part is the expression of understanding. So can you put this in some form that expresses in multiple intelligences, what you’ve learned here?

 

And this person did a collage, but the child is really the target, and the all the positives instead of the stuff at the top of the page. And so, here is an expression of understanding and the final  video and show this one.

 

So you can see there’s many different ways to do this, and  people do all sorts of ways.

 

So anyway, so that’s module D1… And they did a performance of understanding.

 

So D2 has to do with something different. This is playing responsibly and this is probably the most confusing of all the modules because what  has to happen has to be discovered. So first, you spend some time with working about what play is, and that’s if you wanna look at what that is, go to the page that I have called the stewardship of play, and it’s all about that. And then they look for children initiating play. So, we’re watching for your kids, okay? When do they start play? What do those play initiations look like…

 

And then in a third one is to try to play responsibly with children, so that you follow their initiations now that you know… o looking at what kids you’re playing with, can you play with every child that you work with and I if you ever take that chance on you end up with the kids that are hardest, the ones you don’t have the relationship with and those kids, nobody knows who they are, but then you have to find them, and so you take on developing a way to deal with the most difficult child, or children that you are facing, and then decide what you wanna do for this relationship that you have, and do a documentation about watching it what occurs taking photographs of it and so on.

 

And then the sixth one is to look at the values. Are you supposed to play all the time, or not? When do you play responsibly when don’t you play responsibly?

 

Anyway, so those are the six investigations, and then you have a project. And here’s a project of understanding.

 

My brothers Elijah age 4, Noah age two and a half, and I spent the weekend playing together, my mom had a yard sale sees mom began pricing, the items with colored stickers the boys took notice they were given a few sheets of their own, a student started placing them on everything in sight they began putting them on the shiny surface, of my mom’s brand new piano, her pride and joy. The neighbors are a pound on the keys and by over who got to touch which keys?  And I knew my mother would have a fit, a light bulb came on inside my head. I thought that, Okay, play.

 

So I started placing some of the stickers responsive play, I got the various keys and the boys moved all of their off the piano surface as onto the keys to… So now every key sported yellow, pink, green, and orange, pricing stickers instead of mom’s unblemished mahogany, Noah recognizing his favourite colour, yelled ‘Yellow’, I impressed the key Elia responded by shouting Green and press the green key. Then I copied them by saying Orange and playing that key.

 

after a few minutes of this. Elijah changed the game, so that he would play the yellow and the green, And I would play the keys that where white and play, play, play. Soon, no one wanted to turn playing your orange the green so they switch seats and we continued our game, it was so excited that they were able to get along so well. I respect my mother’s prize possession and explore the various sounds of the piano. Elijah, even helped Noah learn the three new colors. The best part is all of this was accomplished while having a lot of fun together.

 

This is one of the most significant events that ever happens in the development of features is this ability to send to change a situation that is difficult and to make it fun, it eliminates almost all the things that are people find as behavior problems, with young children is if you follow them and make it playful, for yourself and them. So that’s why this went so hard. It’s almost a spiritual learning that that it’s a challenge.

 

So there’s an expression of understanding of this kind of spiritual learning and this is what it is. And here, somebody did some statements about it plays like removing the cork from a champagne bottle we explode with possibilities. Response play from us is a key to finding out something new about each child or adult, even people we know very well. Laughter is universal language? Try it with everyone, that Look, you get be worth a million bucks. Those are expressions of understanding.

 

The next one is talking and informative­ly, Module three and this one The general sequence is to record what you say to children. No, this is recording  what other teachers say the children and classifying them, and they classify them on the basis of these function codes, which our direction and tutorials query information. Social and who knows what? And some of the things you do in your talk or demanding and some of the things are non­demanding.

 

So we go through and do that figure that out and then you look at using ways to get kids to do things which is a descriptive to sequence, in what you’re entirely informative and you go through steps to get to to do things that are increasingly a cruising the press, and then you self assess on your own talking about how much of the times are you directing children and how much of the time you’re talking informatively to children.

 

And then the six one is picking an activity for kids and vetting gathering all the vocabulary that you can, that goes with that particular play thing.

 

Okay, those are the six. And then this is a self­assessment that I guess I discussed that directions and information you set objectives for yourself what you would like to be able to do in two weeks after checking the number of your counts and then you see what happens, about your objectives or so the not anybody else’s objectives is your own, and then here is an expression of understanding the recording yourself.

 

I mean, a non­expression performance of understanding a project. Those are two cars, and then grade Cathy as the teacher says those are called Cadillacs . A blue one an a great one. Our car, is Parked next year school. I’ll show you when we get back from the gym.

 

You see each time this teacher is talking, is talking and formative. We don’t have a car now, ’cause it’s broke down. That happens to me sometimes and I have to ride the bus. Well, I have to walk everywhere, you must have gotten wet this morning, walking to school in this rain.

