This is a little tricky for me as I am not in a classroom, however, the video touched on a point-inspire possibilities. This hit home because I am currently working with my team to move away from things that have a set goal or outcome. Jocelyn's point about having multiple answers to one question is something I am passionate about, as I hate feeling like children are put into boxes. (Thank you for the book suggestion, Amber). Just this morning I got a list of Amazon requests from a teacher; their class is doing a study on roads. They wanted road washi tape, to which I said, no, we have tape, let them draw their own roads on the tape. I think when we think of materials, our grown-up brains think there is only one way, but a child can come up with so many more if we let them!

My older toddler room is looking to revamp for the upcoming year. The current issue is there is running. The challenge is to make areas that don't great a open "highway" in the room as that is the invitation to run. Thank you for the resource!

Transitions from free play to another aspect of the day is a bit of a challenge. Some children want to keep playing, others are cleaning, and then there are those that use the time for attention seeking behavior. I noticed that my staff are inconsistent with giving countdowns or playing a clean-up song. I focused on one room and did some modeling for them. For example, instead of saying, there are 5 mins left for clean-up, I chanted it. Then, when it was time to clean up, we played a clean- up song from YouTube. It was from Gracie's Corner. We also used the song as "see who can clean the fastest" game. We saw some shifts, and discovered what could be done to help improve this transition.

@Julie Nelson planning is important because it can makes the transition go smoother and faster. Long wait times just lead to opportunities for children to find ways to entertain themselves in not so pro-social ways, adding to teacher stress.

@Stephanie Riley consistency is the key as it leads to a routine, in my opinion.