Classroom Organization

Sensitive and responsive interactions (Warmth toward children)

Warm and responsive tone

Eye contact

Physical affection (Hugs, pat on back, high five)

Position self at child's level

Warm greetings

Active engagement in play

Modifications or support offered by the teachers for children with learning disabilities, delays, Dual Language Learners

Sign language, pictures cards, gestures

Speak in similar sentences

Use child's home language (Spanish/English)

Communicate to ensure all needs of the children are met through the day

Teachers collaborate in a positive way

Follow classroom schedule/routine

Share information with allied professionals who are working with the children in the classroom

Provide information about social-emotional development (Milestones)

Provide strategies to promote children's social-emotional development, prevent challenging behaviors, or address other behavior concerns

Teachers indicate when there is concern about a child's social-emotional development or challenging behaviors (work with the parents to collect information when more intensive support is needed)

Provide community resources related to children's social-emotional development (mental health, parent meetings)

Teachers work together with parents and other mental health support toddlers with significant behavior challenges

Provide families with information about what's going on the classroom (Newsletters, Class Dojo, parent board, holidays, class activities)

Strategies for promoting family involvement in the classroom (Parent Meetings, Male Involvement)

Different modes to communicate with families (Email, Notes, Phone calls, translate for families.