Important Lesson from a Pre-K Classroom: “What is the best part of you? EVERYTHING!”

There is something truly special about a room filled with bright-eyed, curious, and enthusiastic four-year-olds. To learn more about this group of young minds, Pre-Kindergarten Teacher Hope Feher shares her experiences candidly, humorously, and authentically. She describes her students as imaginative, full of big feelings and dreams, and eager for meaningful conversations. Hope expresses that she cannot imagine doing any other job.

 

With nearly 20 years of experience teaching students from Pre-Kindergarten through fifth grade in various private, charter, and public schools, and with a bachelor’s degree from the University of Notre Dame and a master’s degree from Cabrini University, she has spent over five years making a difference at Baldwin by building strong connections with children and their families. Her endless patience and warmth create an environment where young learners feel understood and safe.

Hope skillfully guides her students through new experiences, offering reassurance and addressing even the smallest concerns. In every interaction, the trust and admiration her students have for her are evident, reflecting her lasting impact on their daily lives. Pre-Kindergarten is a crucial time for young children, as it lays a solid foundation for their future. It’s all about nurturing those vital social, emotional, and academic skills. Hope shares some great insights below into what really happens in the classroom and how it positively affects our young learners:

 

I was intentional in choosing to teach Pre-K because it is one of the most essential and pivotal times in a child’s development. Students are poised to make physical milestones with their gross and fine motor skills. They are also primed to absorb fundamental academics. Pre-K students are ready to develop socially and adopt values that will help them build meaningful relationships. Growth mindset, interests, and self-awareness all begin in these young years. I honestly feel fortunate to help students navigate this wonderful time. It is a privilege to witness and support their earliest steps toward becoming confident learners and compassionate individuals. 

    

There is no such thing as a typical day in Pre-K, because to be effective in “this setting,” we must be responsive to the diverse needs of our girls. If our girls are tired, you quickly realize they need more rest. If our girls are excited, we add more movement. If our girls are struggling, we stop and reset. We take the time we need to do things right and solve problems as they arise. Simply put, we see every moment as a teachable one.

 

Our day always begins with guided play where we prioritize student choice, investigation, and socialization. We want students to have time to create, play, AND learn. We have a block of literacy in the morning and a block of math in the afternoon, but throughout our instruction, we implement thoughtful brain breaks, cheers, chants, and lots of movement. We incorporate mindfulness into our daily practices to help students effectively manage and regulate their emotions. We offer both a structured, standardized curriculum and the flexibility to tailor our approach to students' interests, considering the best way our students learn. We can offer small-group or whole-group instruction, as well as differentiation in center-based instruction. We make sure to work hard and play hard, so we take time to recharge during rest periods and play outside as much as possible.  

 

The number one belief students learn in Pre-K is that they are essential and they have something to contribute to our class, and this belief helps them develop into confident young women. We also help them develop skills that enable them to become more autonomous and responsible. As they begin to take on more responsibility, they start to feel they can accomplish anything. Baldwin’s programs help students develop a growth mindset through our academic program, open-ended challenges, and goal-setting. We spend each week discussing our School’s core values and building our understanding of how we, as individuals, can enhance our own growth. We love to celebrate our growth, as it helps us create a sense of community together.

 

In Pre-K, social-emotional skills are at the heart of our teaching. If children can’t manage their emotions or respect others’ feelings, they aren’t ready to learn together. We help students recognize and express their feelings through body language, tone, and other nonverbal cues. Once they can name their feelings, they start to manage them and understand how their emotions connect to their actions. We support each child in finding a calm-down strategy that works for them and show them how to use it. So yes, many early childhood teachers do this, but I believe the real skill comes in how we put it into practice. At Baldwin and in my classroom, we discuss our families' situations with them before school starts, so we understand each child’s unique circumstances. We pay close attention to how students interact and address their feelings as they arise. We have tough conversations, follow up when needed, and set clear consequences. Our goal is for students to feel comfortable discussing anything with us. I know this only works if our girls truly believe we care about them and listen to them. After all, everyone wants to feel seen, heard, and valued. I’m glad our students have adults and a community that make this a priority.

 

Pre-K students are capable of having tough conversations, which may be shocking to some. While age-appropriate approaches are necessary, my experience shows that when students feel safe and understand clear boundaries, almost any conversation is possible. 

 

Every year brings many wonderful moments, making it hard to pick just one. The funny moments stand out the most. My students always surprise me with their quick wit, unexpected jokes, and stories I could never make up. Kids really are hilarious. I also love reading the family “love letters” that parents send in for their child’s “Person of the Week.” Sharing these heartfelt messages with the class lets each child know they are loved and accepted. These moments are special because we don’t often pause enough to celebrate each other.

 

We help students see that they belong at Baldwin. Over time, they come to believe this School is theirs and that it is better because they are part of it. Many children begin to realize their specialness in Pre-K and discover they have a lot to offer. In Pre-K, we try, we learn, and we grow together. At the start of the year, we ask questions like, “What is the best part of you?” or “What are you really good at?” and usually get only a few answers. By the end of the year, the answer is always the same: “EVERYTHING!”

 

“When you do good, you get to do more.” I know it might sound like I just want the girls to take on extra work, but it’s really about giving them more choices and chances. We ensure that they see their hard work is accompanied by joy. The girls notice that we appreciate their efforts. As they demonstrate their capabilities, we provide them with more opportunities to try new things, take on additional responsibilities, or make decisions as a class. By the end of the year, they feel in control of themselves and their classroom. This is how we build real leadership. We all know that a confident girl grows into a confident leader who can follow her personal and professional dreams and make a lasting difference in the world. I love being part of their journey to become the strong and future-defining women I know they can be.