Mar 282014
 

Let’s take a look at some of the highlights and special moments from our OCP classrooms this year.  First, a visit with the Chickadees and Larks…

Chickadees – Birthday Branch

To honor each child on his or her birthday, our Chickadees’ teacher Kate has created a “birthday branch” that hangs prominently in the classroom. On a child’s birthday, all the classmates help decorate a piece of wax paper secured by an embroidery hoop. They use paint, feathers, glitter, and objects they’ve gathered in their nature boxes, like leaves, flowers, and grasses. Kate then hangs the hoop from a string attached to the child’s picture (labeled with a birthdate), which hangs from a branch. By the end of the year, all the children will have a decorated hoop on the branch–and the classroom will have a beautiful display of all their special days.

 

 

 

 

 

 

 

 

 

 

 

 

Larks – “Daisy”

This year the Larks welcomed a new member of their class – Daisy the Dinosaur, a “for real pretend” pet!  She arrived in a glacier that Ms. Shannon’s friend Professor Higgins found at the South Pole, with these instructions: “You will need to care for her with gentle hands and kind words.”  After she melted out of her icy enclosure, Shannon asked, “What do you think of our new class pet?”  Replies from the Larks:

“I love the pet!”

“We can make the box her home.”

“What will be the dinosaur’s food?”

“You have to be careful with her; she is shy.”

She quickly became a fun and beloved friend, as well as a great way for the Larks to talk about what living creatures need to stay healthy and how to care for ourselves and others.  To care for Daisy the Larks have four helpful tips to follow; she must: #1 eat veggies, #2 drink water, #3 potty at school daily, and #4 take a rest in a cozy habitat each day (which was lovingly decorated by the Larks!).

Each student had a chance to take Daisy home for the weekend and introduce her to their family.  They also took home a journal to record their adventures with Daisy.  Activities Daisy participated in while visiting the Larks’ homes included:

Cooking dinner, playing, meeting family pets, riding in the car, dancing, learning how to brush and floss her teeth, eating breakfast at the Waffle House, visiting Fernbank Museum (rock climbing and seeing other dinosaurs!), napping, reading books, eating fruits and veggies, singing, swinging and playing on the monkey bars, doing gymnastics, playing in a tree house, going trick-or-treating dressed as a DAISY on Halloween, watching a puppet show, going grocery shopping, playing soccer, visiting the library (where they checked out dinosaur books), taking a bath, enjoying movie night w/ hot cocoa, learning about ‘Face Time’, playing dress-up, going to Athens, GA, for a trapeze performance, attending a birthday party, taking a road trip to North Carolina, meeting lots of relatives, going on a pajama walk, going to a pageant rehearsal, attending Festivus, and visiting the Atlanta Zoo (where she saw tigers, pandas, a komodo dragon and lots more animals).  Whew!

 

Daisy’s arrival

Daisy at the Zoo with the Sumatran tiger

Feb 222014
 

by Betty Wood, OCP Director

Interwoven throughout the history of the evolution of cooperative preschools is a core belief system founded in the natural rights of the child and the responsibility of parents to ensure a proper education.  Cooperative preschools have traditionally followed a humanistic developmental model influenced by  the early education philosophies of  Comenius, Rousseau, and Pestalozzi.  As early as 1628 Jan Comenius emphasized teaching children under the age of six the basic foundations of learning through structured play.  Early childhood education was so critical to the child’s preparation for higher learning that Comenius strongly proposed that teachers of  preschool children should be better educated and earn higher salaries than teachers of older children.  The child’s education originated at birth according to Jean Jacques Rousseau  who wrote the well-known Emile in 1762. The adult’s role in the child’s life was to facilitate the learning process in response to the child’s own interest in the natural world.  Like Rousseau, Johann Heinrich Pestalozzi, a Swiss schoolmaster in the early 1800s, viewed education as the gradual unfolding of the child’s innate ability.  Parents and teachers were instructed to encourage the child to discover his unique abilities through observation and investigation of nature.  Outdoor explorations were incorporated into the daily curriculum and brought indoors for further exploration.

Two of the earliest models for cooperative preschools in the United States emerged from Utopian communities which established play schools to care for children while parents worked.  Robert Owen’s Village of New Harmony, Indiana was founded in 1826.  New Harmony emphasized teaching the children to be socially cooperative in their play while becoming independent thinkers who were responsible for their own actions.  Brook Farm, founded in Boston, Massachusetts  in 1841, provided a cooperative preschool for its children in which both fathers and mothers rotated the responsibility of assisting the preschool teacher in the classroom.

