UnspokenSmiles VR Training

1 · Prevention & School Screening

Zero Cavity-style prevention teaching: welcome a class, check the consent list, demonstrate brushing on the big tooth model, run a visual screening example, and log what a clinician needs to see. Screening examples only — learners never diagnose.

Goal, up front: run a school screening morning end to end — consent first, teach, look-and-record, refer — without ever diagnosing.

9 blocks · one skill + one transfer check each · max 180 XP · District: School-Screening Hall

Step 0 happens before block 1: intake at Reception — greet, verify consent, check the list, log the arrival. Practise it in the Reception room below.

2 · Chairside Assisting Basics

Set the chair, lay out instruments in order, practise passing and suction positioning on a training setup, keep the field organised, and turn the room over. Skills: dental terminology, infection control basics, patient communication basics.

Goal, up front: set up, assist four-handed and turn the room over, in order, with the patient settled throughout.

9 blocks · one skill + one transfer check each · max 180 XP · District: Operatory

3 · Sterilization & Operatory Setup

The one-way flow: receive, clean, pouch, autoclave, store. The order is the safety — every step happens in sequence, indicators get checked, and anything doubtful gets reprocessed, never used. Skills: instrument processing, operatory turnover, instrument tracking.

Goal, up front: move one load through the one-way chain — receive to sterile store — with every indicator read and logged.

8–9 blocks · one skill + one transfer check each · max 180 XP · District: Sterilization

Infection control as a system — CDC nine-area spine

Hand hygiene at every transition; gloves are not a substitute for hand hygiene (always wash/rub after removing gloves); barriers vs disinfection; sharps safety (one-handed scoop, point-of-use container); handpieces heat-sterilised between patients. A “contamination view” makes a breach visible — that visible consequence is the functional fidelity for a non-haptic system.

Sequence spine for the Sterilization session — the nine recommendation areas of the CDC Guidelines for Infection Control in Dental Health-Care Settings, in order: 1 educating & protecting dental health-care personnel · 2 preventing transmission of bloodborne pathogens · 3 hand hygiene · 4 personal protective equipment (PPE) · 5 contact dermatitis & latex hypersensitivity · 6 sterilization & disinfection of patient-care items · 7 environmental infection control · 8 dental unit waterlines, biofilm & water quality · 9 special considerations (including handpieces, radiology, parenteral medications, oral surgery & dental laboratories). The Sterilization session walks that spine in sequence — the order is the safety.

Content standard: CDC Guidelines for Infection Control in Dental Health-Care Settings — 2003, MMWR 2003;52(RR17);1-61 (Kohn et al.) + Summary (2016) — cdc.gov — MMWR 2003;52(RR17) · cdc.gov — sterilization & disinfection summary.

Feedback that teaches

Immediate, objective, criterion-based: % target completed, sequence errors, critical errors (wrong instrument, sterile-field breach, missed hand hygiene), and time as a secondary metric — never the pass criterion alone. Show the trajectory across attempts, not just the last score. Feedback alone decays: Wierinck found simulator feedback beat control at 1 day and 3 weeks, but only feedback plus expert instruction held at 4 months.

Debrief, every run

60–90 seconds at the end of every scenario: two things done well, two to change (tied to the scored criteria), a replay of the critical-error moment, and a retry button. Log debrief completion as part of progression, not as an optional extra. Popov et al. 2025 (n=174): multisource feedback alone produced the lowest evaluative behaviours — without facilitation, it does not support reflection.

Source: Popov et al. 2025 (index).

🦷 Operatory — the detailed build

Chair on a lift column (430–720 mm travel) with articulated back and headrest · delivery unit with four holders — high-speed, slow-speed, scaler, air–water syringe — on coiled hoses · HVE and saliva-ejector arms at the assistant's side · cuspidor bowl · operator + assistant stools · articulated operating light · ceiling-mounted monitor showing the chart · supply cabinetry and a wall-mounted X-ray arm. Zones are marked on the floor: operator zone, assistant zone, transfer zone, static zone.

🧼 Sterilisation — the detailed build

Dirty receiving sink with red sharps container at point of use → ultrasonic tank with a translucent lid and timer → rinse-and-dry bench under a magnifier lamp → heat sealer and pouches with chemical indicators → Class B autoclave with round chamber door and cycle display → pass-through to a sterile store with dated pouches on shelves. Floor arrows run one way only; there is no door back from clean to dirty.

🎒 Screening Hall + Imaging Nook — the detailed build

Screening hall: privacy screens, portable kit case (mirror, explorer, gauze, gloves, torch), consent folder, referral pad, and the big tooth model on its demo table with an oversized brush. Imaging nook off the operatory: X-ray head on a counterbalanced arm, lead apron + thyroid collar on a stand, sensor holder and a “SIMULATED IMAGE” preview screen — positioning is practised, exposure never happens.

Pen grasp

Held like a pen — thumb, index and middle finger on the handle, the side of the middle finger supporting it. The precision grasp for mirrors, explorers, probes and most hand instruments: fine control, low force.

Palm grasp

The handle lies across the palm, gripped by all four fingers with the thumb free or bracing. A power grasp for instruments that need a firm hold — and how double-handed instruments (scissors, forceps) are received: grasp the working end, handle into the operator's palm.

Palm-thumb grasp

The handle rests in the palm while the thumb guides and steadies the working end — the grasp for tools like the HVE tip, where the thumb steers placement against the tooth.

The infection-control chain

One direction, no shortcuts: hand hygiene at every transition (gloves are never a substitute — wash or rub after removing them) → PPE → barriers on touch surfaces → instruments flow dirty → ultrasonic clean → inspect → pouch with indicator → Class B autoclave → dated sterile store. Handpieces are heat-sterilised between every patient; sharps go in the point-of-use container with the one-handed scoop. A breach anywhere breaks the chain — the load restarts, never carries on. Practise it in the One-Way Chain challenge. Standard: CDC Guidelines for Infection Control in Dental Health-Care Settings — 2003, MMWR 2003;52(RR17) — nine recommendation areas, walked in order in the Sterilization session.

Radiography technique — positioning, never exposure

In this app the X-ray unit is simulated only — nothing emits radiation (60–70 kV class unit as modelled). What is practised is everything around the exposure: ALARA — as low as reasonably achievable: confirm the image is justified, position the sensor with a holder, place the lead apron + thyroid collar, set the position-indicating device, step out, and only a licensed operator in a real clinic ever exposes. Retakes are dose — good positioning the first time is the safety skill. Mapped to DANB RHS topics for familiarisation only.

Sealant application — the order that makes it stick

On a model, in training: 1 clean the tooth surface · 2 isolate and keep it dry (cotton rolls / suction — saliva contamination is the classic failure) · 3 etch, rinse, dry to a frosty surface · 4 apply sealant into the pits and fissures · 5 cure per the material's instructions · 6 check coverage and bite, and chart it (S = sealant present, in the screening charting codes). Never seal a cavitated lesion — that is a referral, not a sealant case. Placement on patients is a licensed clinician's task; Fellows rehearse the sequence and the failure modes.

Fluoride varnish — the school-programme workhorse

The CPSTF-recommended school fluoride varnish model needs no specialised equipment: 1 consent checked · 2 teeth dried with gauze · 3 a thin varnish film painted on all tooth surfaces with the applicator brush · 4 aftercare explained (soft foods, no brushing until the time the programme specifies) · 5 logged on the chart. Who may apply it in the field depends on the jurisdiction's regulation — dental, trained non-dental, or trained lay workers where the rules allow; in this app it is a supervised teaching workflow, never a field authorisation.

Charting with FDI — record what is given, never diagnose

FDI two-digit notation: quadrant (1–4 permanent, 5–8 primary) + tooth (1–8 from the midline). The Teeth & Calculus Lab drills the numbers against US Universal. In screening charting the worked codes are D decay suspected · F filled · M missing · S sealant present · PS prescribe sealant · PE partially erupted · N/I not indicated — a record of what was seen for the reviewing clinician, with a gentle blunt-explorer touch. Fellows chart and refer; diagnosis belongs to the dentist.

School screening — the Zero Cavity workflow

Screen → educate → refer. Consent list checked first — a child without consent is not screened, full stop · privacy screen up · visual screening example with mirror and light · findings charted with the codes above · brushing teach-back on the big tooth model · referral note written for anything seen · everything logged for the reviewing clinician. No treatment in the field — no instruments beyond the screening kit, no improvisation, and the stop-and-refer case is a pass, not a failure.

Patient communication & comfort

Introduce yourself and your role honestly (“I'm a Fellow in training, working with the clinical team”) · explain before you touch, in the patient's language where you can · agree a stop signal before anything starts · watch the patient, not just the field — going quiet and tense is a signal: pause, check in, redo slowly (the comfort meter in the graded runs trains exactly this) · for children, tell-show-do and a caregiver in sight · never promise an outcome, never discuss another patient's case. Comfort is a clinical input, not a courtesy extra.

Ergonomics & stress — the fourth hand is posture

CE643 pairs instrument transfer with exercises for stress reduction for a reason: four-handed work fails when bodies fail. Stools adjusted so feet are flat and thighs level · patient positioned so the field is at elbow height, not reached for · neutral wrists in every grasp · micro-breaks and hand/forearm stretches between patients · look up and far away regularly to rest the eyes the system works so hard to keep on the field. In the sim, a run that ignores setup is scored as a setup fault — ergonomics is part of the sequence, not an afterthought.

Dental dam placement — the isolation sequence · Colocación del dique de goma

Steps (assisting knowledge): 1 select and punch the dam for the teeth being isolated, holes sized and spaced to the arch · 2 choose the clamp for the anchor tooth and check it seats without rocking · 3 place clamp and dam together (or clamp first, per the operator's method) and seat the dam over the anchor tooth · 4 work the dam over the remaining teeth, passing the septa through the contacts with floss · 5 stretch the dam over the frame, invert the edges at the gumline so the seal holds · 6 check: field isolated, airway clear, patient able to signal. The assistant's work: materials ready in order, suction alongside, clamp secured with floss so it can be retrieved. Placement on patients is taught and supervised in an approved programme — here it is sequence knowledge only.

Alginate impression — mix, load, seat, pour on time · Impresión de alginato

Steps: 1 select the tray and check it covers the arch with room for material · 2 measure powder and water per the material's ratio · 3 mix — 45–60 seconds to a smooth, creamy consistency (verified timing) · 4 load the tray evenly, seat it in the arch, and hold still while it sets — 2–3 minutes (verified) · 5 remove with a clean break of the seal, rinse, check the impression reads the whole arch · 6 pour within 30 minutes (verified) — alginate distorts as it dries, so the clock on step 6 is the step. The assistant owns the timings and the tray try-in; the operator owns the seating judgment in a real clinic.

Coronal polishing — the RDA course skill (12-hour course) · Pulido coronal

Coronal polishing — removing plaque and extrinsic stain from the crowns of the teeth with a slow-speed handpiece and prophy angle — is a named course inside the California RDA programme: 12 hours (Dental Board of California). The assisting sequence: disclose and note where plaque sits · select the prophy angle and paste grit for the task · work tooth by tooth in a planned order, cup at the gumline, intermittent strokes, rinse and suction as you go · re-check disclosed areas and chart what was done. Who may polish, and under what supervision, is set by the jurisdiction — this card teaches the sequence for study only; the 12-hour board-approved course is where the skill is actually earned. Nothing here counts toward it.

Pit-and-fissure sealant placement — sellador (16-hour course)

Sellador placement is a named course inside the California RDA programme: 16 hours (Dental Board of California). The placement sequence (extending the sealant method card above with the course framing): clean the occlusal surface · isolate and keep the field dry — saliva contamination is the classic failure · etch, rinse, dry to the frosty finish · flow the sellador into the pits and fissures · cure per the material's instructions (LED curing light, 420–490 nm class — see the Pass 2 encyclopedia) · check coverage and occlusion, chart it (S = sealant present). Never seal over a cavitated lesion — that is a referral, not a sealant case. The 16-hour board-approved course confers the real training; this card is its study map.

Provisional crown — the assistant's role, only · Corona provisional

A provisional (temporary) crown protects a prepared tooth between the preparation visit and the final crown. The dentist designs, prepares and judges the fit — the assistant's role is support: take the pre-impression or matrix before the preparation while the tooth is whole · have the provisional material, mixing and timing ready when called · assist with removal of excess material and the patient's rinse · check the patient can close comfortably and report what the patient says · give the aftercare lines exactly as the dentist directs (soft diet on that side, what to do if it loosens) · log what was placed and when the return visit is. Fabricating or adjusting a provisional on a patient is not rehearsed here as an independent skill — in this app the learner assists a scripted sequence and never works alone.

Medical emergency basics in the dental office — the assistant's part · Emergencias médicas

General guidance only — the dentist directs every emergency response; nothing here is a protocol or a clinical instruction. The assistant's part, in order: recognise and call it out — a patient who goes pale, sweaty or unresponsive is announced to the dentist at once, never watched quietly · stop the procedure and make the field safe (instruments down, chair positioned as directed) · call 911 when directed or when the dentist is occupied with the patient — say the address, the situation, and send someone to meet the responders · bring the emergency kit and oxygen to the chair and assist as directed · BLS — basic life support within your current certification, if the dentist directs it · record times and events for the handover. The most common dental-office emergency is syncope (fainting) — most episodes resolve with the patient reclined and monitored, under the dentist's direction. No drug doses and no advanced-life-support numbers appear on this card: those are the dentist's decisions, from the kit and their training, never an assistant's call. Real readiness is a current hands-on BLS/CPR certification from an accepted provider — a DANB CDA pathway requirement — not anything this page can grant.

Hand hygiene & PPE sequence — hands first, every time · Higiene de manos y equipo de protección personal

Steps: 1 hand hygiene first — before donning anything, and again after doffing: wash or rub, every transition, no exceptions · 2 don in order: gown where worn → mask → eye protection / face shield → gloves last, over the cuffs · 3 change gloves between patients and whenever torn; never wash or reuse gloves · 4 doff in reverse discipline — most-contaminated items first, gloves and gown away from the body, mask by its straps, never the front · 5 hand hygiene again immediately after doffing — gloves are never a substitute, and a micro-tear you cannot see is exactly why the wash is not optional. Theory: CDC Guidelines for Infection Control in Dental Health-Care Settings — 2003, MMWR 2003;52(RR17) — hand hygiene and PPE are recommendation areas one and four of the nine-area spine walked in the Sterilization session.

Operatory setup & breakdown — before and after a (fictional) patient · Preparación y desinfección del consultorio

Setup, before: 1 hand hygiene, then barriers on every touch surface (light handles, chair switches, delivery head) · 2 sterile tray laid out in working order, pouches checked — indicator, seal, date — before anything is opened · 3 suction tested (HVE + saliva ejector), waterlines run under the daily protocol, chair and light positioned · 4 the patient's chart and consent state checked — in this app, always a fictional patient. Breakdown, after: 5 sharps to the point-of-use container by one-handed scoop; instruments into the closed transport case, never carried loose · 6 barriers removed and surfaces disinfected; single-use items discarded, never reprocessed · 7 the room reset to the same start state — the next setup should find nothing to forgive. Theory: DANB GC (General Chairside) domain — operatory preparation and turnover; CODA DA 2-6 puts infection control before any patient contact.

Instrument transfer drill, part 2 — hinged instruments · Transferencia de instrumentos

Part 1 (the drill above) covered single-ended hand instruments. Hinged instruments — scissors, hemostats, forceps — are double-handed tools, and the transfer rule changes shape: 1 pick the instrument up by its working end (blades / beaks closed and controlled in your fingers) · 2 carry it through the transfer zone, below the chin, never over the face · 3 place the handle into the operator's palm, rings oriented so the operator's fingers enter without repositioning — the palm grasp receives it · 4 release only when the operator's grip is firm; a hinged instrument offered by its handle, working end loose, can swing or drop · 5 receive the return the same way — grasp the working end as the operator offers the handle back. Receiving is part of the drill, not an afterthought: the used instrument comes back through the same zone, in the same orientation discipline. Theory: dentalcare.com CE643 — instrument transfer: the palm grasp is how double-handed instruments are received — grasp the working end, handle into the operator's palm.

Radiography positioning basics — paralleling vs bisecting-angle · Radiografía

Simulated only — nothing in this app emits radiation; what is practised is positioning and the ALARA reasoning around it. Two geometries for placing the sensor and aiming the position-indicating device (PID): paralleling — the sensor sits parallel to the tooth's long axis, held away from the tooth by a holder, and the beam aims at right angles to both: least distortion, and the technique the holders in the Radiography Room are modelled on · bisecting-angle — the sensor rests against the tooth, and the beam aims at the angle that bisects the angle between tooth and sensor: the fallback where anatomy or a shallow palate defeats the holder. Steps, either way: 1 justify the image from the clinician's request · 2 seat the sensor in its holder and position once · 3 apron + thyroid collar on (kept in English — translation pending verification) · 4 align the PID to the chosen geometry · 5 step back, expose once in the simulation, review against criteria — a retake is dose, so it is one corrected retake with the cause fixed, never a run of guesses. Theory: DANB RHS (Radiation Health & Safety) topics, for familiarisation only; ALARA — as low as reasonably achievable — governs every step.

