Taylor McNeal

Twelve years of teaching experience with the natural ability to guide and care for children. Competent at performing independently or as a member of a teaching team. Well-versed in lesson plans, creating materials, and social / emotional development. Successful in preparing students for their next school year and beyond. Highly skilled at providing a safe, warm, and positive environment for children to learn and grow at their own pase.

• Washington State ECE Initial Certificate

Lake Washington Institute of Technology 12/12/2013

• Washington State ECE Short Certificate of Specialization - General

Lake Washington Institute of Technology 03/12/2014

• Washington State ECE Short Certificate of Specialization - School Age Care

Lake Washington Institute of Technology 03/12/2015

• Washington State ECE Certificate

Lake Washington Institute of Technology 03/12/2015

Several hours of stars training approved in merit, can provide if needed.

I enjoy stationery and journaling. I love to read, swim, and take my dog for long walks. I love going to coffee shops and trying new restaurants. I love the beginning of every season and find peace in creating rhythms for each.

Welcome to the Sandpipers!

My name is Taylor and I am so excited to welcome your family into my classroom! I have been teaching for 12 years and have an associates degree in early childhood education with a background in Montessori. However, I am always learning and adapting to be the best teacher I can be. My main goal is to be intentional and genuine. To create a safe, warm, and magical space for children to learn and have fun.

Moving to a new classroom with a new teacher and friends is a big deal! Your child may experience a variety of emotions and / or some separation anxiety. This is normal and something that I am very used to. Please know that I work hard to make sure every child feels safe and cared for by developing strong relationships.

In the morning each child will do the following:

• Move name rock into the “here” basket (we will make these within the first few weeks)
• Wash hands
• Trace name (starting in September)
• Choose an activity

I am excited to provide a slow and sweet summer. Finding bugs, playing in nature, lots of books, popsicle days, so much art. Playing and getting to know each other.

• Storybook Summer - creating art projects to go along with a variety of book series
• Going over classroom rules and expectations / getting settled into our daily rhythm
• Learning how to take care of ourselves, our friends, and our classroom

A few general notes:

• Always have an extra pair of socks, underwear, pants, and a shirt at school.
• No toys from home in the classroom.
• Our main gathering time is at 9:35.
• Your child can bring a blanket, small pillow, and stuffed animal for rest time.
• Please provide a pair of shoes that have proper ankle support to serve as your child's “inside shoes.” While we must wear shoes at all times, this helps to minimize dirt on the classroom floor, where our students often choose to do their work. There will be a shoe rack right outside our front door. Inside shoes examples: ballet flats, loafers, sandals with ankle strap, slippers with ankle strap or covers the heel, etc…
• Your child can bring a water bottle. Please bring home each night to wash.

Plants: Please bring one plant with a pot for your child to take care of throughout the year! Plant suggestions: jades, snakes, pothos, or rubber trees. Size: around 4.5 - 5 inches / 5 - 6 inches.

Family Photo: Please bring one family photo in a picture frame to keep in the classroom. They will be sent back home at the end of the year. Frame size: 4x6 or 5x7. * You can take out the glass as well.

Let's work together as a team! Please contact me through Tadpoles or email the office with any questions or comments.

We can also set up meetings throughout the year if you would like to chat in person. Early intervention is so important, if you are ever curious about your child's development, please know that I am a safe person to come to with any questions or concerns.

Our daily rhythm is designed to allow a natural flow through in breaths and out breaths, keeping our minds and bodies balanced and at peace. Finding a comfortable rhythm helps us remain centered and grounded when life becomes unpredictable. While we follow the same rhythm everyday, there is room for flexibility depending on what our class needs.

In breaths- rest, food, circle time, calming activities, etc…

Out breaths- playing outside, working on activities, playing with friends, large movements, etc…

Weekly circle time rhythm:

Monday: song, story, poem, and / or conversation about main topic

Tuesday: I will demonstrate a few activities

Wednesday: practice language skills

Thursday: practice math skills

Friday: social / emotional development

Rest time: it is so important for children to have time to decompress. They start to nap less in pre-k but we still have quiet time after lunch.

• Cozy lighting, calming music, and books are provided for rest time.
• Quiet activities will be provided around August.

A little insight to my teaching philosophy:

There are several different teaching philosophies in early education. Montessori is at the core of everything I do in the classroom. However, I feel so fortunate to be able to pull bits and pieces from play-based, Waldorf, and Reggio Emilia that work best for my students and myself.