Friedrich Froebel was instrumental in developing German kindergartens based on Pestalozzi’s theory during the 1840s and 1850s.  His influence on cooperatives in the United States was introduced by German immigrants in 1848 and further developed by William and Eudora Hailmann from the 1860s through the 1890s.  The Hailmann educational philosophy centered around the child’s natural ability to learn through play in the classroom, on the playground, and in the garden.  The teacher’s role was to facilitate learning through self-realization and self-control, preparing children for becoming well balanced adults.  Reading, writing, and ciphering were consciously excluded from the curriculum. Mothers and older sisters were expected to work in the classroom with the teachers.  Parent participation was valued in that the Hailmanns believed that just as children need a circle of friends in kindergarten so do the mothers as they learn to work with the teachers in the joint education of their children.

As the mother’s role in education became more recognized, mothers gained confidence in their ability to influence the course of their children’s education and organized to found the Congress of Mothers in 1897 which later became known as the Parent Teachers Association in 1924.  By the end of the nineteenth century the fields of education, psychology, pediatrics, and health were becoming more organized as associations with an emphasis on the welfare of the child. Increased numbers of middle class, educated families had come to recognize kindergarten as a socially accepted institution which provided mothers an opportunity to extend their domestic roles to the community by volunteering to assist teachers in the classroom in the education of their children and/or organizing and raising funds for the good of the children in schools.

The first schools in the United States to identify themselves as cooperative preschools were established in 1915.  Northside Cooperative Nursery School was founded by a neighborhood  community in Pasadena, California and The Chicago Cooperative Nursery School was founded by faculty wives at the University of Chicago in Chicago, Illinois.  In both schools parents maintained the buildings and grounds, elected a Board, participated in the classrooms one day each week, and met for parent education classes one afternoon each week.  As the Chicago cooperative developed, University education and home economics students worked as interns and the cooperative emerged into a laboratory school serving the University.  By 1943, twenty eight additional cooperative preschools were founded in the states of  Arkansas, California, Connecticut, Indiana, Louisiana, Massachusetts, Maryland, Michigan, Montana, New York, New Jersey, Pennsylvania, Virginia, and Washington.

As the number of cooperative preschools grew in the 1950s and 1960s, independent cooperatives formed councils of cooperative preschools to share information and to provide professional support.  Montgomery County Council of Cooperative Nursery Schools was established in Maryland in 1943.  In 1948 the California Council of Cooperative Nursery Schools was established and by 1960, there were more than one thousand cooperative preschools in the United States. The American Council  for Parent Cooperatives was established in 1960 which later changed its name to Parent Cooperative Preschools International when Canada and New Zealand became part of the Council in 1964.

The years between World War I and World War II, 1915-1945, brought significant changes in families in the United States.  During both wars women joined the workforce or continued their education while learning to depend upon extend family or neighborhood women to assist in the care and education of their children.  Gender role expectations had begun to shift.  The 19th Amendment gave women the right to vote in 1920.  By 1930, less than half of the United States population lived on farms with extended families.  The general public was becoming increasingly informed in the theories of  parenting and education as names such as Freud, Watson, Gesell, and Erickson were prominently featured in articles in Parents Magazine.

The post-war period, following World War II, in the United States held the promise of a bright future for families.  Veterans were attending college on the GI Bill and purchasing homes with low interest GI mortgages.  Birth rates increased and families migrated to the suburbs.  New and better appliances replaced routine household chores. Women who had worked outside of the home during the depression out of necessity and during wartime out of patriotic duty had lost their jobs within a few  months after the end of World War II.  Dr. Benjamin Spock, popular pediatrician, advocated permissive parenting practices based on the needs of the child.  With rapid changes in the family structure and in women’s roles, many mothers and wives felt displaced, inadequate, and incompetent.   Parent cooperative preschools provided a social support network which met familial, personal, and professional needs during this time.  Women who participated in cooperative preschools increased their parenting skills and acquired new skills as they chaired committees and organized fundraising events.  As fathers and mothers worked together for the benefit of their children in parent cooperative preschools, gender role expectations in parenting underwent significant changes.  Fathers learned to become nurturers and educators of their children under the guidance of the teachers and other parents in the community while mothers became organizers and policy makers in their committee responsibilities and service on the Board of Directors.

