Why is it important to make deposits in the emotional piggybank of children, and what do we mean when we talk about the five-to-one ratio? Well, I could tell you about the handouts from the Pyramid Model website and what was handed to me at the beginning of my journey of being coached. However, I believe it is more important to talk to you about why I feel this important now that it is happening consistently in my classroom. A little about my classroom: My classroom is a whole class of sixteen unique little humans ranging in age from three to five. This may not seem like a significant age gap, but it is when you look at the children's social-emotional development in the class. We have children who are just learning about sharing and being kind, with children who have already worked on those skills for two years. You can see how this may lead to some conflict in the classroom. However, it has led to less conflict than one would imagine, which is, in my belief, due to how my co-teacher and I approach the deposits into the emotional piggybank of the children and their parents. We also follow the five-to-one ratio, which, if you do not know what it is, is the understanding that for every one task or thing a child finds difficult or does not want to do, it take five of those deposits out of their emotional piggy bank. This is why it is so important to make deposits all day long. My co-teacher and I attempt to leave the words “no and don’t” at the classroom door. Instead, we replace it with words that allow the children to see that though some actions and behaviors are not wanted, we can replace them with more appropriate outlets. So, we have begun our ability to deposit in their piggybanks by providing positive redirection. Instead of “Don’t run around,” we will say, “I see you need to move your body; instead of running, should we have a dance party?” This allows the child to see that running an action we want to see in the classroom, but we also acknowledge that they may need an outlet for their energy. This happens in many areas of the school, and when the child changes their behavior, we always tell them through positive, specific praise, “I am proud of you for choosing a safe way to move your body in the classroom.” This is a way to make deposits in that metaphorical piggybank. By offering praise when the children make any effort, follow directions, or accomplish something, we build their confidence in themselves, no matter how small. Another thing we do in the classroom that typically becomes less when children grow up is offer physical affection to the children, not only when they get hurt. When our children join us in the morning, we offer high-fives, hugs, and snuggles. There is never a moment when we have children reaching for our hands that we do not provide them warmth. These simple actions significantly impact the children and how they start their day and feel within the classroom; this is typically the first deposit we make daily. This even goes down to our tone of voice when they enter the room. We always greet the children and their parents with excitement, which allows both children and parents to feel comfortable and confident in the classroom. During circle, we will talk about the school's achievements and individuals in the classroom, so not only are we the educators putting into that piggybank, but the children are learning how to add to their peers' piggybanks. When we sit in a circle, we talk about the kind gestures we saw that day and how each child did something worthy of praise. We then get the children to cheer for one another, congratulate one another, and pat themselves on the back. Again, this affection teaches the children that they are appreciated, loved, and wanted. When we do this, we help the children feel seen and appreciated. In my classroom, we listen to the educators and the children; there is nothing they can not tell us, and we always ensure we respond when they talk to us. Even if we need them to wait a moment, we communicate that we want to hear them, but we need a moment to finish another task before we can give them that attention. When we actively listen in the classroom, it is not a one-time-a-day thing. Many educators listen during circle or small groups. Still, we have worked hard to create an environment in which we take the time to listen throughout the day and during many activities. We talk about and share our thoughts and feelings during circle time. We also express our thoughts and ideas on the playground and during free play. We have conversations about the activities they are partaking in and how they are trying new things. Another time of day we make time to listen is during small group. This is when we talk about the children’s feelings about activities and the struggles or successes they have during the activities. This helps us educators better understand the children and better plan for them. We also talk and listen to the children during meals and walks. Active listening doesn’t always mean one-on-one conversations; group conversations can also be great opportunities for us to make deposits in that piggybank. When we listen and comment on what the children share with us, we make them feel seen and validated in their feelings. Since we have implemented all of this into my classroom, I have noticed that the children, as are the parents, are eager to come into the school. I have noticed that the children want to try newer and more complex things and are starting to encourage their peers. I have noticed that the children are less likely to say no or have outbursts when asked to do a task they do not enjoy. This practice of building up the children in our classroom has helped decrease the hard-to-manage behaviors at the school and increased the willingness to participate and help with tasks that were once dreaded, like cleanup. This practice of positivity and making deposits has made my classroom a more loving and warmer place, and it took nothing more than changing how we redirected, ensuring we made time to listen actively, providing the children with the physical gestures that let them see us as warm and kind, and being more genuine with our praise. I encourage all educators to try this; it does help change your outlook on childcare, and it will help you build better relationships with your children and their parents.