Feeling capable and having confidence are rooted in a child's self image and the feeling that he can have an impact on his world.

We look for opportunities to support the child so he can flourish and develop independently.
A morah will do things with a child to demonstrate an activity and share the experience.

Brexton was helping set up the snack tables by bringing chairs.  He went to get one from the home living area and realized that he was in an interesting spot.

Brexton: Morah Katie help me?

Morah Katie: I have a suggestion Brexton. Please put the chair down, step off the home living floor and stand by me. Now what do you see?

Brexton: I can do it now.

Morah Katie: You are doing it. You are carrying the chair safely to the table so your friends can eat snack.

This week in class we are expanding our exploration of our world by taking a closer look at plants and animals.

Moshe and I were talking about animals and discussing the difference between a vertebrate (an animal with a backbone) or an invertebrate (an animal without a backbone). We discussed the 5 types of vertebrates. 

Moshe then independently played a sorting activity to demonstrate what he gained from the conversation.

This approach to lessons teaches the child how to do something, while reinforcing the teacher/child connection, and builds the child's confidence by providing the child with an opportunity to process and examine their ideas independently.

Our focus is on experience, process and understanding.
The conversations that occur, and the internal learning the child has from an uninterrupted experience lays the foundation for future learning.

Gwen was intrigued by the earthworm activity.

Morah Jillian and Gwen named the colors in the pattern for the earthworm activity.
Gwen began to place the orange and purple beads on the pipe cleaner.
As Gwen finished her worm she noticed her beads did not match the pattern card.
Gwen: They don't match.  That's ok. I'm done.
Morah Jillian: You noticed your worm looks different from the card.  You really worked on your worm. You put a lot of orange and purple beads on the pipe cleaner. You are ready to put your name on it.

Giving positive feedback about specific things that a child has control over, like hard work or perseverance acknowledges and builds her self image and confidence.

The goal is for the child to keep trying, practicing, improving, and for him to learn that when he works hard, he can accomplish his goals.
Evan wanted to make an earthworm.  He chose his pattern.  He placed a color bead on each matching color on the pattern card.  He put the beads on the pipe cleaner.
Morah Katie: You lined up all the beads. That took a lot of patience and effort. 
Evan: Yeah. Now I'm going to glue the eyes on my worm. You know... I did one yesterday but I didn't  finish it.  I did today.
Morah Katie: Today you did finish it. You wanted a worm and you made a worm.

Encouragement keeps a child feeling positive and motivated.
It also gives him an inner voice that will help him to encourage himself.
We have sayings in class we can hear the children say:

Practice makes better

We learn from mistakes.

I'll try/Let's try together

I did my best

He is still learning/she is still learning/we are ALL still learning.

Moshe saw that Hugo was beginning to carry the chair unsafely.
Moshe: He is not going to be safe like that.  
Morah Katie: You are worried about him.   What could you do to help him?
Moshe: He is still learning.
Moshe reflected and stated something he hears in the classroom, he then acted and reminded Hugo how to carry chairs safely.

Snack was over and friends were washing their plates. There was a line.

Hugo dropped his snack plate while waiting in line.

Evie: That's ok.

Zoey: Ooopsie. You made a mistake. 

Hugo picked up his plate.

Practice makes better is another statement our friends hear a lot.
Shoshi is one of many friends who are practicing unbuckling their bike helmets.
We encourage them to give it a good practice squeeze because one time it will be their fingers that get it done and not the morahs.

Encouraging words such as "you can handle this/you are capable/you got this/you are important
plant seeds for a child's internal voice to encourage and motivate him later when he needs it.

Brexton was working on putting his shoes on.
Brexton: It's hard.
Morah Katie: You can do it. You got this.
Brexton kept at it.

When our friends encounter frustration, or strong emotions our empathy helps them to recognize they are capable of moving through it.  We notice and acknowledge their feelings in the moment.  We assure them we see them, and we know they are more than what they are feeling right now.

Lael had been wanting to create the shell craft.  Other children kept getting it before her. She began to cry. 

Morah Katie: Lael you want to decorate a shell.  You feel frustrated you have not had a turn yet.

It can be frustrating to not get what we want.  I know you want make that craft.  Let's take some deep breaths. You can handle this.  

Lael took a breath.  

I asked her what else she could do to help herself feel better.  Lael looked at the shells.  I mentioned I saw her playing with play dough, and the sensory boxes, and I know she likes to paint. Lael took  a deeper, calmer breath. She chose the land animal sensory box.

It is not always possible to remove the source of a child's frustration.
We can express our compassion and assure them of our belief in their ability to handle the situation.
Our friends will become frustrated and disappointed.
Our consistent and unconditional understanding help them process and move through their strong emotions.

These are some of the ways we help our friends build their self-confidence, resourcefulness, and grit.