Charting & records — chart it or it did not happen · Odontograma y registros

Steps: 1 chart in FDI two-digit notation — quadrant (1–4 permanent, 5–8 primary) + tooth (1–8 from the midline) — the system the Teeth & Calculus Lab drills against US Universal · 2 record what is given and seen, in the worked codes (D · F · M · S · PS · PE · N/I): a record of observation for the reviewing clinician, never a diagnosis — findings are given, learners chart and refer · 3 write it at the time, at the chair or desk — a chart completed later from memory is a story, not a record · 4 every flag becomes a referral slip before the session ends: child, tooth, what was seen, screener's name, date — observations only, and logged, so an unwritten referral is visible as a gap · 5 file and log so the clinician's review can answer for the whole morning: chart it or it did not happen is the records rule this app teaches everywhere — the sterilisation log, the retake log and the intake log are the same rule in different rooms. Theory: DANB GC documentation topics; the ADEA process of care ends in Evaluation & Documentation for the same reason — the record is part of the care.

Fluoride varnish application — the steps, in education context · Aplicación de barniz de flúor

Prevention education context, simulated only — who may apply varnish in the field is set by the jurisdiction's regulation; this card teaches the sequence, never authorises it. Steps: 1 consent checked first — the prevention step follows the consent state, always · 2 teeth dried with gauze; a thin film is the goal, so the field starts dry · 3 a thin varnish film painted on all tooth surfaces with the applicator brush, in a planned order so no surface is guessed at · 4 the film sets on contact with saliva — no rinsing at the chair · 5 aftercare explained in plain words: soft foods, and no brushing until the time the programme specifies · 6 logged on the chart — tooth surfaces, time, and by whom, for the reviewing clinician. Theory: prevention procedures sit in the DANB GC (General Chairside) topic familiarisation this app maps — exam-prep only; the school-programme model behind the steps is the CPSTF-recommended varnish workflow rehearsed in the method card above.

Sealant follow-up — checking at the recall visit · Revisión y seguimiento del sellador

What to look for at a recall visit — a retention check, never a diagnosis. Steps: 1 read the chart first: which teeth were sealed, and when — the check is against the record, not from memory · 2 look, tooth by tooth: is the sellador fully retained, partially lost, or gone? Note marginal staining and obvious wear as observations · 3 a gentle explorer touch at the margin checks retention — the sealant is felt for lift and loss, never pried at · 4 record the retention state per tooth in the chart, in the worked codes, exactly as observed · 5 hand the record to the clinician: what happens next — monitor, repair, re-seal, refer — is the clinician's decision. Learners record what is seen; a finding about a tooth's health is never the learner's to make. Theory: DANB GC documentation and prevention topics, for familiarisation only — the record is part of the care (see Charting & records, Pass 3).

Communicating with an anxious patient — calm words, real control · Comunicación con el paciente ansioso

Steps: 1 calm language from the first sentence — slow, plain, honest about what happens next; never “this won't hurt”, never a promise about time · 2 explain-then-do: say what will happen, show it where you can (on a model, on a fingernail, in the mirror), then do only what was explained · 3 agree a stop signal before anything starts — hand up means stop — and honour it the instant it is used, every time, without comment · 4 check in as you go: a patient who has gone quiet and tense is communicating; pause, ask, redo slowly · 5 never force, never restrain, never recruit other people as pressure — if distress continues, stop and hand over to the clinician; an unfinished appointment is a fact, a forced one is a harm. Theory: dentalcare.com CE643's four-handed model treats the assistant's calm narration and anticipation as part of the procedure itself — the patient who knows what happens next is a partner in the flow, not an obstacle to it.

Infection-control audit walkthrough — walk the room like an auditor · Recorrido de auditoría de control de infecciones

General guidance only — a self-check list for the operatory, walked in order; there are no audit scores here, invented or otherwise. 1 · Hand hygiene — stations stocked and reachable, product in date, and the transitions (before donning, after doffing) actually happening, not just posted · 2 · PPE — the right items present at the point of use, in the donning order the Pass 3 card walks · 3 · Surface disinfection — barriers on touch surfaces, disinfectant in date, contact discipline observed — a wiped surface nobody timed is a claim, not a disinfection · 4 · Waterlines — the daily protocol followed and the log current (CDC: ≤500 CFU/mL) · 5 · Waste — sharps at point of use and never overfilled, streams segregated, nothing clinical in the ordinary bin. Anything found wanting is logged and flagged to the lead — the walkthrough produces findings for people, never a grade for the room. Theory: CDC Guidelines for Infection Control in Dental Health-Care Settings — 2003, MMWR 2003;52(RR17) — the nine recommendation areas this app's infection-control chain already walks.

Fluoride varnish follow-up care — what to tell a family · Cuidado posterior al barniz de flúor

General guidance only — the programme's own instructions govern; this card teaches what the follow-up conversation covers, in order. Steps: 1 say what was done, plainly: a thin protective film (barniz de flúor) was painted on the teeth, and it sets on contact with saliva — no rinsing is needed at the chair · 2 soft foods while the film is on — the meal advice is the soft-foods line the varnish method card above already teaches · 3 no brushing until the time the programme specifies — name that time from the programme's instructions, never from habit or a guess · 4 when that time comes, normal brushing (cepillado) with pasta dental resumes as usual · 5 close the loop: tell the family what happens next in the programme (recall, referral if anything was flagged) and log that the aftercare was explained — what was told is part of the record. Theory: the school-programme varnish workflow this library already teaches (CPSTF-recommended model; DANB GC prevention topics, for familiarisation only) — aftercare explained is step 4 of the application sequence itself, not an extra.

End-of-day operatory shutdown — the room, closed properly · Cierre del consultorio

General guidance only — durations follow the unit manufacturer's instructions and the office protocol; none are stated here, because none were verified for this app. Steps, in order: 1 hand hygiene, then the last load: any instruments still in the room complete the one-way chain — nothing dirty is left “for the morning” · 2 unit flush — the dental unit waterlines are flushed under the daily protocol and the flush logged (CDC standard: ≤500 CFU/mL) · 3 surfaces: barriers removed, touch surfaces disinfected, single-use items discarded · 4 waste: streams segregated, the sharps container checked — filled to the line, never over — and clinical waste bagged for its route out · 5 laundry: used linens and reusable textiles bagged at the point of use, never carried loose through clean areas · 6 charts & logs: the day's charts filed, the sterilisation log and waterline log completed — chart it or it did not happen applies to the day itself · 7 lock-up: sterile store closed, equipment left as its instructions direct, room secured. The morning setup (Pass 3) should find nothing to forgive. Theory: CDC Guidelines for Infection Control in Dental Health-Care Settings — 2003, MMWR 2003;52(RR17) — environmental infection control and dental unit waterlines are areas seven and eight of the nine-area spine.

Sensory-friendly care — supporting a child who is sensitive to sound, light, or touch

General guidance only — how the room, the pace and the words are adjusted for a child who finds the dental setting's sound, light or touch hard. Nothing here diagnoses anything, and nothing here is a treatment. Steps, in order: 1 prepare the room before the child sits down: dim the operating light where the setup allows it, and lower your voices — a quieter, softer room is the starting point, not an adjustment made after distress · 2 offer control before anything starts: agree the stop signal — hand up means stop — exactly as the anxious-patient card teaches, and say plainly that it will be honoured the instant it is used · 3 let the child hold the mirror first: touch before treatment — the espejo in their own hands, the big tooth model to explore, each sound named before it happens, tell-show-do at the child's pace · 4 go slowly: one thing at a time, explain-then-do, short steps with pauses between them, and check in as you go — a child who has gone quiet and tense is communicating · 5 stop when asked: the signal, a word, a hand pushing gently away — any of them ends the step at once, without comment or persuasion; what did not happen today is a fact, never a failure, and the clinician decides what happens next · 6 record what helped: light lowered, mirror first, voices down, the pause that worked — written in the chart so the next visit starts from what this one learned (chart it or it did not happen applies to comfort too). Theory: this card extends the library's Patient communication & comfort method and Communicating with an anxious patient (Pass 7) — explain-then-do, an agreed stop signal honoured instantly, never force, never restrain — the dentalcare.com CE643 four-handed model treats the assistant's calm narration and anticipation as part of the procedure itself; a child who knows what happens next, and can stop it, is a partner in the flow.

Preparing a child for their first screening

General guidance only — what to say, what to show, and how the child stays in control of a first visit. Nothing here examines, diagnoses or treats; the screening itself is the clinician-led example taught elsewhere in this app. Steps, in order: 1 the parent or guardian stays present, in sight, for the whole visit — say so at the door, before anything else, so the child hears it too · 2 say what will happen in plain words, in order, before it happens: a look with a small mirror (espejo), a count of the teeth, nothing sharp, nothing sudden — and name what will not happen today · 3 show everything first on the big tooth model: the espejo in the child's own hands, the light, the chair moving once, slowly — tell-show-do, exactly as the communication cards teach · 4 agree the stop signal before the child sits back: hand up means stop, it is practised once on the model, and it will be honoured the instant it is used · 5 let the child set the pace: one step at a time, explain-then-do, a pause after each step — a child who has gone quiet and tense is communicating, and the answer is to pause and check in, never to press on · 6 if the child says no — the signal, a word, turning away — the visit stops there, kindly and completely: the child joins the teaching demo instead, and what did not happen is recorded as a fact, never a failure. Theory: this card gathers the library's Patient communication & comfort method and the Pass 7 Communicating with an anxious patient card — tell-show-do, an agreed stop signal honoured instantly, a caregiver in sight, never force, never restrain — grounded in the dentalcare.com CE643 four-handed model this library already cites, where the assistant's calm narration is part of the procedure itself.

Fluoride talk for families — what to say at the education corner

A plain-language explanation a learner can give a family — what fluoride does, in the words this app already uses. It recommends nothing for any individual child: who receives barniz de flúor is the programme's and the clinician's decision, never the talk's. Steps, in order: 1 start from what the family already does: el cepillado — brushing with a cepillo de dientes and pasta dental — is the daily habit everything else supports · 2 say what fluoride (flúor) does, in one plain sentence: it helps the teeth stay strong against caries — the holes that dolor and lost teeth start from · 3 explain the varnish plainly: barniz de flúor is a thin coating painted on the teeth by the team; it sets on contact with saliva, and the aftercare is the Pass 8 follow-up card — soft foods, no brushing until the time the programme specifies · 4 place the sellador honestly beside it: a sealant covers the chewing surfaces of the back teeth; varnish and sealant are different tools, and the chart — not the talk — records which a child received · 5 invite the family's questions, and route every clinical one — about their child's teeth, about any product or dose — to the clinician, exactly as the Simulation Studio teaches: say you do not know, record the question, refer it. The talk, in Spanish (verified terms only): «El flúor ayuda a los dientes contra la caries. El barniz de flúor es una capa fina en los dientes. El sellador cubre los dientes. El cepillado con el cepillo de dientes y la pasta dental con flúor es de cada día — y las encías también.» Theory: school fluoride varnish delivery programmes are CPSTF-recommended (systematic review of 31 studies, ratified June 2024) — the finding cited in this app's standards section — and the application steps themselves are the Pass 7 fluoride varnish method card in this library.

Setting up the operatory for a school visit

The Outreach Hall's setup discipline, written as a method: the same order the school-visit planner checks and the outreach capstone walks. Every school, class and child it prepares for is fictional. Steps, in order: 1 pack the kit case first, against the visit list — mirror (espejo), gauze, gloves, the varnish and applicators for the consented line, the big tooth model for the demo — counted out, counted in the log · 2 set the hall: the number of screening stations the plan chose, privacy screens up before the first child sits down, the education corner stocked — privacy is part of the screening, and it is set, not improvised · 3 check the consent list at the desk: the class list against the signed forms, name by name — no form means the demo group, welcomed, and never screened; the check happens before the class arrives, not during it · 4 confirm the referral slips: a stocked referral pad at the desk where the flags will need it, the clinician's route for questions agreed, and a blank question record ready — a flag that never becomes a written referral may never reach a clinician · 5 walk the flow once, arrival → consent check → brushing demo → screening → charting → departure, at a child's pace, and fix the snags before the class finds them. Theory: this is the setup half of the school-visit planner (Pass 7, in the Outreach Screening Hall above) and Leg 2 of the outreach capstone, grounded in the CPSTF school-programme model cited in this app's standards section — consent checked before screening, every flag referred in writing, the record closed the same day.

Managing the waiting room — greeting, the list, and a calm room

General guidance only — how the desk and the room are run while families wait. Nothing here is a clinical act; the waiting room is run the way Reception itself is taught in this app: a sequence, in order. Steps, in order: 1 greet families as they arrive — the family first, paperwork second; a settled room is a safer morning · 2 work the list as each family arrives: expected, consented, arrived — the name found and ticked, consent verified from the signed form itself, never from presence on the list · 3 seat families where they can see the desk and the demo corner — waiting is part of the welcome, and a family that can see what happens next waits better · 4 keep children calm with what the room offers: the demo corner and the big tooth model, a settled adult voice, groups called together — the desk calls groups, never lone children, and no child waits unaccompanied · 5 when the visit runs late, say so early and plainly: acknowledge the wait as a fact, explain what happens next in order, and offer the next available time — checked on the board before it is spoken — if a family prefers to return; never promise a time you cannot keep · 6 log arrivals and long waits at the desk, while the family is there — name, time, group — so the record is written at the time, not reconstructed at close-out. Theory: this is the Reception desk sequence this app already teaches — greet → verify consent → check the list → log → ticket (the Pass 3 Reception Intake checklist) — extended to the whole wait, and the late-running step is the desk conduct rehearsed in the Simulation Studio's An upset guardian scenario (Pass 10); dentalcare.com CE643's four-handed model treats calm narration as part of the procedure itself, and at this desk the welcome is part of the visit.

After-visit follow-up — referral slips, the log, and the coach's review

General guidance only — what happens to a visit's paper after the visit. This card names no follow-up timeline of its own: where a programme sets one, the programme's instruction governs, never this card. Steps, in order: 1 every flag becomes a referral slip before the session ends: child, tooth, what was seen, screener's name, date — observations only, never a diagnosis · 2 the slips go to the reviewing clinician by the agreed route — a flag that never becomes a written referral may never reach a clinician · 3 close the log on the day: the visit's screenings, flags, referrals and any supply shortfall recorded while the morning is still checkable, so the clinician's review can answer for the whole session · 4 record what families were told — aftercare explained is part of the record, exactly as the Pass 8 follow-up care card teaches: what was told is written down, not remembered · 5 what the coach reviews: the slips against the log (every flag has a slip; every slip is in the log), the chart entries against the worked codes, and the questions families asked that were routed to the clinician — gaps are named as gaps, and an unwritten referral is visible as one, not smoothed over. Theory: DANB GC documentation topics, as the Pass 3 Charting & records method states them — and the ADEA process of care ends in Evaluation & Documentation for the same reason: the record is part of the care. Chart it or it did not happen applies after the visit exactly as it does during it.

Daily operatory opening routine — the room, ready before the first patient

General guidance only — a checklist, in order, for opening the room. No times are stated anywhere on this card, because none were verified for this app: durations follow the unit manufacturer's instructions and the office protocol. The opening checks: 1 · Hands & barriers — hand hygiene first, then barriers on every touch surface (light handles, chair switches, delivery head) · 2 · Waterlines — run under the daily protocol and the run logged: the CDC standard this app teaches is ≤500 CFU/mL, and an unflushed, unlogged line is an unverified line · 3 · Suction — HVE and saliva ejector tested before the list; a weak pull is reported, not worked around · 4 · Light & chair — light working and positioned, chair set for the first patient — both checked now, not discovered with the patient seated · 5 · Tray — the sterile tray laid out in working order, pouches checked — indicator, seal, date — before anything is opened · 6 · Consent list — the day's list checked against the signed forms and the charts ready: the check happens before the first patient arrives, not during the visit. The opening routine is done when the room would pass the Pass 3 setup card's own test: the first setup of the day finds nothing to forgive. Theory: DANB GC (General Chairside) domain — operatory preparation — as the Pass 3 Operatory setup & breakdown method states it; CODA DA 2-6 puts infection control before any patient contact, which is why this routine runs before the list, never alongside it.

Sterile storage checks — the pouch check before use

General guidance only — how a sterilised pouch is checked at the point of use, before it is opened. Four checks, in order, every pouch, every time: 1 · Intact — look the pouch over: the seal is complete, no tears, punctures, split corners or worn folds; a damaged barrier means the contents are not sterile, whatever the cycle said · 2 · Dry — the pouch is dry to the touch; a damp or wet pouch has wicked contamination through the barrier and fails the check · 3 · Indicator changed — the chemical indicator, inside and out, has changed as it should; an unchanged indicator means the pack is treated as unprocessed · 4 · Within date — the date written on the pouch at packing is read and is still in date; an out-of-date pouch is not opened “just this once”. If any one check fails: the pouch is not used — it is quarantined so it cannot drift back into circulation, the failure is logged, and the set is reprocessed from the start of the one-way chain; if a neighbour pouch from the same load fails too, the load itself is suspect and the lead is told. The pouch check is the last gate of the sterilisation chain, and it belongs to whoever picks the pouch up. Theory: CDC Guidelines for Infection Control in Dental Health-Care Settings — 2003, MMWR 2003;52(RR17) — sterilisation monitoring and sterile storage sit inside the same infection-control spine as this library's infection-control chain card, and the Class B autoclave entry in the encyclopedia above states the monitoring rule this check completes: mechanical + chemical indicator checked on every load, biological spore test at least weekly and with every implantable load.

