Ms. Rivera do in the vignette, mentors and teachers can role-play the interaction and try out different responses, pause to reflect, and try again.
Rehearsal does a few things at once. It builds a repertoire of go-to phrases for following up on
unexpected responses. It also makes visible the reflexes that are hardest to interrupt: The pull toward correction; the instinct to stay on pace with the flow of the activity. Some teachers find unscripted role-playing uncomfortable at first. Starting with a short, written script of possible responses can make it easier for an educator to habituate themselves until the new language feels more natural.
Researchers have found that the quality of the conversation after the rehearsal matters just as much as the rehearsal itself. In the vignette, Beatriz asked Ms. Rivera to try one new approach the next time she was working with a child during a small group literacy activity. Trying to change everything at once can be difficult; a small, focused target gives the teacher something concrete to keep in mind. Practicing new language in a safe space gave Ms. Rivera the confidence to try something different when it will matter most.
FURTHER RESOURCES
Applying and Reflecting on Deep Listening
Three days after the rehearsal session, Ms. Rivera runs the same initial-sounds activity with a different group. The card she holds up shows a large five-pointed star, rendered in bright gold with a gleaming white highlight at its upper left point and small sparkle marks radiating outward. These elements make it appear shiny. The target category is / st /, for star. Mateo points instead to the / sh / category.
Ms. Rivera:( pausing for a beat) I see where you pointed. What were you thinking? Mateo: It’ s shiny. Ms. Rivera: Yes, it is shiny. And shiny starts with / sh /. That makes sense. Now look at the whole picture. What do we call this shape? Mateo: A star! Ms. Rivera: A star. What sound does star start with? Mateo: / st /!
Later, Beatriz and Ms. Rivera watch a recording of this interaction. This debrief moment is where professional learning solidifies— not just for this interaction, but for other teaching moments.
Beatriz: What did you do differently this time compared to the last time you ran this activity? Ms. Rivera: I used what we talked about from our last meeting. I stopped for a moment to listen to what Mateo was saying, as you suggested. Beatriz: How did he respond to that? Ms. Rivera: He explained his thought process. I learned that he noticed what the star looked like, versus naming the object as a star. But that doesn’ t mean he was wrong. The star was shiny. Beatriz: Exactly. You listened to the child and showed that you were listening. You gained valuable information that helped you figure out what to do next.
32 Educating Young Children
Fall 2026