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The belief of The Phoenix Cup is that we are responsible for filling our own cups, and people can’t empty your cups Coach's Column Paulette Maggiacomo June 4, 2020 Hi everyone, Transform Challenging Behavior 2020 was a virtual conference created by Barb O’Neill. She literally went worldwide in search of outstanding presenters in the early education field. Barb was the host for each session. The way she actively engaged with each presenter, I felt as if I was actually there! As I continue to work my way through the conference sessions, I am amazed at the quality of presenters and the knowledge I am gaining. It is so interesting to learn about different behavior management programs and how they align with Conscious Discipline. My toolbox is rapidly filling up and I look forward to sharing my insights with you over the summer months. Today I will speak about a program that knocked my socks off! Sandi Phoenix is the Director and Principal Facilitator at Phoenix Support for Educators in Australia. She spoke on Children Who Use Behavior When They Want Attention….or Connection. Her framework, The Phoenix Cups (a model for understanding human behavior) is based upon the work of Dr. William Glasser’s Choice Theory. It states that we are constantly choosing behaviors to meet one of our needs (to fill our cups). These 5 basic needs each have their own cup: Fun, Mastery, Freedom, Safety, and Connection. Very often the behaviors that challenge us come from a child having an empty cup. Sandi explains that if a child doesn’t eat or drink anything all morning then their safety cup will be empty and they are likely to be cranky and uncooperative by the afternoon. The child will attempt to fill up that empty cup using whatever skills they have at their disposal, including choices you may not like. The role of the teacher is to help a child develop the skills to fill their own cups. When the child has lots of skills at their disposal, then they are able to self-regulate. I know that I am preaching to the choir when I say that the secret of good teaching is to control the environment, not the child. By observation, you can determine what the dominant cup profiles are of your children and which tend to be empty. How can you use this information to: Alter your classroom environment from cup – emptying? Front load strategies to lead to less stressful days for you and your children? The Freedom Cup is the most difficult cup to keep full at school. Our children need time to explore and play, especially outside. Barb gave an example of what happens when there is a child who is running around the classroom – the teacher feels this is a sign of disrespect. What if we were able to re-frame this and think of this running around as a sign of a dominant Freedom Cup. How could we address this situation and fill up their cup? Right now I know that many of you are thinking: No way I am going to let this child run around my room! Have you ever seen a teacher chase a child and try to catch him? We all know how that turns out. How can we give these children more freedom? Sandi provided the perfect answer by suggesting that this child could be the Messenger. With another adult, have him go to Classroom A with a note, ask the teacher read it and send him to Classroom B and so on until the child has walked all around the building and has filled his Freedom Cup. When a child grows up in a home that has abuse, trauma, or a small number of high quality connections in their life, their Connection Cup is empty. This results in low self–worth. This child will also have a limited selection of skills to choose from in trying to fill that cup. What can we do to help this child? Sandi turns to Dr. John Gottman's research which shows that you need a 5:1 ratio of positive genuine interactions to 1 negative or 1 corrective one. Instead of saying, “How many times have I told you to not run?” Try this: Julie, you really wanted to be first in line. Remember, Joe is our line leader today. We use walking feet to be safe. I know you can be safe. Show me what to do if I want to get on line. You did it. You used your listening ears. You walked to the line. Sandi also suggests using micro-connections with the child: Giving them a thumbs up. Looking at them like you’re delighted to see them. Greet them warmly. Have a secret handshake. Have a one on one sustained conversation with them. To neutralize negativity, say what you saw and then ask a question. "You pushed Samantha so you could get there first. What could you have done instead?" The Phoenix Cup framework sounds very familiar to a popular ‘bucket filling strategy’. The belief of The Phoenix Cup is that we are responsible for filling our own cups, and people can’t empty your cups. How often do we hear a child say, "He made me mad!" As a teacher, we can teach the child the skills to fill their own cup, called Skill to Fill . When an environment fills all five cups there is little misbehavior. The teacher does not have to use stickers, reward charts, or other classroom management systems that reinforce people pleasing and not teaching the skills the children need. The children are able to fill their own cups and self-regulate. Isn’t that what we all want? As I mentioned in the beginning, this presentation touched my heart. I went to the website www.phoenixcups.com.au and did two things: I took the quiz to see what my dominant cups were and the results were spot on. Can you guess what mine are? Have fun and take the quiz! I ordered Sandi's book, The Phoenix Cups – A Cup Filling Story . Don’t freak out when the total comes to $50.00 – that is Australian currency! Based on the transaction rate of the day, my total came to $33 including shipping. I hope that I have tweaked your interest as The Phoenix Cup framework is another tool you can add to your tool box! Until next time, I wish you well! Back to Coaching Back to Newsletters