The tumultuous 1960s and social response to the Viet Nam War further influenced the social perception of gender role expectations and family structure in the United States.  Many families chose unconventional family structures that paved the way for the various demands placed on young families in the later part of the 20th Century.  Now in the 2000s, families enjoy the freedom of structuring their families to meet the financial and parenting needs of the family.  Cooperative preschools continue to meet the needs of families who want to actively participate in the nurturance and education of their children while pursuing their careers.  Today, flex time for both parents and the socially recognized role of either the father’s or mother’s choice to be a stay at home parent while the children are young, lends itself to parent participation in cooperatives where both parents and children develop social values and skills which contribute to a life-long commitment to community responsibility.

 

(Statistical information and historical facts are based on accounts from “It’s the Camaraderie” A History of Parent Cooperative Preschools. Dorothy W. Hines, Ph.D. 1998 Center for Cooperatives, University of California)

Meet the Teachers

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Jan 082014
 

We asked each of our teachers three questions to find out a little more about their classroom. Read on to hear their answers!

Kate Lesser – Chickadees Teacher

Q: What is one of your favorite classroom activities that you find yourself returning to year after year?

A: Process over product is a fundamental standard of the OCP curriculum.  One of the most rewarding experiences I have is watching the Chickadees in the process of cooking, whether making applesauce or making our Harvest Soup, all steps incorporate the aspects of science, math, sensory, social, etc. From washing to chopping to pouring and stirring it is a holistic activity that truly validates how much process means to them as they exhibit focus, attention, patience, cooperation and tranquility as the process evolves.

Q: At OCP the parents are the assistant teachers in the classroom.  As a teacher, what do you enjoy the most about this?

A: Aside from the invaluable assistance the parents provide from obtaining items I may need to the essential daily cleaning of the room, I must say the best part is witnessing the parents’ voices and body language change as the year progresses.  For some, this may be their first time in a preschool setting. Many parents are hesitant to say or do anything initially, afraid they may say or do the wrong thing, but as time evolves they begin to see the value they bring to the classroom as part of the learning and growing experience with the children.

 Q: One of the reasons many people come to OCP is the feeling of community that is built here. Can you give an example of how that affects the children in the classroom?

A: Just as fostering the nido environment in the Chickadee classroom is an essential component to the Reggio philosophy, so too is it most essential to foster the nido environment for the entire OCP community. The children continuously witness the parents’ devotion and commitment to OCP and families which provides a tangible component to their sense of security within the community and thus within the classroom.

Margie Ashe – Wrens Teacher

Q: What is one of your favorite classroom activities that you find yourself returning to year after year?

A: It’s always amazing to me that simple activities are always a hit, when those you put a lot of planning into sometimes flop. Play doh, gak, and cardboard boxes never get old.

Q: At OCP the parents are the assistant teachers in the classroom.  As a teacher, what do you enjoy the most about this?

A: I love the variety that comes from having a different assistant teacher every day. It’s so interesting seeing how different personalities and talents change the tone of the classroom from day to day.

 Q: One of the reasons many people come to OCP is the feeling of community that is built here. Can you give an example of how that affects the children in the classroom?

A: One of my favorite aspects of OCP is watching so many bonds form throughout the year. Children are not only forming relationships with other children, but with the parents, siblings, and sometimes grandparents of their classmates.  My daughter (almost 10 years old) only sees her OCP friends once or twice a year, but they pick up right where they left off. In fact, on the first day of 4th grade, she and another OCP alum, held hands and marched into their new school together.

ReLiang Tsang – Owls Teacher

Q: What is one of your favorite classroom activities that you find yourself returning to year after year?

A: While this is my first year at OCP, I enjoy classroom activities that are inspired by the changing of the seasons.  For example, in the fall and spring, with the arrival of that brisk, breezy weather, I love for the kids to experience the joy of flying kites, so we’ll build an assortment of kites.  And they have an opportunity to learn about and enjoy the wind!

Q: At OCP the parents are the assistant teachers in the classroom.  As a teacher, what do you enjoy the most about this?

A: I enjoy having the parent teachers share their expertise with the children, whether it’s cooking or singing or gardening.  It adds a nice dimension to the class.

