Preparing Your Classroom for Learning Readiness

In today’s world, learning readiness is distinctly different from school readiness. A child can be ready for school, yet not ready to learn. 

A child is ready to learn when they are cognitively organized, physically calm, and socially connected. During this full-day workshop, Heidi will explain the neurology behind learning readiness and why we are seeing more learning readiness issues than ever before. She will provide you with a new lens to view your students—one that will not only allow you to better understand them and help them achieve their fullest potential, but will also equip you with the language needed to discuss concerns with the child, parents, and support services.

Heidi Tringali has led packed rooms in Memphis, Chattanooga, and Nashville—and has become a highly sought-after facilitator across our network.

More and more students are coming to our schools with supportable needs. Come as a team to this three-part workshop, and prepare your classrooms for a new academic year with shared standards, strategies, and language for behavior and regulation.

Workshop Preview

Part I: The Readied Child

In this foundational morning session, Heidi unpacks the neurological and developmental factors that shape learning readiness in today’s students. You will learn why so many children arrive at school dysregulated or overwhelmed—and what you can do about it. Heidi will provide simple, easy-to-implement classroom strategies designed to change the trajectory of student performance.

Part II: Self, Student, Space - Creating Conditions for Learning

Using the lens of Self, Student, Space, Heidi will discuss how to create an optimal learning environment for every student. As teachers, these are the three elements we have the most control over—and small, intentional adjustments can have an outsized impact. Every participant will leave this session with individual goals and an easy-to-implement classroom plan they can put into practice right away.

Part III: Adding Performance-Based Activities To Your Current Curriculum

Many social trends, including the “Back to Sleep” initiative, car seats, and the introduction of television and computers to toddlers, have contributed to our earliest learners' difficulties with self-control, body awareness, and fine and gross motor skills. Classroom teachers must now not only effectively modify the current curriculum, but they must also intervene by adding supplementary performance-based activities and assessments to bridge the gap. During this session, we'll tackle this daunting task together, exploring instruction, assessment, and parent communication tools for developing visual motor, fine/gross motor, and sensory motor skills in the classroom.

Heidi’s practical, neurologically grounded approach empowers educators to respond with clarity, calm, and confidence.