Tackling Tough Behaviors Coach's Column Paulette Maggiacomo June 1, 2021 Wow, once again, Barb O’Neill has outdone herself with the presenters she lined up for her virtual conference this year, Transforming Challenging Behavior Online Conference 2021 ! After reviewing the list of 21 presenters and topics, I knew that I had to start with Sally Haughey’s talk on Why a Sense of Wonder is Essential for Tackling Tough Behaviors Like Throwing Chairs . For those of you who don’t know Sally, she is the founder of Fairy Dust Teaching – an amazing site for early educators. My first year teaching high school I had a young man, let’s call him Joe, who did indeed throw a chair across the room. Granted it was a small room because I worked one on one or in small groups with Juniors and Seniors who needed to pass their Regents Competency Tests in reading and writing in order to graduate high school in New York state. Boy, I ure wish that I knew then what I know now. I did was I was taught to do. I reported Joe to my Principal and he was suspended for 2 days – definitely not one of my prouder moments. Had I listened to this video, I would have done things differently. You may be thinking, geez Paul, I work with very young children, what does this have to do with me? Let me tell you...today, I would have realized that Joe was exhibiting his frustration the only way he knew how and that he was missing the skills he needed to resolve his frustration. I would have wondered what in the world caused him to do this...I missed that completely. Fast forward 20 years and I see his older sister Lisa at a party. One thing led to another and our conversation steered towards Joe who was in the Marines and having a successful career. I brought up the infamous chair throwing and she told me that Joe was being teased by several members of the football team and was embarrassed to come to my class. Had I taken the time to wonder, and to speak with him, we could have resolved the situation differently. You see, I had not taken the time to get to know Joe. I was only out of college for 4 years and this was my first year teaching high school. I did not understand the impact of getting to know, truly know my students. Being only a few years older than they were, I had to walk a very fine line. I didn’t realize until later in the year that there was a stigma attached to attending my classes – you were labeled ‘stupid’ or ‘loser’. As luck would have it, the cheerleading coach resigned and I applied for the job. This opened a whole new way of connecting with my students – many of whom were athletes. We got to know each other on neutral ground. Simply because I changed my mindset to I wonder why ...why are kids being teased about coming to my class...why is my class any different than any other required class for high school graduation? By having these discussions, it led to a change in their mindsets which in turn led to an all-around positive change. I urge you to look at the child in your room who is exhibiting challenging behavior. Take the time to wonder, lean into that child and find out what it is that they need. Sending them out of the room to another teacher or to your Director will not change their behavior. By talking to them in a way that you would want to be spoken to can open up many new doors. Take the time to build that relationship and let the child know that you will stand by them no matter what. Don’t look to fix the problem but to instead deepen the relationship. Those of us in the field of early education especially need to remember the why …why are we here….it is because we make a difference every time we enter our classrooms. Please make the commitment to never lose your why or wonder …..I believe in you.😁 Until next time, I wish you well, Paulette Back to Coaching Back to Newsletters

Embracing the Science of Reading in our Early Childhood Classrooms | Tracie Wieczorek and Lesley Jennings | Teaching Strategies Embracing the Science of Reading in our Early Childhood Classrooms October 4, 2025 Tracie Wieczorek and Lesley Jennings Teaching Strategies Join us Saturday, October 4, 2025 from 9 am to 3 pm at the Vero Beach Museum of Art ! In this workshop, you will discover the science of reading: Compare and contrast instructional practices for teaching reading. Identify the five pillars of literacy in early childhood classrooms. Develop plans to incorporate language development and literacy learning in the classroom environment. This workshop is available at no cost to early educators in Indian River County! A certificate of in-service will be provided CEUs are available from FLAEYC Breakfast and lunch will be provided Join us for a chance to win workshop raffle prizes! This workshop is generously sponsored by: Indian River County Children's Services Advisory Committee PNC Grow Up Great iThink Financial Vero Beach Museum of Art Handout (PDF) Workshop Photos Back

Fine Motor Skills | Dr. Marianne Gibbs | Write Out of the Box Fine Motor Skills April 2018 Dr. Marianne Gibbs Write Out of the Box Handout (PDF) Workshop Photos Back