 Q: One of the reasons many people come to OCP is the feeling of community that is built here. Can you give an example of how that affects the children in the classroom?

A: My experience, so far, is that there are many families who are long-time members of OCP.  They have been part of this community for many years.  There’s a shared history that the children are a part of, which, I see, contributes to their solid and caring friendships with each other.

Susan Diamond  – Sparrows Teacher

Q: What is one of your favorite classroom activities that you find yourself returning to year after year?

A: One favorite activity I have used for years is the Box of Mystery.  I put something in a box and it is passed from child to child.  Each child shakes the box and guesses what is in it.  The children love doing it!  I love hearing what is on each child’s mind.  What is in the box is really irrelevant; it’s more a revelation of what the children are interested in.

Q: At OCP the parents are the assistant teachers in the classroom.  As a teacher, what do you enjoy the most about this?

A: Having parents in the classroom is what really creates the community of our school.  I get to know the whole family, not just the child.  The parents get to know their child’s teacher and their classmates.  The children feel comfortable with the parents of their friends.

 Q: One of the reasons many people come to OCP is the feeling of community that is built here. Can you give an example of how that affects the children in the classroom?

A:  I have always felt that a small, cooperative preschool with parents present in the classroom is the logical next step for a young child beginning to explore the world beyond their family.  The child can really know and be a part of a community where they are familiar with not only their teacher and classmates but the families of their classmates as well as the other teachers and students.  This is not a big, overwhelming experience for a young child but a warm and comforting community.

Shannon Staton – Larks Teacher

Q: What is one of your favorite classroom activities that you find yourself returning to year after year?

A: I love to talk about machines with young children. They have such great ideas of how machines work and what they will find when they open them up.  Every year our family gets light up cards that sing to you when they are opened. Once my family is finished with having it sing over and over again at home, I bring it into the Larks classroom and pose to them a question, “What do you think the machine that makes this card sing looks like?” I try to keep my question to them very simple so that I don’t give them ideas about what the “right” answer would be and because they have little experience with taking apart machines they are often very curious and not certain about what they will find inside. Once we have talked about and drawn what we think it might look like we open it up and find out. Of course then we talk about what we notice and what we were surprised to find. Then we start wondering: “I wonder if the machine needs that button to work.”  “I wonder why that wire is blue.”  “I wonder what would happen if we took off that piece.”  And we let the children’s wonderings take us forward in exploring the machine. Right now I have a card sitting next to me just waiting to sing to this year’s Larks and let new minds wonder about it and how it works.

Q: At OCP the parents are the assistant teachers in the classroom, at least part of the time.  As a teacher, what do you enjoy the most about this?

A: I enjoy giving parents the opportunity to experience time with their child in a learning environment. I love it when a parent comes to me at the end of the day and comments on how amazed they were with how curious and intellectual the students are when answering questions. It is a real gift to get to see your child and their classmates as learners and I enjoying watching parents receive that gift.

Q: One of the reasons many people come to OCP is the feeling of community that is built here. Can you give an example of how that affects the children in the classroom?

A: For me creating a classroom community is the most important role I can facilitate in the classroom. It is exciting at OCP that the classroom community includes not only teachers and students, but also parents and grandparents. When parent teachers are in our class, they can really feel how much all of us care about one another. I enjoy hearing students use the language of our classroom community in our class and also taking it with them home. I always find it heartwarming to hear four year olds asking daily, “I notice you are sad.  Is there anything I can do to help you feel better?”

Ann Macdonald – Larks Teaching Assistant

Q: What is one of your favorite classroom activities that you find yourself returning to year after year?

A: Being my first year at OCP I am most excited to share my love of art with the Larks.  I have introduced a program I call “Meet the Masters” where a ‘master artist’ visits the class, shares a brief bio of themselves and the Larks then create their own art inspired by the artist.  I try to make this experience as organic as possible by creating simple paper bag puppets of the artists to give the children a point of reference.  I share several examples of their work and we talk about their techniques.   So far the Larks have been exposed to Matisse’s collage, Seurat’s pointillism, Andy Warhol’s Pop art, and Frida Kahlo’s self portraits.  It’s amazing to watch the children respond to the artists and they truly are able to retain a great deal of their newfound knowledge. I feel that exposing the children to art at a young age can have a very important impact on their appreciation for art throughout their lives.  Also, I am inspired by their excitement!