 

No, because I have good on my jacket. Queen says I wore my boots today that was smart, I wore sandals and got my feet wet. That proves that this person can talk informatively to children another way approve it is to write a letter to the parents talking about what it happens when you talk and informatively to your own children and then expression of understanding. This is a poem. Don’t tell me what to do, I can see what you do, don’t tell me what to do, I can see what my friends do, don’t tell me what to do, I know what’s going on around, don’t tell me what to do, I know what I need to do, don’t tell me what to do, I’m a smart person, who knows what to do, don’t tell me what to do.

 

So then the last was an initiative operation of perseverance, the three dispositions.

 

So for learning to if we really wanna prepare children for school and learning in their future years, the most important outcomes are the children take initiative to do things that are interesting. They cooperate with the other people and if stuff is hard, they stick with it.

 

Three basic dispositions to learn. So this one is looking for initiative.

 

You find out what initiative is by watching for and coming back and sharing with people, and then you look for initiative in her organized way in your classroom.

 

Then cooperation. You write down what the different kinds of cooperation, you think you’re seeing in your classroom, and then you come back and discuss it with people and you decide together what is cooperation and there’s a secret in in there that nobody tells people about about cooperation and the fact that when we think, as educators of about cooperation, we also include altruism, about doing nice things to people.

 

Most of the time, when you look at the literature about cooperation, altruism is not talked about, but if we build it ourselves altruism doing nice things, and cooperation areone idea and then you look for cooperation occurring. Who are the kids that are cooperating and who are not? And you keep a tally on that.

 

Perseverance is looking for the most, how long your most active child spends at a task with a stop watch on your phone. and then your sixth one is to look for kids who are having trouble sticking with a job and watching what happens and then for the project of understanding to do a learning story about cooperation of a perseverance and then a final expression.

 

So here, this final expression, is about the whole thing about the modules about doing them and a haiku It is one and some statements, these understandings feel like gifts. So I want to give everyone what the four modules have meant to people.

 

Kimiko Hirada did some paintings, she did a painting of what it was like working with children before she did these modules and then she did a painting of after doing these four, so this is… So this is 40 weeks of work. 10 weeks for each module, at 40 weeks is almost a year. That’s how long it takes to go through these things.

 

And so how long would it take to become good to change your habits to really become the kind of person you wanna be turning takes time and if to learn well, you need to learn to be doing things that you wanna do that, have the value for yourself, that you choose and you’re trusted and you get to do that in a cooperation with other people that everybody’s doing the same thing at the same time and nobody is telling you what to do, just exactly what to do with the children. but it gives you these tasks, these structured projects and this is what people say the enlightenment and awareness, I gained has been transformation to my life.

 

1000 people have been through this stuff and everyone who’s been through this as this is been amazing this has changed everything. Children are more capable than I first gave them credit for. I’m now able to step back, when a child asks for help and every single time they’ve been able to solve the problem on their own.

 

This is not only made me an effective and loving caregiver of the children in my class is improved in which my relationships with my son and my skills as a parent.

 

The change one makes as a parent, a changing yourself into a way that behaves in this more authentic the way is what children see, and that becomes their model for how to be and that’s the way these your children this person’s children, will tend to treat their children because they’ve made that shift.

 

So, the shift that one makes goes on through generations because it’s a cultural transformation and to a way of passing a way of being on it isn’t habitual that’s considered… That’s positive, that’s playful that’s informative and it’s attentive to the kinds of things that are valuable for people over their lifetime.

 

Four modules. This is another expression of understanding. This I felt before I started, after expressing warmth to the children, I felt myself growing as a teacher. D2 gave me strength. Talking informative. I began to grow flower bloods. Why there’s so much truth to that.

 

Now they’ve completed D4 attending the initiative cooperation perseverance. I have come in to blossom. This here, this is possible to do. It’s four 10 week times, and I just put up here teacher Tom, and those of you who know about teacher Tom, he went through the modules, then you can read his blog and he’ll talk about that every time and about what kinds of transformation occurred for him.

 

So let’s look at this. Early Childhood has limited resources. People don’t make enough money if there are resources added to a school or a care center to send people to school or to send them to conferences or to send them to workshops that costs X amount of money to go do that. And what happens to that money, right to it at his tuition, and pay for the workshop it pays for transportation to workshop conference or whatever, it’s gone. And hopefully something good has happened from it, but you usually can’t prove it. Was the performance of understanding were going to national conference, whatever kind of a conference. You know, they’re nice other and stuff, but there’s no performance of understanding what if instead we take resources and offer them a stipend.