Managing sharps safely — the scoop, the container, and what happens after an injury

General guidance only — the sharps discipline this app teaches in every room, written as one card. No procedure details are stated beyond it: the exposure procedure itself is the office's written procedure, and it governs. Steps, in order: 1 recapping, where it cannot be avoided, is done with the one-handed scoop only — the cap lies on the surface, the needle is scooped into it with one hand, and the cap is pressed home against the surface; a needle is never recapped with two hands, because the second hand is the one the needle finds · 2 used sharps go straight into the sharps container at the point of use — not carried across the room, not left on the tray, not set down “for a moment” · 3 the container is checked as part of the room's routine: filled to its line, never over, never forced — a full container is replaced and flagged, not packed down · 4 sharps are never passed hand to hand, never bent or broken to fit, and never retrieved from a container once dropped in. After a sharps injury — the two moves this card does state: tell the clinician immediately, the moment it happens, whoever is mid-procedure — never finish the task first, never keep it quiet — and follow the exposure procedure: the office's written post-exposure steps, started at once under the clinician's direction. What those steps are is the procedure's to say, not this card's; the learner's part is the speed of the telling and the honesty of the record. Theory: CDC Guidelines for Infection Control in Dental Health-Care Settings — 2003, MMWR 2003;52(RR17) — sharps safety and occupational exposure sit in the same nine-area spine as this library's infection-control chain card, which already teaches sharps to the point-of-use container by one-handed scoop in the Sterilization Room.

Handover between team members — what passes at a shift change

General guidance only — what one team member passes to the next when a shift, a room or a session changes hands. A handover is a record spoken aloud and checked against the written one; anything not handed over is, for the next shift, something that did not happen. What is passed on, in order: 1 · The consent list status — who is consented, who is still waiting on a form, and any child whose screening is outstanding, so the next desk starts from the list as it actually stands, not as it was planned · 2 · Pending referrals — every flag raised and where its referral slip stands: written, with the clinician, or still owed — an unwritten referral is named as a gap, out loud, so it cannot evaporate between shifts · 3 · Equipment faults logged — anything found faulty, damaged or out of service (a chipped tip, an alarming autoclave, a weak suction pull), what was quarantined, and what the lead has been told — the incoming member meets the fault's history before they meet the fault · 4 · Open loops — loads still in process, tests still incubating or awaited, supplies running low: anything whose next step belongs to the incoming shift, named with its next step. How it is done: face to face where the shifts overlap, against the day's log — the log is read, not remembered — and the incoming member says back what they have taken on. Private details stay inside the handover: a family's circumstances are team information, never corridor conversation. Theory: DANB GC documentation topics, as the Pass 3 Charting & records method states them — the record is part of the care — applied to the seam between shifts: the sterilisation log, the referral record and the fault log this app teaches in its rooms are the same rule, and a handover is where those records change hands.

Cleaning the operatory between patients — the room turned around

General guidance only — the between-patient turnaround, in order. No contact times or durations are stated anywhere on this card, because none were verified for this app: disinfection contact times follow the product's own instructions, every time. Steps, in order: 1 · Hands and gloves — hand hygiene, then gloves for the turnaround; the dirty work of the room is gloved work · 2 · Clear the tray — used instruments go into the closed transport case for the one-way chain, sharps straight into the point-of-use container by the one-handed rule, and nothing used stays on the tray “for the next one” · 3 · Waste out — the visit's waste leaves with the turnaround, into the room's waste stream as the office protocol directs; a bag carried over from a previous patient is a surface nobody cleaned · 4 · Clean, then disinfect — touch surfaces (light handles, chair switches, delivery head, bracket table) are cleaned of visible soil first, then disinfected with the office's surface product, kept wet for the contact time the product's instructions state — the card names no time because the product does · 5 · Fresh barriers — barriers renewed on every touch surface after disinfection, never reused from the previous patient · 6 · New tray, hands again — the next sterile tray laid out in working order, pouches checked (indicator, seal, date) before opening — then gloves off and hand hygiene again, because gloves are never a substitute for it. The room is ready when the next setup would pass the opening routine's own test: nothing left over, nothing carried across. Theory: CDC Guidelines for Infection Control in Dental Health-Care Settings — 2003, MMWR 2003;52(RR17) — environmental infection control is area 7 of the nine-area spine this library's infection-control chain card walks, and the turnaround is that card's barriers-versus-disinfection distinction done between every two patients; the Pass 12 opening-routine method is this card read at the start of the day instead of between patients.

Preparing the fluoride station — kit, consent list, demo

General guidance only — how the Outreach Hall's fluoride station is readied before the class arrives. Application itself follows the programme's protocol and the jurisdiction's authorisation, exactly as the fluoride varnish method card above states; this card is the preparation, not the application. Steps, in order: 1 · Kit check — count the station kit out against its list before the session: varnish units, applicator brushes, gauze, gloves — the count happens at setup, not discovered mid-line with a child seated; a shortfall is flagged to the coach now, while it can still be answered · 2 · Consent list check — the station works from the day's consent list, checked against the signed forms at the desk: only consented children reach the station, in line order — the list is read before the first child arrives, never reconstructed from the queue · 3 · Demonstration materials — the big tooth model and the oversized brush are at the station, so what is about to happen can be shown before it is done: the child sees the film painted on the model first · 4 · Aftercare ready — the aftercare lines are ready to be given as the programme specifies them (soft foods, no brushing until the time the programme states) — the explanation is part of the station's setup, not an afterthought at departure · 5 · Log ready — the chart and the session log are open at the station before the first application: who was consented, who was seen, in what order — written at the station, at the time. A station is ready when a child can walk up and nothing — kit, list, demo, words, log — has to be fetched. Theory: the CPSTF-recommended school fluoride varnish model this library's Fluoride varnish card teaches — consent checked · teeth dried · thin film · aftercare explained · logged — read backwards, as a setup: each step of the application becomes one thing the station must have ready before it can happen.

Running the snack-sorting game with a class — the education corner activity

General guidance only — how the Outreach Hall's education-corner sorting game is run with a class. This card makes no nutrition claims of its own: the sorting words are the ones printed on the game's own cards, and anything beyond them belongs to the programme's teaching materials, not to this card. How it runs, in order: 1 · Set the table — the snack cards laid out face up, the two sorting places marked at either end — everyday and sometimes, the game's own words — where every child in the group can reach and see · 2 · Say the rules once, plainly — foods get sorted, children never do; there are no wrong children at this table, only cards still travelling; nobody's own lunch is ever picked up, pointed at or discussed · 3 · Turns — small groups, one card per turn, the child who holds the card moves it and says where they are putting it and why, in their own words — the hands and the saying are the learning, so the cards are sorted by the children, never for them · 4 · What to say about each snack — ask the game's own question — “how much sugar hides in this one?” — and let the group answer; where a card lands, name the pattern the table shows (water gets the hero spot, as the hall's education corner teaches) and stop there: no claims beyond the game's cards, no “bad foods” language, no shaming — teach the pattern, keep the dignity · 5 · Close the loop — end where the hall's visit always ends: the big tooth model, the brush, two minutes of small circles at the gumline — the sorting was the thinking, the brushing is the doing, and the game is packed away counted, cards checked against the set, ready for the next class. Theory: the educate step of this library's School screening — the Zero Cavity workflow (screen → educate → refer), run as the Outreach Hall's own education-corner hotspot describes it — cards sorted by the children, not for them — with the facilitation manner of the Patient communication & comfort card: explain before you start, in plain language, and let the learner do the action (tell-show-do).

Packing the kit case for a school visit — what goes in, checked twice

General guidance only — the case is packed from the day's paperwork, never from memory: the consent list says how much of everything the morning needs, and the referral slips are part of the packing, not an afterthought at the desk. Steps, in order: 1 · Consent list first — read the day's consent list before the case opens: how many children are consented sets the counts for everything that follows; a case packed to last visit's numbers is packed for a different morning · 2 · The screening kit — mirror, explorer, gauze, gloves, torch — the kit case list from this library's school screening checklist — counted out, one set per station the plan runs · 3 · The fluoride kit — varnish units and applicator brushes for the consented line, counted against the list the way the fluoride station method counts them: at packing, not discovered short in the hall · 4 · The teaching kit — the big tooth model and the oversized brush for the demo, and the education corner's card set, checked complete against its count, because the demo is given to every child whether or not they are screened · 5 · The paper — the referral pad stocked (a pad, not a hope: every flag becomes a written slip before the session ends), a blank question record for the questions that belong to the clinician, the session log, and pens that have been tested on the pad · 6 · Count out, count in the log — everything counted out against the consent list as it goes in, the counts written in the session log, and any shortfall flagged to the coach now, while it can still be answered — the case closes when the list, the slips and the counts all agree. Theory: this library's School screening — the Zero Cavity workflow (screen → educate → refer) read as a packing list — every step of the workflow becomes one thing the case must hold before the hall can run it — with the counts rule of the Pass 13 Preparing the fluoride station method (the count happens at setup) and the desk rule of the Charting & records card: every flag becomes a referral slip, so the slips are packed where the flags will happen.

End-of-visit hall reset — the hall handed back

General guidance only — how a school hall is handed back at the end of a visit. No times are stated anywhere on this card, because none were verified for this app: the reset takes as long as it takes, and it is finished when the checks are done, not when a clock says so. Steps, in order: 1 · Children first — the reset starts when the last group has left with their teacher; nothing is struck, folded or packed away around a class still in the hall · 2 · Stations down — each screening station is cleared in the one-way direction: used instruments into the closed transport case for the sterilisation chain, sharps straight into the point-of-use container by the one-handed rule, and nothing used left standing “for the tidy-up” · 3 · Privacy screens folded — screens checked as they fold — a torn or damaged screen is flagged to the lead, never folded away to surprise the next visit — then folded and stored where the next setup expects to find them · 4 · Kit cases packed — counted back in against the morning's count-out, the packing method read backwards: a shortfall is found now, in this hall, while it can still be looked for — not at the next school · 5 · Referral slips counted — the day's slips counted against the flags on the session chart: a count that does not match is a gap found today, completed from the chart while the chart is still open — never carried to tomorrow as a shrug, because an unwritten referral is visible as a gap only while somebody counts · 6 · Floor checked — the last walk of the hall, eyes down: floor, corners and the space where the stations stood, checked for anything dropped — gauze, a card, a demo piece — and anything sharp found is handled by the sharps rule, never picked up bare-handed into a pocket; the hall is left as the team would want to find it. Theory: the visit's own workflow — this library's School screening — the Zero Cavity workflow, screen → educate → refer — closed out in reverse, station by station, with the Pass 12 Handover between team members rule applied to the room itself: the reset is a handover to the next team and the hall's owners, done against the day's log and counts, not from memory — anything not handed over is, for the next visit, something that did not happen.

Checking a sterilised pouch at the tray — the quick pre-use check

General guidance only — the same four pouch checks as the Pass 12 sterile-storage method, done the other way: not as an audit of the store, but as the quick check in the hand, at the tray, in the moment before a pouch is opened — the thirty-second habit that stands between the store and the patient. One pouch, picked up, four checks, in order, every time: 1 · Intact — as it comes off the tray, look it over: seal complete, no tears, punctures, split corners or worn folds; a damaged barrier means the contents are not sterile, whatever the cycle said · 2 · Dry — feel it as you hold it: a damp or wet pouch has wicked contamination through the barrier and fails on the spot — a wet pouch at the tray is a wet pack caught late, and late is still caught · 3 · Indicator changed — the chemical indicator, inside and out, has changed as it should; unchanged means the pack is treated as unprocessed, however confident the morning has been · 4 · Within date — read the date written on the pouch at packing, out loud if the room is busy; an out-of-date pouch is not opened “just this once”. If any one check fails, at the tray: the pouch is not opened and does not go back on the tray — it is set aside where it cannot drift back, the failure is logged, the set is reprocessed from the start of the one-way chain, and the tray is re-laid from a pouch that passes; if a second pouch from the same load fails, the load itself is suspect and the lead is told before a third is picked up. Theory: CDC Guidelines for Infection Control in Dental Health-Care Settings — 2003, MMWR 2003;52(RR17) — the same sterilisation-monitoring spine as the Pass 12 Sterile storage checks card, which this card deliberately does not repeat: that card audits the store, this one is the check at the point of use, and the Class B autoclave entry in the encyclopedia above states the monitoring rule both complete — mechanical + chemical indicator checked on every load, biological spore test at least weekly and with every implantable load.

Setting up the education corner — the corner ready before the class

General guidance only — how the Outreach Hall's education corner is set up before a class arrives: the corner is part of the visit plan, not a leftover table, and it is ready before the first child reaches it, because the demo group and every unscreened child spend their teaching time here. Steps, in order: 1 · Read the plan first — the corner runs the activity the visit plan chose (snack sorting · brushing demo · fluoride talk), so set the corner the plan describes: a corner set up from habit teaches whatever it happens to hold · 2 · The snack-sorting table — the game's own cards laid out face up, the two sorting places marked at either end — everyday and sometimes, the game's own words — where every child in the group can reach and see, exactly as the snack-sorting method sets its table · 3 · The brushing demo model — the big tooth model and the oversized brush at the corner, visible from the door: the demo is the corner's centre, given to every child whether or not they are screened, so it is set where the whole room can gather round it · 4 · The fluoride talk materials — the talk's materials ready as the programme provides them: the varnish unit and applicator shown on the model, the talk's own wording to hand — materials fetched mid-talk break the talk, so the corner holds them before the class does · 5 · Places and sightlines — seats or floor places arranged so every child can see the model and the table, with the route from the hall door to the corner clear: the corner takes the demo group the moment the consent check sorts the class, and a corner that cannot receive them is a corner set up too late · 6 · Counted and checked — cards counted against the game's set, model and brush checked, talk materials complete — the same count discipline as the kit case: a shortfall is flagged to the coach now, while it can still be answered, not discovered in front of the class. Theory: the educate step of this library's School screening — the Zero Cavity workflow (screen → educate → refer) read as a room setup — the corner is where the educate step physically happens — with the table set by the Pass 13 Running the snack-sorting game method, the demo placed by the outreach capstone's setup leg, and the counts rule of the Pass 14 Packing the kit case method applied to the corner's own materials.

Running the fluoride talk with a class — plain words, no promises

General guidance only — how the fluoride talk is given to a class in the education corner: the same plain language as the Pass 10 talk for families, shaped for a room of children and their teacher. This card makes no health claims of its own: what fluoride does is said the way this library's fluoride talk already says it, and anything beyond that wording belongs to the programme's materials and the clinician. How it runs, in order: 1 · Open plainly — one sentence, in the talk's own words: fluoride helps the teeth stay strong against caries — said once, in words a child can repeat, and not enlarged into anything bigger · 2 · Show the varnish on the model — the barniz de flúor shown before it is met: the unit opened, the thin film painted on the big tooth model — the children see the whole of it on plastic before anyone is asked to sit for it · 3 · Ask the class — the talk is a conversation, not a lecture: what do you brush with? when do you brush? who has seen the big tooth brushed? — questions the children can answer from their own mornings, asked at the model's pace, with the answers heard properly · 4 · Walk the order — what will happen, in order, in plain words: consent checked, teeth dried, the thin film painted on, the aftercare explained — the same sequence the varnish method card teaches, so the talk never describes a different visit from the one the children are about to have · 5 · What not to promise — never promise that varnish stops all decay, never promise any child's teeth are fine or not fine (that is a finding, and findings are not the talk's to give), never answer a clinical question from the floor: questions about a child's own teeth are recorded and routed to the clinician, exactly as the question record is kept everywhere in this hall · 6 · Close at the model — end where the corner always ends: the brushing demo on the big tooth model, the children showing it back — the talk was the words, the brushing is the doing, and the class leaves with the doing in their hands. Theory: the Pass 10 Fluoride talk for families method — fluoride helps the teeth stay strong against caries; the varnish explained plainly; clinical questions routed to the clinician — re-shaped for a class, on the CPSTF school fluoride varnish model this library's Fluoride varnish card teaches, with the facilitation manner of the Patient communication & comfort card: explain-then-do, in plain language, and let the learners do the action (tell-show-do).

Closing the clinic at the end of a school visit — the day closed, not just ended

General guidance only — how a school visit is closed out whole: the hall handed back, the kit accounted for, the paper complete, and the team debriefed. No times are stated anywhere on this card, because none were verified for this app: the close is finished when its checks are done, not when a clock says so. Steps, in order: 1 · The hall reset first — the visit's room is closed before its paper is: stations down in the one-way direction, privacy screens folded and checked, floor walked — the Pass 14 hall reset, done in full, because a close that starts with paperwork leaves a hall half-standing behind it · 2 · Kit cases packed and counted in — every case counted back against the morning's count-out from the packing log; a shortfall is looked for now, in this building, and logged with the numbers if it is not found — never carried silently to the next school · 3 · Referral slips counted — the day's slips counted against the flags on the session chart before anything is filed: a mismatch is a gap found today, completed from the chart while the chart is still open — the slips leave counted, or they do not leave · 4 · Charts filed — the session's charts and the visit checklist filed by class and date, with the slips' count noted with them: a chart left on a desk at close is a record outside its store, and the next visit's team reads the file, not the desk · 5 · The log closed and handed over — the session log closed on the day: screened, demo group, referrals, counts, faults — handed to the coach complete and in writing, the Pass 12 handover rule applied to the whole day: read against the records, not remembered · 6 · The coach debrief — the day ends the way every run in this app ends: two things done well, two to change, said briefly and honestly while the morning is still checkable — the debrief is part of the close, not an optional extra after it. Theory: this library's End-of-day operatory shutdown method — nothing dirty left “for the morning”, chart it or it did not happen applied to the day itself — read at the scale of a whole school visit: the Pass 14 End-of-visit hall reset is this card's first movement (that card hands back the room; this one closes the visit around it), and the Pass 12 Handover between team members rule closes it — a day handed over against its log is a day the next team can actually start from.

