Pause DON’T Pounce
Last week, during my first PD session of 2026, I spent time reflecting on moments for growth with a fabulous group of early childhood professionals in South Burlington. During my workshop sessions, I always try to be very open, transparent, and vulnerable. While I don’t always want to share my past (or current) struggles, I know that by sharing, I am helping others find their way in this rewarding (and exhausting) profession.
During the session, I shared that I had spent years teaching myself to pause in interactions with children rather than pouncing. I grew up as a child who always had to be very aware of the emotions of the adults around me- knowing when an emotional outburst was coming or when the silent treatment would be given. This constant heightened awareness and lack of understanding of how to discuss emotions meant I became an adult prone to pouncing, shutting down, or being passive-aggressive. We become what we live.
I remember working in a toddler classroom and being caught up in the whirlwind of emotions that come with that age group. I didn’t know how to see myself through the storm without taking everything so personally. This meant I was too quick to pounce & “correct” the children- leaning into timeout instead of being a trusted adult who provided guidance.
I also remember many years, too many, not being able to communicate effectively with my co-teachers. Holding on to hard feelings, not expressing myself, and not wanting to hear what others had to say. This made our classroom feel even more unstable for the children who spent their days with me.
I share this with all of you so you know that while growth may be difficult, it is absolutely possible. Taking the time to reflect on an issue you’ve had this school year, making a three-step plan to bring about change, and working on the goal for a few months can mean a lifetime of change.
There is no need to be a perfect teacher; such a thing doesn’t exist. Instead, we need to be trusted adults who take a moment to pause & ponder before our interactions with the children in our care.