 

You complete Module 1, with your performers of understanding… use , the six investigations to the performance of understanding, the guide who’s running this thing, for you
signs it off and you get cash to 10 weeks and roll in 10 weeks for the next study of playing responsibly possibly, and do those studies. And the two parts of the performance and understanding, cash, in your pocket. Module three is the same thing, cash in your pocket. And if you do the fourth one and get them all double cash in your pocket and look at how much that would cost for one person to be incentivized, bribed to go and take these four and to become transformed.

 

And they get excited, they get positive, they become marvelous with young children. The parents notice it, the school notices is, the directors notice it, the children. it’s right present it isn’t any place else, it’s a transformation of a human being into somebody who’s a facilitator of another human being. And it’s rewarded, and that money goes to the people and the guide… Whoever the guide is now. And I talked about that somebody’s a leader and whoever that is, and a guide is somebody who’s willing to run these 45 minute sessions and to follow the procedure that’s there on paper, what to do. How to think about it, what the assignment is, what to prepare and what the flow of the session is, and you think you ought to get some money for that?

 

So what if each person paid $2 per session? So if you had 12 participants, as a guide, you make 24 bucks an hour Say you had 14, now you’re talking real money.

 

And then $2 per session would only be an additional $80 at 40 sessions. So in the US terms that $580, that includes the paying for the guide and then because this is provable the people have completed the investigations, they have their proof, that they can do this in the project of understanding they have their expression of understanding. This is a real portfolio, this is a portfolio that actually has value to it, and they can transport that portfolio to another place. Another place, another place. They could probably even get college credit for it. You apply for it ’cause it’s all documented. And I think they deserve a raise to give somebody something there they’re good, they’re not just somebody up the street, “These are good. So people that children they ought to make more money than other people.

 

So you get a raise, it’s been a year, you get a raise. And I think it’d be nice if everybody could wear a lapel pin something that was proven. I’ve done the connecting to children.

 

So there’s my pitch.

 

Awesome, thank you so much Tom… So just before we let Tom go today, you just wanna check with everyone if there’s any questions that you have can cover those off before he heads off. Please feel free to get those questions through to us, and I’ll give you a moment.

 

So we’ve had some great comments Tom which I’m sure you’ll see , we actually kind of have a little look through the chat, lots of Thanks coming through at the moment. We will just hold off a couple more seconds. And so if there are any specific questions that anybody has It was an incredibly informative presentation. So I do feel like you probably touched on most of the bases there.

 

I’m glad you came everybody… And I know there’s all sorts of problems for things, but… So this is real stuff.

 

Awesome, so as you can see, just the stream of thank yous is coming through which is just what we want to see.

 

It is a… So, so it is on there, it’s free. I’m not making any money, Take it. Let’s make the world a better place.

 

So just a few more seconds, a perfect, so thank you very much, Tom, I will leave you to get on with your day, to thank you again for such an informative a presentation today, and we would just like to take a moment to have a quick chat with about Educa  So Educa is an online tool which make a child to learning more visible in this ability on Educate encourages insights from parents and input from peers through collaboration informs teachers and helps them make each child interaction, more personal and individual.

 

It was developed in New Zealand, and is now available worldwide.I Educa his help in 25000. teachers provide personalized care to 1­25­000  children.

 

Educa connects teachers, parents, and extended family in a private website. teachers right observations. Like our beautiful butterfly shown here, linked into any curriculum or framework guideline including your own.

 

It is saved to the child’s portfolio and shared with families in one click. Curriculum references provide learning contact for parents often leading to more candid conversation that are so crucial to improving learning outcomes, with Educa, we are creating the community around every child

 

On this page here you can see an example of Educa’s online planning space, which allows a linking into your observations. These are visible to parents providing an additional opportunity for a conversation to begin around each child and their learning.

 

Here, you can see our routines feature, which is used to record daily routines, which can be shared with teachers and parents instantly. This feature helps keep everyone in the loop at all, times.

 

Educa is comprehensive and can be adjusted to fit your process. How we get all online in one place like sharing easier linking evidence easier and it keeps you organized. Educa helps engage parents teens can collaborate and share a practice, and it provides meaningful time savings and a lot less paper,

 

If you’re not already a customer, Why not try us out and give our live support team a call, if you need our help, or perhaps you prefer us for private demo or even join a free online workshop.

 

Now again, we would love you to do in the conversation with Educa online by liking us on Facebook, joining our Facebook user group ,or following us on Twitter.

 

So once again, I want to thank everyone for coming along today , and if you just keep your eye on the chat bubble on your right-hand side, I will go ahead… shortly , and send across the survey where you can win a $25 gift certificate for simply filling out giving us your feedback and from there we can hopefully make these even better. Although that might be a tough job after Tom’s fantastic presentation today.

 

So thanks again and we hope to see you at another webinar very shortly.

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