Q: At OCP the parents are the assistant teachers in the classroom.  As a teacher, what do you enjoy the most about this?

A: As the Larks Teacher’s assistant I am in the rare position to work in the classroom without a parent teacher present.  With that said, I have had the chance to substitute and have worked with a parent teacher in those instances.  What I enjoyed most is that each experience is different, and each parent brings something new, exciting and their very own to the day.  I can see the positive impact it has on the children and I feel it is such an incredible opportunity for all involved!

 Q: One of the reasons many people come to OCP is the feeling of community that is built here. Can you give an example of how that affects the children in the classroom?

A: One experience that sticks out in my mind is our donation to the Thankful Baptist Church food bank.  The day that the Larks delivered the canned goods that we had collected was just a beautiful day!   The Larks proudly and very carefully loaded the goods into wagons and navigated down the hall and over to the church all by themselves.  Once inside the children helped stock the shelves.  Each Lark took the job very seriously and I think that they all were able to grasp the importance of what they had done.   It was sweet to see Larks donating some of their favorite foods, like pasta, as they were eager to share their favorites with those in need.

Dec 012013
 

by Nan Schivone

OCP families have had a fantastic time hiking together this fall.   There is nothing quite like the combination of fresh air, abundant nature and light exercise.  Children are encouraged to enjoy the outdoors at their own pace.  Grownups are encouraged to slow down and either engage with, or simply observe, their child’s free exploration.

One of our six guiding principles at OCP is that nature is revered and integrated into many aspects of the child’s experience at school.  In keeping with this, our green curriculum is based on three intentions: to help children feel a connection to nature; to encourage curiosity about the natural world; and to demonstrate ways to be environmentally conscious. OCP green family hikes offer an opportunity – and a simple reminder – to make time for nature reverence and integration into life outside school.

In his book Wild Play, environmental educator David Sobel discusses the useful concept of talking locally.  In essence, this is talking to children about nature, paying attention to their words, especially metaphors, and then helping children apply those same ideas in other contexts.  Sobel posits that these conversations making connections with nature, using children’s own words, are a critical part of environmental education.  Family hikes are a perfect way to provide these primary experiences of nature that are so important to talking locally.

Here are five kid-friendly hikes in Metro-Atlanta where you can walk among tall trees, view mountains and mighty rivers, listen to birds, get muddy, inspect insects, wade through creeks, climb rocks, skip stones, collect pine cones, or simply breathe in fresh air.

(1) Clyde Shepherd Preserve

Logistics: Park at the intersection of Wood Trail and Pine Bluff.  Head down the Hardwood Forest Trail and make a loop connecting to the Wetland Meadow; and then at Indian Rock, take the Pine Forest trail to the Creek Trail, looping around to the start.  The entire loop is about 1.5 miles and weaves through several types of ecosystems with loads of opportunities to climb rocks, build forts, and watch for birds, turtles, etc.  There is a wonderful bamboo grove in between the South Fork of the Peachtree Creek and the Beaver Pond.  The trail is not stroller friendly and can get very muddy.  Parking is free and there is no entrance fee.

http://www.cshepherdpreserve.org

 

(2) Stone Mountain, Venable Lake loop

Logistics:  Park at the children’s playground.  Head down the white Cherokee trail past the fence at the end of the playground and loop around Venable Lake from the south, staying on the white Cherokee trail. Turn left on the orange connecting trail, circling the lake and heading back towards the children’s playground.  The total distance is around 2 miles.  There are interesting trees, mushrooms, insects, gentle sloping trails through the forest, a gurgling creek with tiny waterfalls, views of Stone Mountain, a serene lake, and an old stone chimney.  It’s not stroller-friendly.  The children’s playground is a great place to hang out after the hike and have a picnic.  There’s a fun wooden structure and a large grassy area around shelters with picnic tables. Parking at Stone Mountain Park is $10.  The annual parking pass is $35.  Note that Robert E. Lee Blvd. is one way, so don’t pass the children’s playground or you’ll have to drive the long loop around the mountain. Note that children’s playground and this hike are separate from the developed more-touristy area of Stone Mountain Park. Also note that there are many wonderful hikes here, including the very popular (and very busy) hike up to the top of Stone Mountain.