Setting up the screening stations — screens, kit cases, chairs, markings

General guidance only — how the Outreach Hall's screening stations are laid out before a class arrives: the stations are the visit plan made physical, and they are ready before the first child reaches them, because a station finished in front of a queue is a queue that watches its own screening being improvised. Steps, in order: 1 · Read the session plan first — how many stations the plan runs decides everything that follows: screens, cases, chairs and markings are counted out for the plan's stations, not for the number the hall happened to hold last visit · 2 · Privacy screens up — one screen per station, raised and checked as it goes up: a torn or damaged screen is flagged to the coach now, never set out to surprise a child mid-screening — the screen is what makes each station a private place inside a public hall · 3 · Kit case at each station — the screening kit laid out at every station from its case — mirror, explorer, gauze, gloves, torch, the kit case list from this library's school screening checklist — counted out per station, so no station borrows from its neighbour mid-line · 4 · Chairs placed — a chair for the child at each station and the screener's place beside it, set so the child sits facing the screener with the screen behind them, and so the route between stations stays clear for the class flow: a chair that blocks the walk-way is a trip the session did not need · 5 · Floor markings down — the line's path marked on the floor: where the line waits, where the next child stands, and the way the flow runs — desk, stations, education corner — so the line can nearly run itself: children who can see where to stand do not have to be marshalled, and a marked line is a calm line · 6 · Walk it once, as a child — before the class arrives, walk the stations in the order a child meets them: screen, chair, kit, markings, the way on to the corner — anything missing or wrong is found by the team first, and a shortfall is flagged to the coach now, while it can still be answered. A hall is ready when the first child can be received without anything being fetched. Theory: this library's School screening — the Zero Cavity workflow (screen → educate → refer) read as a floor plan — each station is the screen step given a place to happen — with the room list of this library's School screening morning checklist (privacy screen up; kit case laid out) and the counts rule of the Pass 14 Packing the kit case method: what the plan runs is counted out before the class, never discovered short in front of it.

Running the brushing demo with a class — the model, the order, the questions

General guidance only — how the brushing demo is given to a class at the big tooth model: the demo is given to every child in the hall, screened or not, and it teaches one action — brushing — in the hall's own words and order. This card makes no health claims of its own: the words are the ones this app already uses, and questions about a child's own teeth are never answered at the model. How it runs, in order: 1 · Gather at the model — the big tooth model and the oversized brush where every child can see them, the group settled before a word is said: a demo half the class cannot see is a rumour with props · 2 · Show before telling — the brush held up, the toothpaste named (pasta dental), the model turned so its faces show: the children see the tools and the tooth before anyone describes a movement — show first, words second, exactly as the hall shows the varnish on the model before it is met · 3 · Brush the order, on the model — the brushing done slowly on the model in the order the children will copy: small circles at the gumline, round the outsides, then the insides, then the chewing tops, the front teeth where everyone can watch — two minutes of small circles at the gumline, as the education corner teaches it, with the order said out loud as it is brushed, so the saying and the seeing land together · 4 · Ask the class — questions the children can answer from their own mornings, asked at the model's pace and heard properly: who brushes before school? what do you brush with? where does the brush start — the gumline or the tops? A question the class can answer is a rehearsal; a question it cannot is a test, and this is not a test · 5 · The children show it back — the teach-back: children take the oversized brush in turns and show the order on the model, gumline first, while the group calls the steps — the hands are the learning, so the demo is done by the children before it ends, never only at them · 6 · Close without verdicts — the demo judges no child's teeth and answers no clinical question from the floor: a question about a child's own teeth is recorded and routed to the clinician, the same question record the whole hall keeps. The class leaves with the order in their hands — that, and nothing more, is what the demo was for. Theory: the educate step of this library's School screening — the Zero Cavity workflow (screen → educate → refer) run as a class performance, with the facilitation manner of the Patient communication & comfort card — explain before you start, in plain language, and let the learner do the action (tell-show-do) — and the question shape of the Pass 15 Running the fluoride talk with a class method: questions the class can answer from their own mornings.

The end-of-day kit-case check — counted, checked, logged, reported

General guidance only — the check that closes the day for the visit's kit: the morning's packing read backwards, at the day's end, while everything the day used is still in the building. No times are stated anywhere on this card, because none were verified for this app: the check is finished when its counts agree, not when a clock says so. Steps, in order: 1 · Count the instruments in — every case counted back against the morning's count-out from the packing log, case by case: a shortfall is looked for now, in this hall, and if it is not found the numbers go in the log as they stand — never carried silently to the next school, where the same gap would be somebody else's morning · 2 · Check the pouches — the sterilised pouches still in the cases checked the way this library always checks a pouch: intact · dry · indicator changed · within date. A pouch that fails any one check is set aside where it cannot drift back into a case, and the set is reprocessed from the start of the one-way chain — a failed pouch shelved as whole is the next visit's torn pouch, scheduled · 3 · Count the consumables — varnish units, applicator brushes, gauze and gloves counted against what the session used and what remains: the remainder is the number the next packing starts from, so a shortfall is a fact recorded today, not a surprise discovered at the next school's fluoride station · 4 · Log the faults — anything damaged, torn, missing or failed goes into the session log the same day, with the case it belongs to: a fault found and not logged is a fault handed to the next team as a discovery, and this app's rule is the same at the day's end as at its start — if it isn't recorded, it didn't happen · 5 · Report to the coach — the check is handed to the coach complete and in writing at the close: the counts, the pouch failures, the faults, the shortfalls — read against the records, not remembered, the Pass 12 handover rule applied to the kit itself · 6 · Cases stored ready — closed, complete cases stored where the next visit's packing expects to find them; an incomplete case is labelled with its fault where the packer will see it, never shelved as if whole. The day is closed for the kit when the cases, the counts and the log all tell the same story. Theory: CDC Guidelines for Infection Control in Dental Health-Care Settings — 2003, MMWR 2003;52(RR17) — the same sterilisation-monitoring spine as the Pass 12 Sterile storage checks and the Pass 14 pouch check at the tray, applied here to the cases at the day's end — with the Pass 14 Packing the kit case method read backwards (counted out against the list in the morning, counted in against the log at night) and the Pass 12 Handover between team members rule closing it: the kit is handed to the next team against the record, not from memory.

Preparing the operatory for the next patient — tray, surfaces, hands, chart

General guidance only — how the operatory is turned from the patient who has just left to the patient who is about to be called: the room is prepared for a named next patient, and the chart check is what ties the room to that patient. No times are stated anywhere on this card, because none were verified for this app: the room is ready when its checks are done, not when a clock says so. Steps, in order: 1 · Hand hygiene first — before anything is touched for the next patient: the turnover begins with clean hands, the same rule that opens every setup in this library · 2 · The used tray out — the previous patient's tray is cleared as one unit: instruments into the closed transport case, never carried loose, single-use items discarded, sharps to the point-of-use container — nothing from the last patient stays in the room to be tidied around · 3 · Surfaces wiped — barriers removed, every touch surface cleaned then disinfected with contact discipline observed — a wiped surface nobody timed is a claim, not a disinfection, exactly as the audit walkthrough puts it — and fresh barriers laid · 4 · The fresh tray in — a sterile tray laid out in working order for the procedure the schedule names, its pouches checked the way this library always checks a pouch before opening: intact · dry · indicator changed · within date · 5 · The chart check — the next patient's chart read against the appointment board and the consent state before anyone is called: right chart, right patient, right order — a room can be perfectly clean and perfectly wrong, and the chart check is the step that catches the wrongness while it is still only paper · 6 · Hands again, chair ready — hand hygiene once more at the chair, gloves on as the patient is seated: the next patient meets a room that was finished before they were called, never one being finished around them. Theory: DANB GC (General Chairside) domain — operatory preparation and turnover — with CDC Guidelines for Infection Control in Dental Health-Care Settings — 2003, MMWR 2003;52(RR17) behind the surface and hand-hygiene steps: the forward-looking twin of this library's Pass 3 Operatory setup & breakdown and Pass 13 Cleaning the operatory between patients cards, with the chart check taught by the Pass 8 scenario The chart is wrong — stop, verify identity against the consent list, never proceed on a mismatched chart.

Running the education corner — rotating a class through the corner

General guidance only — how a whole class is rotated through the education corner across a visit, so every group gets all three of the corner's parts — the snack sorting, the brushing demo, the fluoride talk — in the corner's own order, and no group is rushed through or left with a part missing. The corner is set up first, by the Pass 15 setup method; this card runs it. How it runs, in order: 1 · Groups arrive in the visit's flow — the corner receives groups in the order the hall already runs: desk → stations → corner — a group comes to the corner when its turn comes, and the demo group starts here, because the corner is where unscreened children spend their teaching time · 2 · Snack sorting first — the group settles at the table and the game runs as the Pass 13 method runs it: the rules said once, one card per turn, the game's own words — everyday and sometimes — about each snack: the sorting is the warm-up that gathers a group of children into one activity at one pace · 3 · The brushing demo at the model — the whole group gathers round the big tooth model for the Pass 16 demo: the order brushed on the model and said out loud as it is brushed, the questions the class can answer, the children showing it back — the demo is the corner's centre, and a group is never split across it · 4 · The fluoride talk closes the visit — the Pass 15 talk, in its own wording, last: fluoride helps the teeth stay strong against caries, the varnish shown on the model, no promises and no verdicts — the talk ends the corner because it describes the visit the children are in the middle of, and it lands best once the doing is in their hands · 5 · The corner resets between groups — cards gathered and counted, the model and brush back in place, talk materials complete: the next group meets the corner the Pass 15 setup describes, not the leavings of the group before — a shortfall is flagged to the coach between groups, while it can still be answered · 6 · A group that arrives mid-part joins at the next part — a late group, or a child joining from the stations, comes in at the start of the next activity, never halfway through the demo: joining at a boundary costs a child nothing, and joining mid-demo costs them the order the demo exists to teach. Theory: the educate step of this library's School screening — the Zero Cavity workflow (screen → educate → refer) run as a rotation — the corner is where the educate step happens for every child, screened or not — built from this library's own corner cards in their running order: the Pass 15 Setting up the education corner, the Pass 13 Running the snack-sorting game, the Pass 16 Running the brushing demo with a class and the Pass 15 Running the fluoride talk with a class methods.

The morning huddle — the day reviewed before it starts

General guidance only — the short whole-team review the fictional team holds before the first family arrives: the day read aloud from its own records, so that what the day will ask for is known before it asks. The huddle works from paper, not from memory — every item below is something the team can point at, count or read. What the huddle reviews, in order: 1 · The consent list — the day's list read first: how many children are consented, and anything written beside a name — an allergy note is named here and carried to the clinician before the child is seen, exactly as its rule requires, and a list that is not current is replaced before the day starts, never discovered at the desk · 2 · The stations — how many stations the session plan runs, who staffs each one, and what the education corner is running: the plan's shape said out loud, so a station nobody knew they owned is found in the huddle and not in front of the class · 3 · The supplies — the kit cases counted against the list, the fluoride counted for the consented line, the consumables checked: a shortfall named in the huddle is a fact the coach can answer; the same shortfall found mid-class is a station improvising · 4 · The roles — who is on the desk, who is at the stations, who runs the corner, who floats — and who the clinician is and where they will be: every direction in this app runs to the clinician, so the huddle is where the team learns the name before they need it · 5 · The open loops — yesterday's unfinished business read from the log: referrals still pending, faults still open, the board checked against the list before the room opens — the Pass 12 handover's contents, carried into the morning they belong to · 6 · Questions, not assumptions — the huddle ends by asking what is not known, out loud: a question asked here is free, and the same question discovered at a station costs a child their place in the line. The day starts when the list, the stations, the supplies and the roles have all been said — against the records, not remembered. Theory: the Pass 12 Handover between team members rule read forwards — a shift handed over against the day's log, applied here to the day itself before it begins — on the plan discipline of this app's School Visit Planner and the Coach Toolkit's guidance for running a practice session: the session is reviewed before it is run, by the people who will run it, from the records it will be run against.

Preparing the referral desk — slips, pens, consent list, chart rack

General guidance only — how the reception desk is made ready before a visit, so that a referral written at it later in the day is written from records, on a complete slip, at a desk that was set up to do exactly that. The desk's four working parts are prepared together, because a referral is only ever as good as the desk it leaves from. Steps, in order: 1 · The slips — a stack of referral slips at the desk, read once before the day starts: every field the slip asks for is a field the desk must be able to fill from the chart and the consent list, and a slip design the desk cannot complete is flagged to the coach before the first family arrives, not discovered with a child waiting · 2 · The pens — pens that write, plural, tested on scrap paper: a referral, a log entry and a chart note are all written at this desk, and a desk with one fading pen is a desk whose records fade with it · 3 · The consent list — the day's consent list at the desk, checked against the signed forms before the room opens: the list is the desk's source of truth, and the referral desk works from it all day — names, notes beside names, and who is not on it · 4 · The chart rack — the day's charts in the rack in calling order, read against the checked list once, name by name: the rack is the list's display, and a rack set up wrong is a morning called wrong, as the chart-swap lesson teaches · 5 · The desk's rule, restated — before the first family is called, the rule the desk will run on is said plainly: a slip leaves this hall complete, filled from the chart and the list, never from memory and never with a guess — anything the records cannot answer waits for the coach. Theory: DANB GC documentation topics, as the Pass 3 Charting & records method states them, applied at the desk by the Pass 11 After-visit follow-up method — referral slips, the log, and the coach's review — with the slip discipline taught by the Pass 13 scenario The referral slip is incomplete and the rack discipline by the Pass 17 scenario The chart rack is mixed up: stop, complete the slip from those records before it leaves the hall; the list governs the rack.

End-of-day chart filing — complete, in order, flagged

General guidance only — how the day's charts are filed at the end of a visit, so the record the day leaves behind is the record the day actually made. No times are stated anywhere on this card, because none were verified for this app: the filing is finished when every chart is accounted for, not when a clock says so. Steps, in order: 1 · Gather the day's charts — every chart the day used, from the rack, the stations and the desk, gathered into one pile before any filing starts: a chart left at a station is a chart the filing cannot see, and an unseen chart is filed nowhere · 2 · Check every chart is complete — each chart read once against the day it records: the visit's entries made, what was done noted, a referral noted where one was made — chart it or it did not happen applies at filing exactly as it does at the chair, and a gap found now can still be answered from the day's log while the day is checkable · 3 · File in order — the complete charts filed in the order the desk's filing runs, the same order the morning's rack was built in, so tomorrow's desk finds each chart where the system says it lives · 4 · Flag the incomplete ones for the coach — a chart that cannot be completed from the day's records is not filed away quietly and is never completed from memory or a guess: it is flagged — visibly, on the chart — and the flag is noted in the log for the coach, whose review is where an incomplete record is answered · 5 · Hand over against the record — the filing closes the way this library closes everything: the charts, the flags and the log agree, and what the next team receives is the record, not a recollection of it. Theory: DANB GC documentation topics and the ADEA process of care ending in Evaluation & Documentation, as the Pass 3 Charting & records method states them — the record is part of the care — read at the scale of one day's charts, with the Pass 15 Closing the clinic at the end of a school visit method (charts filed among its closing steps) and the Pass 12 Handover between team members rule closing it.

The two-minute brushing order — the demo's steps, in order

General guidance only — the step-by-step order of the education corner's brushing demo, written down as a method: the order the Pass 16 demo method brushes on the big tooth model, said out loud as it is brushed, for the class to copy. This card teaches the order and nothing beyond it — no health claims are made or invented here; what brushing is for is the fluoride talk's and the clinician's wording, not this card's. The order, in order: 1 · Small circles at the gumline — the demo starts where the tooth meets the gum: small circles, slowly, on the model, the brush angled at the gumline — the motion every later step is built from, shown first and shown slowly · 2 · The outside surfaces — round the outsides of the teeth in the same small circles, the surfaces the class can see in a mirror, worked in the model's own order so no stretch is skipped · 3 · The inside surfaces — the insides next, the surfaces nobody watches: the order names them out loud precisely because they are the ones a copier would leave out · 4 · The chewing surfaces — the chewing tops, brushed across their grooves, still in the demo's unhurried pace · 5 · The front teeth — the front teeth where everyone can watch, the order coming round to where it can be checked by every eye in the group · 6 · The tongue, to finish — the tongue brushed last and briefly, and the demo ends where the order ends: two minutes of it, the saying and the seeing kept together from first circle to last, exactly as the corner teaches it. Theory: the educate step of this library's School screening — the Zero Cavity workflow (screen → educate → refer) as a performed order, following the Pass 16 Running the brushing demo with a class method — the big tooth model, the brushing order said out loud as it is brushed, the children showing it back — with the facilitation manner of the Patient communication & comfort card: explain before you start, in plain language, and let the learner do the action (tell-show-do).