In the spring of 2019 the professional development workshop Big Ideas for Early Mathematics was presented by the Erikson Institute. Coach's Column Susan Roberts April 24, 2020 In the spring of 2019 the professional development workshop Big Ideas for Early Mathematics was presented by the Erikson Institute. The focus was on precursor skills which provide a foundation for future mathematical skills. An important precursor skill is sorting.This is a quote from the technical assistance handout the Childcare Resources coaches gave to centers after the workshop: Exploring sets “Sorting things into categories is one of the ways mathematics enters into our daily life. At “clean-up time,” children discover that forks and knives belong in one place, plates belong somewhere else, and glasses and cups belong in yet another place. As children and adults talk about what makes one set of things go together and why other things belong elsewhere, they are doing important talking… and thinking. Talking about attributes and qualities such as size, shape, texture, and color encourages children to look more closely at things. This also is a great way to develop children’s vocabulary.” - Erikson Institute Talking about attributes of objects, sorting and categorizing are skills parents can do with their children every day. These simple activities are not just busy work. They are helping their child develop important pre math skills. These activities also help with pre literacy and pre writing skills such as vocabulary development, visual discrimination, focus, critical thinking, and fine motor skills. Share these home activities with your parents: Ages 3 and under: Match color or shape of a limited number of objects. Start with one difference (ie, color) and then move on to two (color and shape). Use large blocks, balls, socks, plastic cups, etc. As your child begins to understand, add more objects and more attributes (ie, different sizes of blocks, different shades of blue) Ages 3 and up: Sort toys by various attributes such as books vs puzzles, blocks vs animals. This is actually called clean up time! Then categorize by specific attributes. People vs animals, blocks vs Legos, little books vs big books, etc. Categorize with objects such as buttons and beans. This presents lots of choices and makes the activity more challenging. Buttons can be categorized by color, size, number of holes, shape, material they are made from, etc. The divided paper helps to organize the objects. Beans can be categorized by color, shape, etc. An egg carton can be a useful sorting and storage container for small items. Remember: Talk all of the time, about everything, all day long! Small items that can pass through a toilet paper roll can be a choking hazard for children under 3. Always supervise children using small objects. Back to Coaching Back to Newsletters

Connect to Your Calling | Coy Bowles | Connect to Your Calling February 3, 2024 Coy Bowles Literacy and early education advocate by day, and multi-platinum music star by night, Coy Bowles has some pretty exciting things in store for us. Coy Bowles is probably best known as a guitarist, keyboardist, singer and songwriter for the three-time Grammy Award-winning Zac Brown Band. Hoever, off stage he is a teacher and parent blazing trails in the world of early childhood education. Join us to connect to your calling! Gain an understanding of the key factors in investigating the root causes of success or fulfillment Recognize the importance of the "Butterfly Phase/Window of Opportunity" for child development & the implications of that for teaching and learning Recognize the importance of a social-emotional foundation for every student Handout (PDF) Workshop Photos Back

How to Handle "Hard-to-Handle" Children | Dr. Maryln Appelbaum | Appelbaum Training Institute How to Handle "Hard-to-Handle" Children November 2017 Dr. Maryln Appelbaum Appelbaum Training Institute Handout (PDF) Workshop Photos Back

Diana , Family Support Specialist at Childcare Resources of Indian River Diana Pena Family Support Specialist Student Wellness | Family Support Joined Childcare Resources in 2021 Contact 772-567-3202 ext. 113 Back

Tiffani , Executive Assistant, Development Manager at Childcare Resources of Indian River Tiffani Atteo Executive Assistant, Development Manager Joined Childcare Resources in 2023 Contact 772-567-3202 ext. 102 Back

< Back Meet Nico “We searched for months for an affordable place to send Nico,” says Jaime, Nico’s father. “Finding Childcare Resources in our backyard was such a relief.” As Nico settled into his new classroom, his teacher quickly identified that he might be struggling and brought in Childcare Resources’ Wellness and Early Intervention Program. “Nico was a quiet kid,” said Jaime. “We never thought his quietness was because of a speech disorder until his teacher pointed out behaviors. At Childcare Resources, he worked with a speech pathologist. Speech therapy really helped him break out of his shell.” Nico went on to kindergarten in 2023, starting his next chapter with all the benefits that high-quality early education and intervention can provide. “Nico is shining,” says Jaime. “He loves to play soccer and run around with the other kids. Without Childcare Resources, Nico would still be the quiet kid in the corner that is afraid to talk.” Previous Next

