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Way to go Ilse Wilson!!

We are proud to announce that our very own Ilse Wilson was featured in the recent edition of the national Teaching Young Children Magazine! We are grateful for our involved, contributing members and for all they do in the pursuit of supporting our youngest learners! Way to go Ilse Wilson!!! June/July 2015 - Vol. 8, No. 5 | National Association for the Education of Young Children | NAEYC TYC | Teaching Young Children Magazine

Meet the New UAEYC Governing Board!

July marks the beginning of the new term for the UAEYC governing board. As we start the new board term, we heartily thank Rhonda Dossett (Vice President), Mills Snowden (Treasurer), Rebecca Mikkelsen (Student Liaison Co-Chair), Mary Matthews (Student Liaison Co-Chair), Trevor Hicks (Northern Utah Member Rep), and Sally Schramm (T.E.A.C.H. Advisory Chair) for their service to UAEYC and to the early childhood education community over the past year. We welcome Ilse Wilson (Treasurer), Debi Evans (Secretary), Kim Rice (Accreditation Co-chair), Leah Stanton (Northern Utah Member Rep), and Connie Wang (Public Policy Chair) to the board as they begin their terms of service. Here are the UAEYC Governing Board members for the 2018-2019 year: UAEYC Executive Board Jared Lisonbee, President Jared is the Research Analyst at Utah Community Action Head Start in Salt Lake. Kathie MacKay, Vice President Kathie is a faculty member in the College of Educa

Classroom Management Should be Easier than Herding Cats

By John Funk Current research indicates that the two top factors in curtailing negative behavior in the classroom are nurturing positive relationships with the children and providing high quality supportive environments (classrooms). (1) After years of supervising pre-service teachers, I understand fully how critical supportive environments are in our early childhood classrooms. In the current collaboration between the University of Utah and Granite School District, we use the ‘Big 8’ format for classroom management. (2) Those eight strategies include: Expectations: Teaching and stating clearing the expected behavior. Attention Prompts: Having signals or prompts to get the children’s attention. (“When you hear the train whistle, stop and look at the teacher.”) Proximity: Being close to the children (not calling across the room) when giving directions or encouraging positive behavior. Cueing: Tied closely to expectations, cueing draws

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