Setting up the X-ray room — apron, collar, holders, guides, panel

General guidance only — how the Radiography Room is made ready before a class arrives: everything around a simulated exposure prepared in ALARA order, so the room the Pass 5–6 runs use is already set when the first child is called. This room never makes a real exposure — imaging here is simulated only, and this card sets up the simulation: no settings, outputs or specifications are stated anywhere on it, because none were verified for this app. Steps, in order: 1 · Apron and collar on hooks — the lead apron and the thyroid collar hanging on their hooks, taken down and checked as they are placed: hung flat a moment, looked and felt over for cracks or creases in the shielding — protection is inspected, not assumed, and a damaged apron or collar comes out of service for the spare, exactly as the Pass 5 collar run teaches · 2 · Sensor holders ready — the sensor holders the room's positioning drill uses, laid out clean and complete at the unit: a holder missing its part is a positioning guess later, and positioning is the safety skill in a room where first-time placement is what keeps a retake from being needed · 3 · Positioning guides laid out — the positioning guides set out in the order the room's checklist walks them, where the operator's hands will find them without turning away from the child: the room is arranged so the ALARA checklist can be spoken aloud, in order, without a pause to fetch anything · 4 · Control panel check — the panel checked the way the room's own runs check it: the unit powered, the display read, the simulated exposure control where the checklist expects it — read and reported, never adjusted on a guess: anything on the panel that does not read as expected is a stop and a word to the clinician, not a setting to experiment with · 5 · The room's rule, restated — before the first child is called, the rule the room runs on is said plainly: simulated exposures only, protection on before positioning, the checklist spoken aloud, and a frightened child's no is final — the Pass 17 X-ray-fear rule built into the room before it is needed. Theory: DANB RHS (Radiation Health & Safety) and the ALARA principle as this app's Imaging / ALARA graded run teaches them — position once, protection on, checklist spoken aloud, one simulated exposure — with the protection check of the Pass 5 scenario The missing collar and the room discipline of the Pass 17 scenario Scared of the X-ray: the setup is the run's first safety step, done before any child is in the room.

Running the referral desk — the desk moving, without errors

General guidance only — how the referral desk is run through a visit, once the Pass 18 setup method has made it ready: the slips, pens, consent list and chart rack in use, the desk's work flowing from records to slips without the errors that come from memory, haste or a desk that stops. The desk's rule governs every step below: a slip leaves this hall complete, filled from the chart and the consent list, never from memory and never with a guess. How it runs, in order: 1 · One slip at a time, from the records — each referral is written when its flag happens, from the chart entry in front of you checked against the consent list — two records agreeing, not one recollection — and the slip is finished before the next child is called: a half-written slip set aside “to finish later” is the incomplete-slip scenario being scheduled · 2 · The rack stays the list's display — charts are taken from and returned to the rack in calling order, and any chart whose place looks wrong is checked against the list before it is used, never re-filed by a guess: the chart-swap lesson applies at the desk all day, not only when a swap is suspected · 3 · The pen and the log stay live — the desk log is written as the day happens — arrivals, referrals, questions referred, anything unusual — in the order it happens: a log written up at the end from memory is a story about the day, and this desk deals in the day's records · 4 · Questions are routed, not answered — a question this desk cannot answer from its records — a clinical question, a question about money — is recorded and routed to the clinician or the coach, and the routing is finished: the question is made sure to arrive, the way the cost run and the question record teach, because a referral that never arrives is a deflection with good manners · 5 · The desk never stops the hall — when the desk's work backs up, the slip in hand is finished and the next family is called in the list's order: the desk keeps moving by doing one thing completely at a time, never by skipping the consent check, the chart check or the log to catch up — speed at this desk is a by-product of order, never a substitute for it. Theory: DANB GC documentation topics, as the Pass 3 Charting & records method states them, applied at the running desk by the Pass 18 Preparing the referral desk method — this card is that card in motion — with the slip discipline of the Pass 13 scenario The referral slip is incomplete, the rack discipline of the Pass 17 scenario The chart rack is mixed up, and the routing discipline of the Pass 18 scenario A question about cost.

The two-minute brushing order, part 2 — teaching it to a class

General guidance only — how the Pass 18 brushing order is taught to a class, as a lesson: the Pass 16 demo showed the order on the big tooth model; this card teaches it — how each surface is demonstrated, which questions carry the class through it, and what is said when a child rushes. This card makes no health claims of its own: it teaches the order and the teaching, and nothing beyond them. How it runs, in order: 1 · Name the whole order first — before a brush moves, the class hears the journey in one breath — gumline, outsides, insides, chewing tops, front teeth, tongue — so every surface demonstrated afterwards lands in a place the children already have in mind: a step shown without the map is a trick; a step shown inside the map is a route they can repeat · 2 · Demonstrate each surface the same way — every surface gets the same three beats on the model: name it, show the small circles on it slowly, then point to where it lives in their own mouths with a finger on the cheek or a look in the mirror — the insides named out loud precisely because they are the ones nobody watches, exactly as the order itself insists · 3 · Ask as you go — questions the class can answer from the demonstration and their own mornings, asked at the model's pace and heard properly: where did the brush start — the gumline or the tops? which surface comes after the outsides? who can show me the chewing tops? A question the class can answer is a rehearsal; a question it cannot is a test, and this is not a test · 4 · When a child rushes — it will happen, and it is answered with the order, not with a telling-off: “Show me the gumline again — slowly, the way the model does it” — the rushing child is sent back to the step, not singled out, and the class watches the slow version once more, because in this lesson slow is not the failure of the skill; slow is the skill. The two minutes are never chased: a child brushed back to the gumline has lost nothing and practised the start twice · 5 · The children teach it back — the lesson ends the way the demo ends: children take the oversized brush in turns and teach the order back on the model while the group calls the steps — gumline first, every surface named — because the order is learned when it is said and done by the class, not when it has been watched. The class leaves able to say the journey and show it — that, and nothing more, is what the lesson was for. Theory: the educate step of this library's School screening — the Zero Cavity workflow (screen → educate → refer) taught as a lesson, following the Pass 18 The two-minute brushing order method — the order this card teaches — and the Pass 16 Running the brushing demo with a class method it extends, with the facilitation manner of the Patient communication & comfort card: explain before you start, in plain language, and let the learner do the action (tell-show-do).

Setting up the sterilization room — zones, sink, cleaner, sealer, autoclave, storage

General guidance only — how the Sterilization Room is made ready at the start of the day, before the first load arrives: the room set up in the same one-way order its loads will travel, so the chain the Pass 1 room teaches can run without anything crossing back. Nothing on this card repairs, adjusts or specifies any machine: a unit that does not read or start as expected is a stop and a word to the clinician, exactly as everywhere in this app. Steps, in order: 1 · The zones in order — walk the room the way a load walks it: receiving, cleaning, packaging, sterilisation, sterile storage — each zone clear, stocked and visibly itself, with no clean-zone item stored in a dirty zone and nothing left standing where it does not belong: the one-way flow is a property of the room before it is a property of any load · 2 · The sink — at the cleaning zone: clear, clean, and ready for the rinse stage of the chain, with the pre-treat the chain teaches possible at it — soil is kept moist so debris never dries on — and nothing at the sink that belongs to a later zone · 3 · The ultrasonic cleaner — the tank's solution as the chain expects it: a fresh fill is degassed — empty tank, before the first load — because dissolved air muffles cavitation and weakens the clean, exactly as the degas rule teaches; the lid present and closing, and the unit starting as it should: a cleaner that will not start is stopped for and told to the clinician, never loaded anyway · 4 · The sealer — at the packaging zone: pouches stocked, the chemical indicators with them, and the sealer ready to close a pouch completely — a seal that does not hold is a barrier that does not exist, found here and not at the tray · 5 · The autoclave — the Class B unit checked the way every load will check it: powered, its display read and reported as read, indicators stocked for the day's loads — mechanical and chemical indicators are checked on every load in this app, so the room holds what the loads will need before the loads exist · 6 · The spore-test kit — the biological indicator kit in its place and the test state known: the spore test runs at least weekly and with every implantable load in this app, so the setup knows when the next test is due and where its kit lives — a kit nobody can find is a test that quietly stops happening · 7 · The storage — the sterile store ready to receive: cool, dry, dated packs stored oldest first, with room for the day's loads to land without crowding the clean zone — the chain ends in a store that was ready before the first load started. Theory: CDC Guidelines for Infection Control in Dental Health-Care Settings — 2003, MMWR 2003;52(RR17) — the sterilisation-monitoring spine behind this library's Sterilisation — one-way chain checklist and the Pass 12 Sterile storage checks card, read here as a room setup: the Pass 1 Sterilization Room's own zones (receiving → cleaning → packaging → sterilisation → sterile storage) made ready in order, with the degas rule of the Pass 5 scenario Fresh fill, no degas and the indicator rule of the Class B autoclave entry in the encyclopedia above.

Running the intake desk — greet, consent list, chart rack, appointment board, demo ticket

General guidance only — how the intake desk at Reception is run as a visit begins: the desk where every family is first met and where consent is verified before anything else in the visit happens. The desk's order is the visit's order — greet, verify consent, check the list, log the arrival, hand out the demo ticket — and it is run the same way for every family, in the list's order, because no consent verified at this desk means no screening later, anywhere. How it runs, in order: 1 · Greet — each family met as they arrive: welcomed by name where the list gives it, told plainly what happens first and where they will wait — a family that knows the shape of the morning waits inside it calmly, and the greeting is the first record the visit makes of itself · 2 · The consent list — consent verified against the day's consent list, checked against the signed forms, before anything else is done for that child: on the list means the visit opens; not on the list means the child joins the demo group, welcomed — the check is never skipped to save time, and never taken from memory or from yesterday's list · 3 · The chart rack — the child's chart taken from the rack in calling order, the rack kept as the list's display: a chart whose place looks wrong is checked against the list before it is used, never re-filed by a guess — the chart-swap lesson applies at this desk all morning, not only when a swap is suspected · 4 · The appointment board — the board by the desk kept as the list's display, written up from the checked consent list and corrected from it, name by name, before anyone is called: if the board and the list disagree, the list governs and the board is fixed first — nobody is called from a board known to be wrong · 5 · Log the arrival — the arrival written in the desk log as it happens, in the day's order, with anything unusual noted with it: a log written up later from memory is a story about the morning, and this desk deals in the morning's records · 6 · The demo ticket — the brushing-demo ticket handed out as the intake drill hands it out, so every child — screened or in the demo group — carries their place in the visit's teaching: the demo is given to every child whether or not they are screened, and the ticket is how the desk makes sure nobody's teaching is left to chance. Theory: DANB GC documentation topics, as the Pass 3 Charting & records method states them, applied at the intake desk by this app's own Reception intake drill — greet → verify consent → check the class list → log the arrival → hand out the brushing-demo ticket — with the board discipline of the Pass 15 scenario The appointment board is wrong (the list is the source of truth, the board its display) and the rack discipline of the Pass 17 scenario The chart rack is mixed up: the desk is where the list, the rack and the board are made to agree before the first child is called.

The morning equipment check — light, chair, suction, cleaner, autoclave, X-ray arm

General guidance only — the check the team makes of the clinic's equipment at the start of the day, room by room, before the first patient is called: each item switched on, looked at, and read the way it will be used, because a fault found by the check costs a note in the log, and the same fault found at the chair costs a patient their start. No times are stated anywhere on this card, because none were verified for this app: the check is finished when every item has been checked and every finding logged, not when a clock says so. What is checked, in order: 1 · The light — the operatory light switched on and positioned as every setup ends: lit is a pass; dark is a stop — the clinician is told, and the switch and the spare bulb are checked only as directed. A procedure never starts without proper light, and a failed unit is never opened up by the person who found it dark · 2 · The chair — the chair moved through its motions and left ready for the first patient: a chair that sticks, grinds or will not hold its position is a fault to log and report, not a quirk to work around with a patient in it · 3 · Suction — the suction tested at the chair — HVE and saliva ejector both pulling — and the tips looked at in the light as they are picked up: a tip found cracked is quarantined, logged and replaced from the sterile store, never used anyway because it still pulls, and never taped · 4 · The ultrasonic cleaner — in the Sterilization Room: the solution as the chain expects it, a fresh fill degassed, the lid closing, and the unit starting as it should. A cleaner that will not start is stopped for and told to the clinician — instruments are never loaded into a cleaner that is not running · 5 · The autoclave display — the Class B unit powered and its display read and reported as read, with the day's spore-test state known: anything on the display that does not read as expected is a stop and a word to the clinician, never a setting to experiment with · 6 · The X-ray arm — in the Radiography Room: the arm moved through the positions the room's positioning drill uses and left parked as the room leaves it — imaging here is simulated only, and the check reads and reports; it adjusts nothing on a guess. What is logged: every finding, in the equipment log, in the same shape as every good entry in this app — the item, the fault as found, the checks made as directed and their results, and who was told — and the lead hears of every fault the check finds. If it isn't recorded, it didn't happen. Theory: DANB GC (General Chairside) domain — operatory preparation — read at the scale of the whole clinic: the equipment half of the Pass 11 Daily operatory opening routine method (waterlines, suction, light, chair checked before the day), with the fault rules of this app's own morning scenarios — the Pass 19 The light won't turn on (stop, tell, check only as directed), the Pass 18 A cracked suction tip (quarantine, log, replace) — and the log rule of the Pass 12 Handover between team members card: faults are handed over against the record, not remembered.

Setting up the reception area — desk, chairs, consent list, chart rack, appointment board, demo tickets

General guidance only — how the whole reception area is made ready before a visit, not just the desk on it: the room a family walks into is the visit's first impression of its own order, and everything in it — desk, chairs, list, rack, board, tickets — is set from the same checked records, in the same order, before the first family arrives. Steps, in order: 1 · The desk — the desk cleared and laid for the day's work: the consent list, the desk log, pens that write, plural and tested, and the referral slips within reach — the desk set the way the Pass 18 referral-desk method sets it, because intake and referral share this furniture all morning · 2 · The chairs — the waiting chairs set out in rows a family can actually use: room for children and guardians together, a clear path from the door to the desk and from the desk to the hall, and nothing stored on them — a chair holding kit is a seat the room has quietly taken back · 3 · The consent list — the day's consent list at the desk, checked against the signed forms before the room opens: the list is the area's source of truth, and every other part of this setup — rack, board, tickets — is built from the checked list, never from yesterday's · 4 · The chart rack — the day's charts in the rack in calling order, read against the checked list once, name by name: the rack is the list's display, and a rack set up wrong is a morning called wrong, as the chart-swap lesson teaches · 5 · The appointment board — the board written up from the checked list, name by name, in the day's order: if the board and the list disagree, the list governs and the board is corrected before anyone is called — nobody is ever called from a board known to be wrong · 6 · The demo tickets — the brushing-demo tickets ready at the desk, counted and to hand, so every child — screened or in the demo group — receives one at intake: the demo is given to every child whether or not they are screened, and the tickets ready are how the area makes sure nobody's teaching is left to chance · 7 · The area's rule, restated — before the first family is called, the rule the room runs on is said plainly: everything in this area displays the checked consent list, and anything that disagrees with the list is fixed from the list before the day starts. Theory: DANB GC documentation topics, as the Pass 3 Charting & records method states them, applied to the whole reception area by the Pass 20 Running the intake desk method — greet, consent list, chart rack, appointment board, demo ticket — with the desk discipline of the Pass 18 Preparing the referral desk method, the board discipline of the Pass 15 scenario The appointment board is wrong (the list is the source of truth, the board its display) and the rack discipline of the Pass 17 scenario The chart rack is mixed up.

Running the chart rack — filing in order, checking for swaps, flagging incomplete charts

General guidance only — how the chart rack is run through a visit and at its end: the rack is the consent list's display, and it is only ever as trustworthy as the checks that keep it matched to the list. This card invents no filing system of its own: the order is the order the desk's filing runs, and the checks below are the ones this app already teaches. How it runs, in order: 1 · File in order — every chart lives in the rack in the desk's filing order, the same order the morning's rack was built in and the end-of-day filing restores: a chart returned out of order is a chart the next reader finds late, or does not find · 2 · Read the rack against the list — at setup and whenever the rack has been worked, the rack is read against the checked consent list once, name by name: the list governs the rack, never the other way round, and the read is done from the records, not from a memory of where a chart usually sits · 3 · A chart out of place is checked, never guessed — any chart whose place looks wrong is checked against the list before it is used or re-filed: nothing in this rack is re-filed by a guess, by thickness, by handwriting or by who usually sits where · 4 · A swap stops the calling — if two charts are found in each other's places, calling stops at the discovery: both children are verified against the consent list and both charts are re-filed before anyone is called — the chart-swap rule, applied at the rack whenever it is found, not only when it is suspected · 5 · Incomplete charts are flagged, never finished — a chart that is not complete — an entry missing, a referral unnoted — is flagged visibly on the chart and noted in the log for the coach: it is never completed from memory, never filed away quietly, and never carried into the next visit as if it were whole. The coach's review is where an incomplete record is answered. Theory: DANB GC documentation topics, as the Pass 3 Charting & records method states them — the record is part of the care — read at the scale of one rack, with the swap discipline of the Pass 17 scenario The chart rack is mixed up, the filing discipline of the Pass 18 End-of-day chart filing method (gather · check complete · file in order · flag the incomplete) and the rack step of the Pass 20 Running the intake desk method: the rack kept as the list's display all morning.