The number of children growing up in financial hardship in the U.S. is drastically higher than is widely reported Coach's Column Amanda Gooch October 1, 2023 Over the last few weeks, we emphasized on our most recent technical assistance following our training with Kristen Balhoff. We have had multiple interactions on the importance of supporting neurodiversity in the classroom with a Brain Smart Start. Together we explored the role of adults during children’s significant “brain building” years. We discovered the positive impact of shifting our perceptions from unconscious reflexes and emotional reactions to conscious, wise responses. We also reviewed practical strategies to nurture a felt sense of safety. We are really enjoying hearing more and more success stories of how you have used our follow up technical assistance in the field. As we continue to move through our fall season, we wanted to include more in-depth conversations on our upcoming professional development day led by Tammy Pawloski, Professor of Education and Director of the Center of Excellence to Prepare Teachers of Children of Poverty at Francis Marion University. Tammy is an expert on children in poverty and will guide us as we learn more about bridging the socioeconomic needs of our students and the incredible role we all play in that progress. ALICE is an acronym for Asset Limited, Income Constrained, Employed, and represents the growing number of families who are unable to afford the basics of housing, child care, food, transportation, health care, and technology. These workers often struggle to keep their own households from financial ruin, while keeping our local communities running. The number of children growing up in financial hardship in the U.S. is drastically higher than is widely reported. According to the outdated Federal Poverty Level, 16% of children in the U.S. lived in poverty in 2019. Yet United For ALICE data shows that another 33% — twice as many — were also growing up in hardship, in households that earned above the poverty level but less than what is costs to afford the basics. To learn more from United Way and the ALICE in Focus Series, please click on the link below United Way: ALICE It’s going to be an incredible and interactive time at our next professional development day. We welcome Tammy Pawloski as she presents “Why Poverty Matters - How WE Can Matter More” on Saturday October 14th 2023. Together we will understand the potential negative impact of financial poverty on brain development and school and life success; redefine poverty as the absence of any resource (financial, socio-emotional, physical, cognitive, or spiritual) that creates barriers to school and life success; and take away authentic strategies for removing barriers that emerge when resources are absent. I can’t wait to see you all there. We thank you for your dedication and willingness to pour into the next generation through education as we elevate and promote the highest quality early childhood development and education in Indian River County. Wishing you the best, Amanda & Todd Back to Coaching Back to Newsletters

As adults we are often reminded how important it is for us to welcome gratitude into our hearts. Gratitude enables us to re-define how we view our lives Coach's Column Paulette Maggiacomo November 1, 2021 As adults we are often reminded how important it is for us to welcome gratitude into our hearts. Gratitude enables us to re-define how we view our lives; as the saying goes, it can turn that frown upside down . But how do we teach our children to internalize this concept? To answer this question, I looked to Dr. Becky Bailey and Conscious Discipline for guidance. Conscious Discipline is composed of 7 Powers and 7 Skills. In order to teach children the skills needed, the adult must first internalize the Powers. So I wondered which Powers relate to gratitude. The Power of Attention states that what you focus on, you get more of. Think of a flashlight shining on the positive behaviors that you see in your classroom. The constant mentioning of those behaviors results in more of them occurring. “Sam and Lily, you did it. You are cleaning up the mess. That is helpful.” “Toby, you did it. You gave Jackson a hug because he is sad. That was kind.” By constantly shining that flashlight on positive behaviors, children will begin to understand that when they are helpful and kind to people, those people are filled with gratitude. They will also begin to internalize the concept themselves. The Power of Love states that we are willing to see the best in others. This optimism that we project produces the hormone oxytocin in our brain which increases prosocial behavior. It allows us to see positive intent rather than negative intent. Some might say that it allows us to see the world through rose colored glasses. Use your positive intent to see that Nathan is upset and how can you help him. Use Describe, Notice, and Acknowledge (DNA): “Nathan, your face is going like this.” Pause and wait for eye contact “You seem angry.” “You were hoping to stay outside.” “You may walk like a robot or penguin to line up.” “Which do you choose?” “You did it, you walked like robot to lineup.” Are you willing to look at this child and realize that he is not a problem to you but a chance to help strengthen his skills? “Tyrone, your face is going like this.” Pause and wait for eye contact “You seem sad.” “You want Mom to stay. She has go to work and will be back at the end of the day.” (This is also a great time to show him the daily schedule and show him when his Mom will be back) “It’s hard. You can handle this. Breathe with me.” “Would you like to walk her to the door or wave from the window?” “You did it. You chose to walk her to the door.” “At Center Time, would you like to go to the Art Center and draw Mom a picture?” When you use this power to see the best in everyone, your children will feel safe and connected and are then ready to learn. Are you willing to see that when you internalize The Powers of Attention and Love you can transform common days into Thanksgiving, turn routine jobs into joy, and change opportunities to blessings within your classroom? I am filled with gratitude for all that each and every one of you do day after day in your classrooms. You are all superheroes to me. As always, until next time, I wish you well and may your heart be filled with gratitude……shine on. Paulette Back to Coaching Back to Newsletters