I believe in the magic of childhood and do my best to protect it. In addition to our academic work, I aim to provide a safe and warm environment for them to explore their imaginations through pretend play, building, art, and sensory activities. Through play, vocabulary and social skills are enhanced as they enter their own worlds. Children are learning how to problem solve and work together. They are learning how to share ideas and take turns naturally. Play also improves their cognitive, physical, and emotional well-being. It helps build resilience and confidence which both will benefit them as they move through school and beyond.

Social / emotional development:

I strive to set a good example and know that children learn not only by what we say but what we do. I believe that children should be respected, valued, and trusted. Children want to feel seen, heard, and understood. I want my students to feel safe to make mistakes, to know that I am on their side to guide them through their big or small emotions. Setting clear, consistent, and loving boundaries. In our classroom, all feelings are valid and we practice dealing with them in safe and healthy ways.

Emotional regulation is taught through co-regulation with trusted adults. Children are naturally resilient. We can allow them to feel and move through unpleasant feelings by staying calm, sitting with them, listening, and teaching appropriate coping strategies in calm moments. I find that it's easier for people to move past hard emotions when we feel seen and supported rather than told not to have certain feelings.

I aim to keep our classroom calm and sensory friendly. Keeping in mind both sensory seekers and avoiders. Seekers benefit from a variety of opportunities to climb, jump, pull, crawl, lift, and push. Avoiders benefit from things like noise canceling headphones, natural light, fresh air, regulating activities, and calming spaces.

What Is Montessori:

Montessori is an education philosophy and practice that fosters self-motivated growth for children in all areas of their development, with a goal of nurturing each child's natural desire for knowledge, understanding, and respect.

Montessori education recognizes that children learn in different ways, and accommodates all learning styles. Students are free to learn at their own pace, each advancing as they are ready, guided by the teacher and an individualized learning plan.

Maria Montessori's plan of education follows the child from one developmental stage of self-formation to the next; she recognized that each plane of development must build on the last. Mastery is best achieved through exploration, imitation, repetition, and trial and error. I incorporate this through observation. Observation allows teachers to recognize unique qualities and experiences that the children have and help them grow as a person. Observation helps create a curriculum that is guided by the interests and skill levels of the children. Every child is unique with different learning styles and multiple intelligences that need to be fostered.

The role of the teacher is to guide children in their learning without becoming an obstacle, and without inserting themselves too much into the natural learning process. They provide learning materials appropriate to each child after close observation. Teachers demonstrate and model learning activities while providing freedom for the students to learn in their own way. – Freedom within limits.

The third teacher: To think of the learning environment as a “third teacher” means we acknowledge the significance of the materials, space, and mood of the classroom. One of my favorite quotes is “The greatest sign of success for a teacher.. is to be able to say ‘the children are now working as if I did not exist.'” - Maria Montessori. Which is done through observation, carefully selected materials, and following their interests and current stages of development. This allows me to work one-on-one, with small groups, and / or observe how the children are interacting with their classroom, peers, and the materials.

A typical day in a Montessori classroom:

Children are given the opportunity to develop concentration, order, cooperation, independence and a love of exploration. During this time the teacher in the classroom is giving individual or small group lessons and observing what children are choosing.

Children spend this time working on activities at a table or on a rug on the floor. Many activities require a lesson from the teacher before a child can use them independently. Others can be taken off the shelf without a lesson. Children can work independently or with a friend.

The teacher is always observing and making decisions about what materials to present in order to keep children progressing in each avenue, but also to try and achieve what we call “the great match.” This is when we provide just the right material at the right time to catch the wave of emerging development. When we give a child just the perfect piece of material, he or she erupts into extended focus and concentration, with high interest and joy. When we see these moments of a formerly-restless child finally concentrated, we realize that doing what nature needs us to do in sync with the “sensitive periods” in development brings joy and peace.

Work cycle:

“A Montessori work cycle is an uninterrupted block of time. During this time children are able to explore the prepared environment and engage with materials of their own choosing. The time is meant to give them opportunities to enjoy the work they love, while also cultivating basic life skills.” During July and August, each child will practice completing their own work cycles: choosing an activity, doing the activity, putting it away, and choosing another. Which will set us up for the rest of the year. After a few months pass by, it is amazing to watch the rhythm of a group of children during a work cycle.