The end-of-day sterilization room check — the room, closed and logged

General guidance only — the check that closes the Sterilization Room at the end of the day, the closing twin of the Pass 20 setup method: the room is left in the state the morning's setup expects to find, and everything the check finds is logged. No times are stated anywhere on this card, because none were verified for this app: the check is finished when every item below has been checked and every finding logged, not when a clock says so. The check, in order: 1 · The autoclave — off and logged — the Class B unit off at the close, and the day's loads accounted for in the sterilisation log: every load that ran is recorded, every failed or quarantined pack is recorded as what it is, and no load is left standing in the unit overnight — a load the log cannot account for is treated as unverified, exactly as everywhere in this app · 2 · The ultrasonic cleaner — emptied — the tank emptied at the close and left ready for the morning's fresh fill: yesterday's solution is never the morning's solution, and the fresh fill the chain expects will be degassed — empty tank, before the first load — exactly as the degas rule teaches · 3 · The sealer — off — the heat sealer off at the packaging zone, with the pouches and chemical indicators stored where the morning's setup will find them: a sealer left on is a fault the check exists to catch, and it is logged like any other · 4 · The pouches — stored — the day's sterilised pouches in the sterile store, cool and dry, dated packs stored oldest first, and nothing that failed its checks among them: a torn, wet or unchanged-indicator pack is quarantined and logged, never shelved — the store the morning receives holds only what the chain verified · 5 · The spore-test log — checked — the biological indicator log read at the close: the last test's result recorded, the next test's due state known — the spore test runs at least weekly and with every implantable load in this app — and a failed test, or a test nobody can find a record of, flagged to the lead before the room closes, never carried silently into tomorrow · 6 · The room handed over against the record — the check closes the way this library closes everything: what the log says and what the room shows agree, and the morning team receives the record, not a recollection of the day. If it isn't recorded, it didn't happen. Theory: CDC Guidelines for Infection Control in Dental Health-Care Settings — 2003, MMWR 2003;52(RR17) — the sterilisation-monitoring spine behind this library's Sterilisation — one-way chain checklist, read here as a closing check: the Pass 20 Setting up the sterilization room method in reverse, with the Pass 12 Sterile storage checks card (intact · dry · indicator changed · within date), the degas rule of the Pass 5 scenario Fresh fill, no degas and the log rule of the Pass 12 Handover between team members card.

Setting up the waiting area — chairs, consent list, demo tickets, education corner visible

General guidance only — how the waiting part of Reception is made ready before a visit: the Pass 21 method sets the whole reception area; this card is its waiting part read closely — the place families actually sit in, arranged so the wait itself runs on the same checked records as everything else in the room. Steps, in order: 1 · The chairs — the waiting chairs set out in rows a family can actually use: room for children and guardians together, a clear path from the door to the desk and from the desk to the hall, and nothing stored on them — a chair holding kit is a seat the room has quietly taken back · 2 · Set from the checked list — the area is arranged for the families the day's consent list names, and the list is checked against the signed forms before the room opens: the waiting area is not set from yesterday's shape or from a guess at who is coming — the list governs who the room expects, and everyone the list does not name is welcomed into the same room and the demo group when they arrive · 3 · The demo tickets — the brushing-demo tickets ready at the desk end of the area, counted and to hand, so every child — screened or in the demo group — receives one at intake: the tickets visible in the area are the promise that nobody's teaching is left to chance · 4 · The education corner visible — the waiting chairs face what happens next: the education corner and its big tooth model in sight of the seats, so a waiting family can see where the teaching happens and a child can watch the demo corner before it is their turn — a family that can see the visit's shape waits inside it calmly, and the corner is part of the room's welcome, not a surprise behind a door · 5 · Walked once, as a family — before the room opens, walk it the way a family meets it: door, path, chairs, desk, the corner in sight — anything stored, blocking or missing is found by the team first, and a shortfall is flagged to the coach now, while it can still be answered. Theory: the Pass 21 Setting up the reception area method read at the scale of the waiting part of the room — chairs, list and tickets set from the same checked records — with the seating rule of the Pass 11 Managing the waiting room method (families seated where they can see the desk and the demo corner) and the list discipline of the Pass 20 Running the intake desk method: the area displays the checked consent list before the first family arrives.

Running the demo ticket desk — handing out tickets, checking the class list, directing families

General guidance only — how the demo ticket desk is run through a visit: the desk point where every child receives their brushing-demo ticket, at intake, whether or not they are screened. The desk's rule governs every step below: the ticket follows the class-list check, never replaces it — consent governs screening, and the ticket governs the teaching, and the two are never confused at this desk. How it runs, in order: 1 · Tickets counted and to hand — before the room opens, the tickets are counted against the class the visit expects and laid where the desk's hand finds them: a desk that runs out of tickets mid-intake has turned a certainty into a scramble, and a shortfall is flagged to the coach before the first family arrives, while it can still be answered · 2 · The class-list check comes first — each child is found on the class list as their family reaches the desk — the name checked, the consent state read from the day's consent list exactly as the intake desk reads it — and only then is the ticket handed over: the check is never skipped to keep the line moving, and never taken from memory or from yesterday's list · 3 · Every child receives one — the ticket is handed to every child, screened or in the demo group alike: a child not on the consent list joins the demo group, welcomed, ticket in hand — no consent means no screening, and it has never meant no teaching · 4 · Families directed on — from the desk, each family is directed plainly to what happens next for them — the waiting area, the stations, the education corner — in the visit's own order, said the way a family can follow without asking twice: a direction given vaguely is a queue that forms in the wrong place · 5 · The count kept as the morning goes — tickets handed out are counted against the class list as the intake runs, so the desk knows at any moment who has arrived and who is still expected: the count is the desk's running record of the morning, written as it happens, not reconstructed at close-out. Theory: this app's own Reception intake sequence — greet → verify consent → check the class list → log the arrival → hand out the brushing-demo ticket (the Pass 3 Reception Intake checklist) — read at the scale of its last step, with the ticket step of the Pass 20 Running the intake desk method (every child carries their place in the visit's teaching) and the tickets step of the Pass 21 Setting up the reception area method (counted and to hand, so nobody's teaching is left to chance).

The end-of-day chart rack check — every chart filed, incomplete ones flagged, referral slips counted

General guidance only — the check that closes the chart rack at the end of the day, the closing twin of the Pass 21 rack method: the rack is left in the state the morning's setup expects to find, and everything the check finds is logged. No times are stated anywhere on this card, because none were verified for this app: the check is finished when every item below has been checked and every finding logged, not when a clock says so. The check, in order: 1 · Every chart gathered — every chart the day used is brought back to the rack first: from the stations, the desk, the operatory — a chart still out at the close is a record the check cannot account for, and it is looked for now, while the building can still answer for it · 2 · The rack read against the list — the rack is read against the day's consent list once, name by name: every child on the list has a chart in the rack, and every chart in the rack belongs to the day — a chart missing at the read is a gap named in the log, never a gap carried silently into the next visit · 3 · Every chart checked complete — each chart is checked complete against the day it records — its entries present, its notes written — before it is filed: the check reads the records, it does not remember the day, and a chart that only looks finished is not finished · 4 · Incomplete charts flagged, never finished — a chart that is not complete — an entry missing, a referral unnoted — is flagged visibly on the chart and noted in the log for the coach: it is never completed from memory, never filed away quietly, and never carried into the next visit as if it were whole. The coach's review is where an incomplete record is answered · 5 · Referral slips counted — the day's referral slips are counted against the session's record: every flag the day raised has a slip, and every slip is in the count — a slip short is a referral that may never reach a clinician, found here at the rack while it can still be written from the records, never reconstructed later from memory · 6 · The rack handed over against the record — the check closes the way this library closes everything: the rack in the morning's order, what the log says and what the rack shows in agreement, and the next team receiving the record, not a recollection of the day. If it isn't recorded, it didn't happen. Theory: DANB GC documentation topics, as the Pass 3 Charting & records method states them — the record is part of the care — read as a closing check: the Pass 21 Running the chart rack method at the day's end, with the filing discipline of the Pass 18 End-of-day chart filing method (gather · check complete · file in order · flag the incomplete) and the closing count of the Pass 15 Closing the clinic at the end of a school visit method (referral slips counted against the session chart).

Running the waiting area — chairs, consent list, demo tickets, keeping children calm, the visit running late

General guidance only — how the waiting part of Reception is run once it is set up: the Pass 22 method arranges this room; this card works it — the area is run from the same checked records it was set from, for as long as families are in it. How it runs, in order: 1 · The chairs and the path — the chairs stay as they were set: rows a family can use, the path from the door to the desk and from the desk to the hall kept clear as the room fills, and nothing stored on a seat — a bag or a kit case parked on a chair is a seat the room has quietly taken back, and it is moved the moment it lands · 2 · The consent list at the desk — families are called in the checked list's order, from the list, never from a memory of who arrived first or who looks most ready: the list governs the waiting as it governs everything in this room, and a family not yet called is told plainly where they are in it when they ask · 3 · The demo tickets — every child receives their ticket at intake, screened or in the demo group alike, and the count handed out is kept against the class list as the morning runs: the desk knows at any moment who has arrived and who is still expected, from the count, not from looking around the room · 4 · Keeping children calm — waiting children can see the education corner and watch the demo from their chairs, questions are answered plainly and in words a child can use, and a child who grows frightened is answered the way this app answers fear everywhere: a pause, plain words, nothing rushed, and the coach told — a waiting room that stays calm is one where the visit's shape stays visible and nothing arrives as a surprise · 5 · When the visit runs late — say so plainly and early, to the families waiting, before they have to ask: acknowledge the wait, explain what happens next and in what order, and offer what the coach directs if a family prefers to return — never promise a time you cannot keep, never rush a child to recover the lost minutes, and never let the line learn the visit is late from the clock on the wall. The lateness and what caused it are logged at the close, so the next visit's plan is built from a record and not a recollection. Theory: the Pass 22 Setting up the waiting area method read as a running discipline — the room set from the checked list is now run from it — with the seating rule of the Pass 11 Managing the waiting room method (families seated where they can see the desk and the demo corner), the ticket discipline of the Pass 22 Running the demo ticket desk method, and the late-visit manner of the Pass 10 scenario An upset guardian: listen, acknowledge the wait, explain what happens next plainly, never promise a time you cannot keep.

Closing the reception desk — appointment board, chart rack, consent list filed, demo tickets counted, referral slips filed

General guidance only — the desk's own end-of-day close: the reception-area twin of the Pass 21 sterilization room check, leaving the desk in the state the morning's setup expects to find. No times are stated anywhere on this card, because none were verified for this app: the close is finished when every item below has been checked and every finding logged, not when a clock says so. The close, in order: 1 · The appointment board — the board read once against the day as it actually ran: the names in the order they were called, the day's changes left legible as changes — a late arrival marked as one, a split class shown as one — because the board at close is part of the day's record, and a board tidied back into the morning's plan claims a day that did not happen · 2 · The chart rack — the rack closed by the Pass 22 end-of-day chart rack check: every chart the day used gathered back, the rack read against the day's consent list name by name, complete charts filed in the morning's order, incomplete charts flagged visibly and noted in the log for the coach, never completed from memory · 3 · The consent list filed — the day's consent list filed with the day's records, as the record the morning ran on: it is the list every display in the room was checked against, and it is kept exactly as it stood — tomorrow's list is tomorrow's check, built from tomorrow's signed forms, never copied forward from today's · 4 · The demo tickets counted — the tickets left over counted against the tickets handed out and the class list: the two numbers and the list agree, or the difference is a finding — a shortfall or a surplus is written in the log as what it is, never shrugged into the drawer, because the ticket count is the desk's running record of who the visit taught · 5 · The referral slips filed — every referral slip the day raised filed with the session's record, counted against it: every flag the day raised has a slip, and every slip is in the count — a slip short is a referral that may never reach a clinician, found here at the desk while it can still be written from the records, never reconstructed later from memory · 6 · The desk handed over against the record — the close ends the way this library ends everything: board, rack, list, tickets and slips in agreement with the log, and the morning team receiving the record, not a recollection of the day. If it isn't recorded, it didn't happen. Theory: DANB GC documentation topics, as the Pass 3 Charting & records method states them — the record is part of the care — read at the scale of one desk at the day's end: the Pass 22 End-of-day chart rack check at the rack, the Pass 21 Setting up the reception area method in reverse at the desk, the ticket count of the Pass 22 Running the demo ticket desk method, and the closing count of the Pass 15 Closing the clinic at the end of a school visit method (referral slips counted against the session chart).

Splitting a big class — two groups, education corner and screening, swapped without losing the consent check

General guidance only — how a class too big for the hall as set up is worked as two groups: the split changes the visit's shape, never its gate. The class is fictional wherever this card is practised; the discipline — tell the coach, split from the records, hold the check twice — is the method. How it runs, in order: 1 · Tell the coach first — the class that arrived is bigger than the setup holds: the coach hears it before a single child is screened, while the morning can still be re-planned — a change of plan told at the door is cheap, and discovered at the stations it costs the whole room · 2 · Form the two groups from the records — the groups are made from the class list, counted and named, not gathered by eye in the doorway: every child is in a group on paper before any child moves, and a child who appears on no list is placed from the records, never by which line they were standing in · 3 · One group to the corner, one to the stations — the education corner group receives the full teaching — the brushing demo on the big tooth model, the order taught whole — while the other group is screened at the stations at their normal pace: the corner is half the visit, not a waiting pen, and nobody's half is the lesser half · 4 · The consent check, per group — each group's arrival at the stations is an intake: every child checked against the day's consent list, name by name, as their group reaches the stations — a child not on the consent list stays with the teaching, welcomed, and is never screened on the other group's pass or on a class-level nod · 5 · The swap, run from the records — halfway, the groups swap, and the swap is worked like an intake: each group counted and read against the class list and the consent list as it moves, stragglers placed from the list, and nobody screened on a guess about which half they came from · 6 · Log the change — the session log carries the class size as it arrived against the setup, that the coach was told, the split and the swap, and that the consent check was held for both groups — so the next oversized class is planned from a record, not from somebody's recollection of a morning that worked. Theory: this app's own Reception intake sequence — greet → verify consent → check the class list → log the arrival → hand out the brushing-demo ticket (the Pass 3 Reception Intake checklist) — run for two groups in turn, with the education corner discipline of the Pass 16 Setting up the education corner method and the split worked as a run in the Simulation Studio scenario The class is too big (Pass 23): the gate does not widen because the class did.

Running the education-corner rotation — swapping the two groups without losing the consent check

General guidance only — how the rotation of a split class is worked through a visit: the Pass 23 method forms the two groups; this card runs their exchange — the moment in the visit where a consent check is most easily lost, worked so that it never is. The rotation changes which group is where; it never changes what the gate asks. How it runs, in order: 1 · The rotation is set before it starts — the two groups — education corner and screening — are formed from the class list by the Pass 23 split, counted and named, and the swap point is part of the plan the coach directs: a rotation improvised mid-visit is a rotation nobody is counting · 2 · The corner runs whole for its group — the education group receives the corner's parts in the corner's own order — snack sorting, brushing demo, fluoride talk — taught whole, not trimmed to make the swap easier: the group that swaps second is owed the same teaching as the group that swapped first · 3 · The swap is announced from the records — at the swap, each group is gathered and counted against the class list before anyone moves: the count is made where the groups stand, from the list, not estimated from the doorway as they file past · 4 · The consent check travels with the swap — the group arriving at the screening stations is checked against the day's consent list, name by name, exactly as at the morning's intake — the swap is an intake repeated, and a child who was in the teaching all morning is checked now, at the stations, never carried through on the first group's pass · 5 · Stragglers are placed from the list — a child found between groups — at the corner's edge, in the corridor — is placed from the class list and the consent list: which group they are in, and whether they are checked. Nobody is placed by which line they were standing in, and nobody is screened on a guess about which half they came from · 6 · The rotation is logged whole — the session log carries the split, the swap, and that the consent check was held for both groups — the consent check through the swap is written down, so the next rotation is planned from a record and not from a recollection of one that went well. Theory: the Pass 23 Splitting a big class method read as a running discipline — the split worked group by group is now worked through its exchange — with this app's own Reception intake sequence (the Pass 3 Reception Intake checklist) run at the swap as at the door, and the corner discipline of the Pass 16 Setting up the education corner method: the gate does not widen because the groups moved.

Closing the waiting area — chairs, consent list filed, demo tickets counted, education corner tidied

General guidance only — the waiting part of Reception closed at the end of the visit: the waiting-area twin of the Pass 23 reception desk close, leaving the area in the state the Pass 22 setup expects to find. No times are stated anywhere on this card, because none were verified for this app: the close is finished when every item below has been checked and every finding logged, not when a clock says so. The close, in order: 1 · The last family seen out kindly — the close begins when the area is empty, and it is emptied the way it was run: the last waiting family called or directed on plainly, nobody hurried out to make the close easier, and a family still waiting on a coach's answer is handed to the coach, never closed around · 2 · The chairs — the waiting chairs returned to the rows the setup uses, the path from the door to the desk and from the desk to the hall walked clear, and anything left on or under a seat — a bag, a form, a child's belonging — gathered to the desk and logged for its owner, never binned and never left as tomorrow's surprise · 3 · The consent list filed — the day's consent list, which governed the area all visit, is filed with the day's records exactly as it stood, as the Pass 23 desk close files it: the area ran on this list, and the record of the day keeps it — tomorrow's area is set from tomorrow's list, built from tomorrow's signed forms · 4 · The demo tickets counted — the tickets left in the area and at its desk end counted against the tickets handed out and the class list, as the desk close counts them: the two numbers and the list agree, or the difference is a finding written in the log as what it is, never shrugged into a drawer · 5 · The education corner tidied — the corner the waiting chairs face is left as the setup will look for it: the big tooth model and the oversized brush back in their places, the snack-sorting cards gathered and counted, the fluoride talk materials put away whole — a shortfall or a damaged piece is a finding for the log and the coach, found now, while the day can still answer for it · 6 · The area handed over against the record — the close ends the way this library ends everything: chairs, list, tickets and corner in agreement with the log, and the morning team receiving the record, not a recollection of the day. If it isn't recorded, it didn't happen. Theory: the Pass 23 Closing the reception desk method read at the scale of the waiting part of the room — the desk's close applied to the area the families sat in — with the Pass 22 Setting up the waiting area method in reverse (the room left as its setup expects to find it) and the closing count of the Pass 15 Closing the clinic at the end of a school visit method.