http://www.stonemountainpark.com

 

(3) Chattahoochee River National Recreation Area, Johnson Ferry Loop – Northern Half

Logistics: Park in the lower parking lot, past the self-pay bay, towards the shelter (and bathroom/ river put-in area).  Head down the hiking trail and wind to your right following the blue blazes, hugging the river and then walking through the forest to make a loop back to the parking area.  This hike is really interesting for children because there are great views of the Chattahoochee River, tree falls and benches to rest upon, creeks to wade in, lots of birds, turtles, and beavers, and a nice boardwalk at the end. The total distance is just-under 2 miles.  It’s not stroller-friendly.  Parking is $3 cash. You have to use the self-pay envelopes at the entrance to the lower parking area.  Note that there are many hiking/boating sections which comprise the Chattahoochee Natl. Rec. Area; this is but one of them.

http://www.nps.gov/chat/index.htm

 

(4) Davidson-Arabia Nature Preserve, Arabia Lake loop

Logistics: Park at the Nature Center parking lot.  Walk towards Arabia Lake on the Forest trail (E-yellow blazes) and loop back towards the parking lot on the Mile Rock trail (F- marked with cairns, also known as South Lake trail).  The loop is about 2 miles.  It starts in a pretty deciduous forest with some interesting undergrowth, and then mid-hike is a lovely small lake, with a gentle granite slope – which a good place to stop for a snack.  On the way back, the mile rock trail, like the name implies, is a fun jaunt over mostly-flat granite.  There are many opportunities for kids to climb and jump around, and get ahead of the grownups for some independent exploration while still in full view. This trail does not accommodate strollers.  Parking is free and there’s no entrance fee.  This area connects to a longer bike path, for another day.

http://arabiaalliance.org

 

(5) Sweetwater Creek State Park, Mill Ruins

Logistics: Park at the visitor center lot.  Head up the blue trail behind the visitor center and connect up with the red trail at Mill Ruins, looping back to the parking area.  This hike heads up a slope through a beautiful mature forest and leads to the historical mill ruins and the gorgeous, rushing Sweetwater Creek.  There is an area to wade into the water off the red trail and some boulders to climb on as the trail winds back up to the parking area.  This trail does not accommodate strollers.  Note that parking at Sweetwater Creek State Park is $5, and you have to pay in cash.  The annual parking pass is $50, which you could use at any state park in Georgia.  Note that the entrance to the visitor center and this hike is at the main entrance, but it is after the entrance to the lake and general store. The lake is a fun place to canoe and fish, if you’re in the market for an activity for another day.

http://www.gastateparks.org/SweetwaterCreek

Nov 042013
 

OCP’s first parent education night of the school year (October 21st) featured a lively discussion of the parenting methods in Alfie Kohn’s book “Unconditional Parenting: Moving from Rewards and Punishments to Love and Reason.”  Parents shared many of their personal experiences with putting the ideas into practice with their own children.

Some of the points covered were:

1. How punishment and constant praise manipulate kids to do what we want them to do, but offer short term solutions.

2. Working with your kids and asking questions to find out what their reasons are for their actions helps to take a parent’s ego out of parenting and ensure that our expectations are appropriate for the child and the situation.

3. Love and affection toward your child should be unconditional, even when he or she falls short or makes mistakes.  This helps to put the relationship first and lets a child feel safe to explain when he or she has done wrong.

4.  An automatic praise response from a parent takes a child’s experience away from him or her and can cause the child to feel insecure and second guess his or her judgment.

5. There is value to authenticity with children; apologizing to your child when you overreact or make a mistake sets the example of being graceful when you are wrong and shows that it is ok to be vulnerable.

6. Talk less and listen more. Find out the child’s perspective. This approach works for all relationships.

7. Sometimes your child’s behavior is about a developmental limitation. Assume the best, not the worst.

8. Try to say “yes” more. Provide guidance and support. Don’t let “no” be your automatic response.

9. Try to be flexible and let them camp out in the living room occasionally.

10. Let your child make some decisions. Children often respond in a positive way when they are part of the process. You don’t need to agree with them. Conversation and negotiation can lead to everyone being heard and everyone winning. Remember it is your child’s life too.

More can be read on Alfie Kohns web site, www.alfiekohn.org, including the very interesting article “Five Reasons to Stop Saying Good Job.”