Paradigm Project Fourth Annual Conference

All moments are not created equal- that is the mantra of this session. The session focuses on
understanding the value of intentional language through the lens of disruptive moments in a
child’s day. How do the messages we send during critical moments affect a child’s narrative? We
will examine our own narratives and reflect upon the messages we received in our own
disruptive moments. Working together, we will identify disruptive moments that occur every day
within our classrooms and find ways to create disruptive moments. Finally, we will emphasize
strong relationships as the best vehicles for intentional messages that develop truly powerful
narratives.

As teachers, we are sharing a system of values with our students every day.  When approached intentionally, the values we uphold in our classroom can continue to support our students as they move forward in school, and, hopefully, as they interact with their community and the world around them.  In this presentation, we will discuss the ways in which we see Democratic and Jewish values overlap, and explore how we reinforce these values through our daily morning meeting-you may know this time of day as “Circle-time” or “Group-time”.  How do we give our students a “voice” (a say in things) and a sense of “agency” (the capacity to make choices)?  How might honoring these rights in our classroom help to prepare our students for elementary, middle, high school, or even college? This interactive session will include examples from the presenters' classroom of three and four year olds, and provide an interactive space to brainstorm ideas for your own classroom and routine.

The Talmud provides us with rich stories that teach multiple, and sometimes contradictory, lessons. Together we will look at a remarkable and complex story that is found in Kiddushin about a seven-headed serpent in the study house. Yes, it is really in the Talmud! No knowledge of Hebrew or Aramaic is required, and we will spend a little time locating this story in traditional literature.

All moments are not created equal- that is the mantra of this session. The session focuses on
understanding the value of intentional language through the lens of disruptive moments in a
child’s day. How do the messages we send during critical moments affect a child’s narrative? We
will examine our own narratives and reflect upon the messages we received in our own
disruptive moments. Working together, we will identify disruptive moments that occur every day
within our classrooms and find ways to create disruptive moments. Finally, we will emphasize
strong relationships as the best vehicles for intentional messages that develop truly powerful
narratives.

So much of teaching is improvisational. So many meaningful moments come from the unexpected, that which takes us by surprise. Finding a ladybug in the garden, for example, can lead to a myriad of questions, observations, conversations, songs, stories, games, etc. This is the heart of emergent curriculum. But do we know how to intentionally create and allow space for the unexpected? Can we recognize the moments that amaze the child? Do we know how to expand a single moment into more moments for organic inquiry? Do we know how to slow down? When and how to change our plan? Or are we burnt out from the day to day? Are we spending most of our day supporting children through conflict resolution? Are we just trying to get children from one scheduled activity to the next? How can we create a classroom that embraces spontaneous opportunities for learning? How can we plan for the unplanned? How can we teach not only in the moment, but for the moment?

Why is there so much talk about leadership these days? What’s your leadership story? What about Jewish leadership stories? In what ways are young children leaders? Do these examples change our thinking about what leadership is? Bring your questions as we co-construct a fluid concept about leadership in Jewish early childhood education.