Handling guardian questions — plain words, check the form, refer to the coach

General guidance only — what to do with a question from a guardian that you cannot answer: about the photo policy, about cost, about their child's teeth. The method's rule governs every step below: the desk's honesty is the answer's foundation — a question answered plainly and referred whole serves the guardian; a question guessed at serves nobody, and an invented policy is worse than no answer, because it will be acted on. How it runs, in order: 1 · Listen to the whole question — the guardian finishes asking before the answer begins: a question answered halfway is a different question answered, and the part left unheard is usually the part that mattered. The guardian is thanked for asking — a fair question, asked kindly, is never treated as an interruption · 2 · Say plainly that you do not know — in plain words, without apology theatre and without hedging into a half-answer: “I don't know the photo policy” is a complete and respectable sentence. What is never said is the guess dressed as one — no price quoted, no figure invented, no policy summarised from instinct · 3 · Check the record that can answer — where a record can answer, it is checked while the guardian waits: the consent form read for the line the question turns on — a photo permission line, read exactly as it stands — and reported as found, neither widened nor narrowed. Where no record can answer, none is pretended to · 4 · Refer the question to the coach — the question, with whatever the record said, is carried to the coach — or to the clinician, where the question is a clinical one — and the guardian is told plainly who will answer and that the answer is coming: a referral is a promise with a name on it, not a direction pointed down a corridor · 5 · Finish the referral — the referral is finished when it arrives: the coach has the question and the record's answer, and the guardian has the coach's answer — the visit's answer. A question handed over and never confirmed is a question posted, not delivered · 6 · Log the question — the question, what the record said, who it was referred to, and the answer given are written in the log: the next guardian who asks is answered from the record, and a question that reached the coach once never has to be discovered twice. Theory: this app's own fixed desk answers, gathered into one method — the Pass 18 cost question rule (say plainly you do not know · the visit is part of the school programme · refer it to the coach and make sure it arrives), the Pass 23 scenario A guardian wants photos (the policy admitted unknown · the consent form checked for its photo permission line · the guardian referred to the coach), and the Pass 9 scenario A question you cannot answer (a clinical question recorded and referred to the clinician — never guessed, never diagnosed, never answered with treatment advice).

Setting up the education corner — snack-sorting table, brushing demo model, fluoride talk materials, chairs

General guidance only — the education corner's own setup, piece by piece: the Pass 15 card sets the corner from the visit plan; this card lays its furniture and materials — the table, the model, the talk materials and the chairs — so the corner the plan describes is the corner the class walks into. The corner runs the activity the plan chose, and it is set for that activity, not from habit. The setup, in order: 1 · The snack-sorting table — the table set where the group can gather round it: the game's own cards laid out face up, the two sorting places marked at either end — everyday and sometimes, the game's own words — every card reachable and visible from every place at the table, exactly as the snack-sorting method sets its table · 2 · The brushing demo model — the big tooth model and the oversized brush at the corner's centre, where the whole group can see the model's teeth: the demo is given to every child whether or not they are screened, so the model is set where the group gathers, not carried in when the demo starts · 3 · The fluoride talk materials — the talk's materials ready at the corner as the programme provides them, the talk's own wording to hand: materials fetched mid-talk break the talk, so the corner holds them before the class does · 4 · The chairs — chairs set for the group the corner will hold: enough for the group, arranged so every child can see the model and the table, with the route from the hall door to the corner kept clear and nothing stored on a seat — a chair short is found now, while one can still be brought, not when a child is standing · 5 · Counted and checked — the cards counted against the game's set, the model and brush checked, the talk materials complete, the chairs counted against the group: a shortfall in any of them is flagged to the coach before the class arrives, while it can still be answered — the same count discipline this library applies to the kit case, applied to the corner's own pieces. Theory: the educate step of this library's School screening — the Zero Cavity workflow (screen → educate → refer) read as furniture and materials — the corner is where the educate step physically happens — with the Pass 15 Setting up the education corner method (the corner set from the visit plan, counted and checked before the class), the table of the Pass 13 Running the snack-sorting game method, and the counts rule of the Pass 14 Packing the kit case method.

Closing the education corner — materials packed, table wiped, chairs stacked, kit case checked

General guidance only — the education corner's own end-of-visit close: the corner left in the state its setup expects to find, the closing twin of the corner's setup card. No times are stated anywhere on this card, because none were verified for this app: the close is finished when every item below has been checked and every finding logged, not when a clock says so. The close, in order: 1 · The materials packed — the corner's teaching materials gathered and put away whole: the snack-sorting cards gathered and counted against the game's set, the fluoride talk materials put away complete, the big tooth model and the oversized brush returned to their places — a shortfall or a damaged piece is a finding for the log and the coach, found now, while the day can still answer for it · 2 · The table wiped — the snack-sorting table cleared of everything the day left on it and wiped down, so the next class meets a clean table and not the leavings of this one: anything found on or under it that belongs to a child is gathered to the desk and logged for its owner, never binned · 3 · The chairs stacked — the corner's chairs stacked as the hall keeps them, the corner's floor left clear and the route from the hall door to the corner walked open: the corner closed is the corner the next setup starts from, and a chair left out is a chair the next group trips over in every sense · 4 · The kit case checked — the corner's materials that travel in the kit case returned to it and counted against the case, as this library's end-of-day kit-case check counts everything: what the corner used is what the case holds, or the difference is written in the log as what it is — the corner's close ends, as every close in this library ends, with the record and the room in agreement. Theory: the Pass 15 Setting up the education corner method read in reverse — the corner left as its setup expects to find it — with the corner-tidying step of the Pass 24 Closing the waiting area method (model and brush in their places, sorting cards counted, talk materials whole) worked as the corner's own close, the Pass 14 End-of-visit hall reset method, and the count of the Pass 16 End-of-day kit-case check method.

Running the referral desk when the slips run low — what to do, what to log, who to tell

General guidance only — how the referral desk is run when its slips are running out: the desk's shortfall discipline, worked before the last slip is reached. The method's rule governs every step below: a referral is never skipped because the paper ran out — the flag belongs to the child, and the record carries it until the paper can. How it runs, in order: 1 · See it coming — the slips are counted against the class still to be screened as the session runs, the way the desk counts everything: a shortfall seen early is a shortfall the coach can answer — reprints arranged, slips brought — while a shortfall discovered at the last slip is discovered in front of a flagged child · 2 · Tell the coach at once — the coach hears it when the count says so, not when the pad is empty: how many slips are left, how much of the class is still to come, and what the desk will do meanwhile — the shortfall is the coach's to solve and the desk's to work through, and it is never solved silently at the desk · 3 · Keep screening, on the chart notes — the screening does not stop for paper: every flag the stations raise is written whole on the child's chart note — the child, what was seen, as the chart records it — so that the referral can be written from the record, in full, the moment slips are back. Nothing is held in memory, and no child is re-screened to reconstruct a flag · 4 · Never skip, never scrap — no referral is skipped because there is no slip for it, and no referral is written on loose scrap paper and left unlogged: a referral on a scrap in a pocket is a referral that exists nowhere the record can find. If anything temporary is used at all, it is logged as used — what it carries, whose it is, and when the real slip replaced it · 5 · Log the shortfall — the session log carries it whole: when the slips ran low and when they ran out, how many referrals are waiting on chart notes, who was told and when, and what the coach directed — the entry the close will reconcile against · 6 · Write them all when the slips return — when slips are back — reprinted, or brought as the coach directs — every waiting referral is written from its chart note before the close, and the count reconciles: every flag the day raised has a slip, and every slip is in the count, exactly as the desk's close counts them. A flag still waiting at the close is handed over in the log, by name, never left to the morning's memory. Theory: the Pass 19 Running the referral desk method read under shortage — the desk keeps moving without errors, and its errors are what the record is for — with the setup counts of the Pass 18 Preparing the referral desk method, the shortfall rule of the Pass 8 scenario Running out of supplies (tell the coach, log the shortfall; never skip the log), the completion rule of the Pass 13 scenario The referral slip is incomplete (a slip completed from the chart and the consent list, never from memory), and the closing count of the Pass 23 Closing the reception desk method.

Setting up the reception desk — appointment board, chart rack, consent list, demo tickets, referral slips

General guidance only — the desk's own setup, piece by piece: the Pass 21 card sets the whole reception area; this card lays the desk itself — the board, the rack, the list, the tickets and the slips the day will be worked from — so the desk the plan describes is the desk the first family walks up to. Everything the desk displays is built from the one checked source, and the setup is done before the first family arrives. The setup, in order: 1 · The desk cleared and laid — the working surface clear of everything that is not the day's work, the day's records to hand and nothing of yesterday's left in the trays: a desk starts the day as a record starts a page, blank except for what today puts on it · 2 · The consent list checked — the day's consent list checked against the signed consent forms the desk holds, name by name, before anything is built from it: the checked list is the source of truth for every display on this desk, and a list that has not been checked builds a desk that has not been checked · 3 · The appointment board — the board written up from the checked list, in the order the families will be called: the board is the list's display, corrected from the list and never the other way round, and nobody is called from a board known to be wrong · 4 · The chart rack — the rack built in calling order against the checked list, name by name: a chart out of place is checked against the list, never re-filed by a guess, and an incomplete chart is flagged for the coach now, while the morning can still answer for it · 5 · The demo tickets — the tickets ready at the desk and counted against the class expected: every child receives a ticket at intake, screened or in the demo group, so the desk holds enough for the whole class — a short count is flagged to the coach before the room opens, not discovered at the door · 6 · The referral slips — the slip pad on the desk and counted against the class still to be screened: the desk that counts its slips at setup is the desk that never meets an empty pad in front of a flagged child — a pad the count calls low is told to the coach now, while reprints can still be arranged. Theory: the Pass 21 Setting up the reception area method read at the scale of the desk itself — the area's setup narrowed to the surface the day is worked from — with the Pass 18 Preparing the referral desk method (slips, pens, consent list, chart rack), the appointment board rule of the Pass 15 scenario The appointment board is wrong (the checked list is the source of truth; the board is its display), the ticket discipline of the Pass 22 Running the demo ticket desk method, and the counts rule of the Pass 25 Running the referral desk when the slips run low method: a shortfall seen at setup is a shortfall the coach can answer.

Closing the reception area — board, rack, list filed, tickets counted, slips filed

General guidance only — the whole reception area's end-of-visit close: the desk and the waiting area closed together as one room, gathering the Pass 23 desk close and the Pass 24 waiting-area close into the single close the area is handed over by. No times are stated anywhere on this card, because none were verified for this app: the close is finished when every item below has been checked and every finding logged, not when a clock says so. The close, in order: 1 · The last family seen out kindly — the close begins when the area is empty, and it is emptied the way it was run: the last waiting family called or directed on plainly, nobody hurried out to make the close easier, and a family still waiting on a coach's answer handed to the coach, never closed around · 2 · The appointment board — the board read once against the day as it actually ran, the day's changes left legible as changes, exactly as the desk close reads it: the board at close is part of the day's record, and a board tidied back into the morning's plan claims a day that did not happen · 3 · The chart rack — the rack closed by the end-of-day chart rack check: every chart the day used gathered back and read against the day's consent list name by name, complete charts filed in the morning's order, incomplete charts flagged visibly and noted in the log for the coach, never completed from memory · 4 · The consent list filed — the day's consent list filed with the day's records exactly as it stood, as the record the whole area ran on: tomorrow's list is tomorrow's check, built from tomorrow's signed forms, never copied forward from today's · 5 · The demo tickets counted — the tickets left over, at the desk and in the waiting area, counted against the tickets handed out and the class list: the two numbers and the list agree, or the difference is a finding written in the log as what it is — the ticket count is the area's running record of who the visit taught · 6 · The referral slips filed — every referral slip the day raised filed with the session's record and counted against it: every flag the day raised has a slip, every slip is in the count, and a flag still waiting on a chart note is written from the record now, at this desk, before the area is handed over · 7 · The waiting chairs and the path — the waiting chairs returned to the rows the setup uses, the path from the door to the desk walked clear, and anything left on or under a seat gathered to the desk and logged for its owner, never binned and never left as tomorrow's surprise · 8 · The area handed over against the record — the close ends the way this library ends everything: board, rack, list, tickets, slips and chairs in agreement with the log, and the morning team receiving the record, not a recollection of the day. If it isn't recorded, it didn't happen. Theory: DANB GC documentation topics, as the Pass 3 Charting & records method states them — the record is part of the care — read at the scale of one whole room at the day's end: the Pass 23 Closing the reception desk method at the desk, the Pass 24 Closing the waiting area method in the waiting part, the two setup cards in reverse (the Pass 26 desk setup here, the Pass 22 waiting-area setup), and the closing count of the Pass 15 Closing the clinic at the end of a school visit method.

Greeting families at the door — what to say, what to check, where to direct them

General guidance only — the visit's first minute, worked at the door: the greeting is the first step of this app's intake sequence, and it is a step, not a courtesy that happens before the work — what is said, what is checked and where the family is sent decide what the rest of the visit can build on. The greeting changes for no shortage and no queue: when the demo tickets run out, families are greeted with the class list exactly as before, and nobody is turned away at this door for a paper problem. How it runs, in order: 1 · The greeting — the family is welcomed as they arrive, by a person, not by a queue: who you are and what this visit is, said plainly and in words a child can use, and the child greeted as a person in their own right — the first thing a family learns about the visit is whether it sees them · 2 · The consent list checked — the child's name found on the day's checked consent list, and anything written beside the name read carefully and in full: no consent verified at this door means no screening later, anywhere — and a child not on the list is welcomed into the demo group, never turned away · 3 · The arrival logged — the arrival written in the day's record as it happens, from the list, so the desk knows at any moment who has arrived and who is still expected — from the record, not from looking around the room · 4 · The demo ticket handed over — every child receives their brushing-demo ticket at intake, screened or in the demo group alike, and the count handed out is kept against the class list as the morning runs: the demo is given to every child, and the door is how the visit makes sure of it · 5 · Directed on, plainly — the family is told what happens next and in what order, and directed to the waiting area, where they can see the desk and the education corner: a family that knows the shape of the visit waits calmly inside it, and a child who can see where the teaching happens meets nothing as a surprise · 6 · Questions answered or referred — a question the desk can answer is answered plainly; a question it cannot — about cost, about the photo policy, about when the next visit will be — is answered the Pass 24 way: say plainly that you do not know, check the record that can answer where one can, refer the question to the coach, and finish the referral. A date, a price or a policy is never invented at this door to make the greeting smoother. Theory: this app's own Reception intake sequence — greet → verify consent → check the class list → log the arrival → hand out the brushing-demo ticket (the Pass 3 Reception Intake checklist) — worked at the door where it happens, with the intake desk discipline of the Learning Library glossary, the ticket discipline of the Pass 22 Running the demo ticket desk method, the seating rule of the Pass 11 Managing the waiting room method (families seated where they can see the desk and what happens next), and the Pass 24 Handling guardian questions method for every question the door cannot answer.

Running the greeting line — greet, check the class list, hand out demo tickets, direct families

General guidance only — the door's greeting worked as a line, family after family: the Pass 26 card works the single greeting at the door; this card runs the line of them, so the tenth family of the morning is greeted with the same care, and the same checks, as the first. The line is a sequence, not a queue with paperwork at the end of it — every family gets the whole sequence, in order, whatever the morning is doing behind them. How it runs, in order: 1 · The line is set before it forms — the desk end clear, the day's checked class list and the consent list to hand, the demo tickets ready and counted against the class expected: a line that forms before its desk is ready is checked from memory, and this desk checks from lists · 2 · Each family greeted as they reach the front — by a person, not by a queue: who you are and what this visit is, said plainly and in words a child can use, and the child greeted as a person in their own right — a family that has stood in line is owed the greeting whole, not the shortened version the line's length tempts · 3 · The class list checked — the child's name found on the class list and checked against the day's checked consent list, and anything written beside the name read carefully and in full: no consent verified at this line means no screening later, anywhere — and a child not on the lists is welcomed into the demo group, never turned away, never waved through unchecked to keep the line moving · 4 · The demo ticket handed over — every child receives their brushing-demo ticket as they are greeted, screened or in the demo group alike, and the count handed out is kept against the class list as the line runs: the count, not a look down the line, says who has arrived and who is still expected · 5 · Directed on, plainly — each family is told what happens next and in what order, and directed to the waiting area, where they can see the desk and the education corner: the line empties into a room the family already understands, and no child meets the teaching as a surprise · 6 · The line kept honest when the paper runs out — if the demo tickets run out mid-line, the greeting does not change: the coach is told, families are greeted and checked with the class list exactly as before, and every child owed a ticket is named in the log — the line never skips the greeting or the list check because the box at its end is empty, and no family is ever turned away for a paper shortage. Theory: this app's own Reception intake sequence — greet → verify consent → check the class list → log the arrival → hand out the brushing-demo ticket (the Pass 3 Reception Intake checklist) — worked as a running line, with the Pass 26 Greeting families at the door method (the single greeting, whole, at the door), the ticket discipline of the Pass 22 Running the demo ticket desk method, and the shortage rule of the Pass 26 scenario The demo tickets run out (the greeting unchanged, the coach told, the owed children named in the record).

Closing the demo ticket desk — tickets counted, list filed, slips filed

General guidance only — the demo ticket desk's own end-of-visit close: the Pass 26 close gathers the whole reception area into one room's close; this card closes the ticket desk itself — its tickets, its list and its slips — the smallest desk in Reception given the same close discipline as the largest. No times are stated anywhere on this card, because none were verified for this app: the close is finished when every item below has been checked and every finding logged, not when a clock says so. The close, in order: 1 · The last family greeted and directed on — the desk closes when its line is done, and it is finished the way it was run: the last family greeted whole — checked, ticketed, directed — nobody hurried past the checks to make the close easier, and a family still waiting on a coach's answer handed to the coach, never closed around · 2 · The tickets counted — the tickets handed out, the tickets left over and the children recorded as owed, counted against the class list: the numbers and the list agree, or the difference is a finding written in the log as what it is, never shrugged into a drawer — the ticket count is this desk's running record of who the visit taught, and the close is where the record is proved · 3 · Children owed are settled — every child named in the record as owed a ticket has received theirs as the coach directed, or stands named in the log as still owed, with the reason: a ticket owed is owed today, to a child who was taught — or not taught — today, and "next visit" is where this desk's unfinished business goes to become nobody's · 4 · The class list filed — the day's class list, with its corrections left legible as corrections, filed with the day's records exactly as it stood: this desk ran on that list, and the record of the day keeps it — tomorrow's list is tomorrow's check, built from tomorrow's signed forms, never copied forward from today's · 5 · The slips at the desk filed — every referral slip written at this desk filed with the session's record and counted against it: every flag the day raised at this desk has a slip, every slip is in the count, and a flag still waiting on a chart note is written from the record now, at this desk, before the desk is handed over · 6 · The desk handed over against the record — tickets, list and slips in agreement with the log, and the morning team receiving the record, not a recollection of the day. If it isn't recorded, it didn't happen. Theory: DANB GC documentation topics, as the Pass 3 Charting & records method states them — the record is part of the care — read at the scale of the ticket desk: the demo ticket count of the Learning Library glossary (handed out, left over, owed — agreed with the list or logged as a finding), the Pass 23 Closing the reception desk method (the desk's items closed against the record), the Pass 26 Closing the reception area method (the whole room's close this desk's close sits inside), and the Pass 22 Running the demo ticket desk method read in reverse.

Welcoming a helper guardian — what to say, what to check with the coach, which jobs are safe to share

General guidance only — what happens when a guardian offers to help at a visit: the offer is common, kindly meant, and answered by this card the same way every time, so the answer never depends on how busy the morning is. Help, directed well, is a real resource; help taken on without direction is how a station ends up run by somebody the plan never chose. The card's rule governs every step below: the coach directs the jobs — always, for everyone, however willing or however qualified the offer. How it runs, in order: 1 · Say thank you first — the offer is received warmly and by name, in front of the class if it was made there: help offered is a gift, and a guardian deciding whether to offer again at the next visit is watching how this one is answered. Nothing is promised and nothing is refused in the same breath · 2 · Hand over nothing yet — no station, no job and no group is given at the door: the guardian is told plainly that you will check with the coach first, before they are given anything to run — help is placed by direction, not by enthusiasm, and a pause before the job is not a doubt about the person · 3 · Check with the coach — what is checked is the work, not the person: which jobs the visit can use help with, at which table, under whose direction, for which class — and the coach's answer is what the guardian is given. The check is made before the job begins, never reported after it: permission asked later is notification, not permission · 4 · The job safe to share — the snack-sorting table, as the coach directs: the game's own cards laid out face up, its two sorting places — everyday and sometimes, the game's own words — one card per turn, run inside the corner as the coach sets it. It is a real job, half the corner's teaching, not a consolation prize for an offer the visit could not use · 5 · The lines that never move — a helper guardian never screens a child, never runs a screening station, never handles the visit's records, and never answers for the visit: a question about cost, about the next visit's date, about the photo policy or about a child's teeth is carried to the desk and the coach the Pass 24 way — plainly unknown, referred, and finished — because an answer repeated approximately by a willing helper is an answer invented partially, and the visit will be held to it · 6 · Close the help as it opened — the guardian thanked warmly, by name, for the job they actually did; the coach told how it went; and the help logged — who helped, at which table, as directed, for which class — so the next offer at this desk starts from a record of what directed help looks like, not from a fresh improvisation. Theory: the Pass 24 Handling guardian questions method (the visit's questions are answered by the visit's people — never guessed at, never franchised to whoever is standing nearest) read for the person asking to help, with the Pass 13 Running the snack-sorting game method (the game's own cards and words, one card per turn — the job a helper can hold whole), the Pass 13 scenario A parent wants to watch (a guardian welcomed into the visit, with the visit's roles and boundaries kept plain), and the corner discipline of the Pass 25 Setting up the education corner method: the corner's stations are placed by the plan, and the plan is the coach's.

Setting up the greeting line — class list, demo tickets, chairs, education corner visible

General guidance only — the ground the Pass 27 greeting line runs on, laid before the first family arrives: the line is a sequence, and a sequence can only be run whole if the place it runs in was set for it. This card sets the line's ground — its list, its tickets, its chairs and its sightlines — so the line the plan describes is the line the first family walks into. The setup, in order: 1 · The line's ground marked — where the line forms, from the door to the desk, walked and cleared before any family stands in it: a path a family can wait in without blocking the door, the desk's work or the route to the waiting chairs — a line that forms wherever the morning pushes it is a line the desk spends the visit apologising for · 2 · The class list to hand — the day's class list at the desk end of the line, verified against the day's checked consent list before the line forms, with the checked consent list beside it: the line's checks are made from lists, and a list fetched after the line has formed is a check the first families never received · 3 · The demo tickets ready — the tickets at the desk end of the line and counted against the class expected, so the count the line will keep starts from a known number: a short count is flagged to the coach now, at setup, while it can still be answered — not discovered at the front of a formed line · 4 · The chairs set — the waiting chairs in their rows beyond the desk, where greeted families sit while they wait to be called: a family that has been greeted needs somewhere the visit has put for them, in the room, not along a wall the line is using · 5 · The education corner visible — from the line and from the waiting chairs, the education corner in plain sight — its table, its model, its chairs — so a child standing in the line can already see where the teaching happens: the line empties into a room the family already understands, and no child meets the teaching as a surprise · 6 · The line walked once — the whole line walked as a family would walk it — door, desk, chairs, corner in sight — before the first family arrives: anything standing in the path moved, anything missing fetched, and the setup's shortfalls flagged to the coach while the hall is still empty enough to fix them. Theory: the Pass 22 Setting up the waiting area method (chairs set, the education corner visible, families able to see the desk and what happens next) read at the scale of the line itself, with the Pass 27 Running the greeting line method (the line this setup serves — set before it forms, its desk end clear, its lists to hand), the Pass 26 Greeting families at the door method (the single greeting this line repeats), and the setup discipline of the Pass 25 Setting up the education corner method: counted and checked before the class, shortfalls flagged to the coach before anyone arrives.

Running the demo ticket count — counting tickets against the class list, logging the count, reporting to the coach

General guidance only — the ticket count worked as a running discipline, not a closing chore: the glossary defines the count; this card runs it. A count reconstructed at the close is a memory wearing a number; a count kept as the visit runs is the desk knowing — not hoping — that every child received the teaching. No times are stated anywhere on this card, because none were verified for this app: the count is kept as it happens, whenever it happens. How it runs, in order: 1 · The count opened with the first ticket — the count starts when the first ticket is handed over, kept against the class list from the first family of the morning: a count opened late is opened from memory, and a count opened from memory is the first family's tickets guessed at · 2 · Kept as the visit runs — every ticket handed over entered in the count as it happens, at the greeting line and at the desk alike: the count, not a look down the line, says at any moment who has arrived, who has been ticketed and who is still expected · 3 · The count read while it can still speak — when the count says the tickets left will not cover the class still to come, that is a shortfall seen early, while it can still be answered: the coach is told while the count says low — not when the box at the line's end is empty and the telling can only be an apology · 4 · Children owed are named by the count — if the tickets run out, every child owed one is named in the record as owed, and it is the count that names them exactly: a desk that kept its count knows which children; a desk that did not is guessing at names in front of the class · 5 · The count logged as it stands — at the close, the count written in the session log as it stands: handed out, left over, children owed — the numbers and the class list agree, or the difference is a finding written in the log as what it is, never shrugged into a drawer and never rounded into agreement · 6 · The count reported to the coach — the finished count reported to the coach, at the close and at any shortfall the moment the count shows it: the coach plans the next visit's tickets from this count — from a record of what the class actually took — not from a memory of how the box felt. Theory: the demo ticket count of the Learning Library glossary (handed out, left over, owed — kept against the class list, agreed with it or logged as a finding) worked as a running method, with the Pass 22 Running the demo ticket desk method (the desk the count belongs to), the Pass 27 Closing the demo ticket desk method (the close where this count is proved), and DANB GC documentation topics, as the Pass 3 Charting & records method states them — the record is part of the care, and a count is a record.

Closing the demo ticket desk — tickets counted, list filed, slips filed, desk tidied

General guidance only — the demo ticket desk's close worked as a tidying: the Pass 27 card closes this desk by its record — its counts, its filings, its handover; this card leaves the desk itself, the smallest working surface in Reception, in the state its own setup expects to find it. A desk left untidy is a setup begun in debt: tomorrow's line forms in front of whatever today could not be bothered to put away. No times are stated anywhere on this card, because none were verified for this app. The close, in order: 1 · The tickets counted — the tickets handed out, the tickets left over and the children recorded as owed, counted against the class list, exactly as the counted close proves them: the numbers and the list agree, or the difference stands in the log as a finding — the tidying begins only once the desk knows what it holds · 2 · The leftover tickets put away counted — the tickets left over gathered, counted once more as they are put with the desk's own stock, and the stock left where the setup will find it: a drawer of loose, uncounted tickets is tomorrow's short count discovered at the door · 3 · The class list filed — the day's class list, with its corrections left legible as corrections, filed with the day's records exactly as it stood: nothing of the day's families is left lying on the desk — a family's list is a record, and records are filed, not left out on a surface · 4 · The slips at the desk filed — every referral slip written at this desk filed with the session's record and counted against it, and the blank pad counted and left where the setup expects it: a flag still waiting on a chart note is written from the record now, before the surface is cleared over it · 5 · The desk tidied — the working surface cleared of everything that is not the desk's own stock: pens back in their place, trays emptied, the day's stray paper filed or logged — never binned unread and never left as the next visit's surprise — until the surface is the blank the Pass 26 setup starts from · 6 · The desk handed over tidy — tickets, list and slips in agreement with the log, the surface clear, and the team receiving the desk receiving the record with it: a desk handed over tidy is a morning that can start at the greeting instead of at the clearing. If it isn't recorded, it didn't happen — and a desk that isn't tidied wasn't closed. Theory: DANB GC documentation topics, as the Pass 3 Charting & records method states them — the record is part of the care — read at the scale of one small desk's surface: the Pass 27 Closing the demo ticket desk method (the counted close this tidying completes), the Pass 23 Closing the reception desk method (the desk's items closed against the record), and the Pass 26 Setting up the reception desk method read in reverse: a desk is left exactly as its setup expects to find it.

Setting up the snack-sorting table — cards, piles, key, chairs

General guidance only — the education corner's sorting table laid on its own, piece by piece: the Pass 25 corner card sets the whole corner from the visit plan; this card lays the one table the corner's game is played at — its cards, its piles, its key and its chairs — so the table the game describes is the table the group gathers round. The table is set for the game as the game is written, not from habit. The setup, in order: 1 · The table placed — the table set where the group can gather round it, inside the corner as the corner's setup places it: every place at the table reachable by the children who will stand there, and the route from the hall door to the corner kept clear past it · 2 · The cards laid out — the game's own cards laid out face up on the table, every card reachable and visible from every place at it: the game is played from the cards as they lie, and a card a child cannot see is a turn the child cannot take · 3 · The piles marked — the two sorting places marked at either end of the table — everyday and sometimes, the game's own words, said in the game's own terms and no others: a pile renamed at the table is a rule changed mid-game, and the children sort by the words the game gave them · 4 · The key to hand — the game's own key at the table, where the person running the game can check a card against it without leaving the group: the key is what the sorting is judged by, so it is present before the first card is turned, not fetched when the first dispute arrives · 5 · The chairs set — chairs set for the group the table will hold, arranged so every child can see the cards and the piles: a chair short is found now, while one can still be brought, not when a child is standing at a played game · 6 · Counted and checked — the cards counted against the game's set, the piles marked, the key present, the chairs counted against the group: a shortfall in any of them is flagged to the coach before the class arrives, while it can still be answered — the same count discipline this library applies to the kit case, applied to the table's own pieces. Theory: the Pass 13 Running the snack-sorting game method (the game's own cards and words, one card per turn, sorted against the game's key) read as the table the game is played on, with the Pass 25 Setting up the education corner method (the table set where the group can gather round it, the cards laid out face up, the everyday / sometimes places marked at either end), the snack-sorting table of the Learning Library glossary (set and counted at the corner's setup), and the counts rule of the Pass 14 Packing the kit case method.

Running the class swap — swapping the two groups without losing the consent check

General guidance only — the halfway exchange of a split class worked as a method: the Pass 24 card runs the corner's rotation; this card runs the swap itself — the moment both groups move at once — because the swap is where a split class is most easily lost, and a consent check lost at the swap is a check that was only ever run for half the visit. The swap is run from the records, like an intake repeated: nothing about it is settled by where children happen to be standing. How it runs, in order: 1 · The swap announced from the records — the exchange called from the class list and the consent list, not from a shout across the hall: both groups know they are moving, where they are moving to, and that the move is counted before it is walked · 2 · Each group counted as it moves — each group counted and read against the class list as it leaves its place and as it arrives: a child unaccounted for at either end is placed from the list, never searched for by memory and never left to drift between the two halves of the visit · 3 · The consent check travels with the swap — the check is held for both groups across the whole visit: each group checked name by name against the consent list as it reaches the stations, and the check run again at the swap, from the list — a child screened in the second half stands on the same verified ground as a child screened in the first · 4 · Nobody screened on a guess — group membership is never itself a consent check: a child who arrives at the stations in a group is checked against the list like every child, and a name that cannot be verified is not screened until it can be — the swap moves children between activities, never between verified and assumed · 5 · Stragglers placed from the list — a child found between groups — at the corner when their group has moved, in the line when theirs has not — is placed from the class list and the consent list, and their check run as their new group reaches the stations: the list places them, not the nearest adult's impression of where they were · 6 · The swap logged whole — the exchange written in the session log as it ran: both groups counted, the check held for both, any child placed from the list named — the entry the close reconciles the two halves of the visit against. Theory: the consent check through the swap and the swap of the Learning Library glossary (the check held for both groups across the whole visit, run again at the swap, from the list; the exchange run from the records like an intake repeated), with the Pass 24 Running the education-corner rotation method (the rotation set before it starts, the swap announced from the records, stragglers placed from the list), the Pass 23 scenario The class is too big (the groups swapped without losing the consent check, the change logged), and the Pass 28 glossary term class swap read for the list the swap is checked against.

Closing the snack-sorting table — cards counted, piles reset, table wiped, kit case checked

General guidance only — the sorting table's own end-of-visit close: the Pass 25 card closes the whole education corner; this card closes the one table its game is played at, leaving it in the state its own setup expects to find. A table closed carelessly is a game set up wrong tomorrow: cards missing, piles holding yesterday's leavings, a key gone walkabout. No times are stated anywhere on this card, because none were verified for this app: the close is finished when every item below has been checked and every finding logged, not when a clock says so. The close, in order: 1 · The cards counted — the game's cards gathered from the table and counted against the game's set, every card accounted for: a card short, or a card damaged in the playing, is a finding for the log and the coach, found now, while the day can still answer for it — never discovered by the next group mid-game · 2 · The piles reset — the two sorting places — everyday and sometimes, the game's own words — cleared of the day's sorted cards and left marked and empty, as the setup expects to find them: a pile left holding cards is tomorrow's game begun from somebody else's answers · 3 · The table wiped — the table cleared of everything the day left on it and wiped down, so the next class meets a clean table and not the leavings of this one: anything found on or under it that belongs to a child is gathered to the desk and logged for its owner, never binned · 4 · The key returned — the game's own key put back with the game's own materials, where the setup will look for it: a key left in a pocket or a drawer is a game that cannot be judged until it is found, and the finding always happens in front of a waiting group · 5 · The kit case checked — the cards and the key, where they travel in the kit case, returned to it and counted against the case, as this library's end-of-day kit-case check counts everything: what the table used is what the case holds, or the difference is written in the log as what it is. Theory: the Pass 25 Closing the education corner method (the corner's materials packed and counted, the table wiped, the kit case checked) read at the scale of the table itself, with the Pass 13 Running the snack-sorting game method (the game's own cards, piles and key — the pieces this close accounts for), the snack-sorting table of the Learning Library glossary (packed and counted at the close), and the count of the Pass 16 End-of-day kit-case check method.

Setting up the class swap — two groups, consent check, swap signal, log

General guidance only — the swap set up before it is run: the Pass 29 card runs the swap itself, moment by moment; this card sets it up — the two groups, the check that must travel with it, the signal it moves on, and the log it will be written in — because a swap improvised at the halfway point is a swap the morning has to survive rather than run. The setup is finished before the first group is called, while its faults can still be fixed in an empty hall. The setup, in order: 1 · The two groups formed from the list — the split made from the class list, counted and named: which children in the education group, which in the screening group, read from the list and never gathered by eye in the doorway — a group formed by eye is a group the count cannot check · 2 · The consent check standing before the swap — the check the swap must hold agreed before anyone moves: each group checked name by name against the day's consent list as it reaches the stations, and the check run again at the swap, from the list — the swap is planned as a place the check happens, not as a gap the check is hoped to survive · 3 · The swap signal agreed — one signal, known to both groups, to the stations and to the corner, that the swap moves on: called once, by the coach, in words everyone in the hall recognises — the swap happens on the signal, never when a group feels finished, and never on a shout half the hall hears differently · 4 · The route and the counts ready — the path each group will walk walked once and clear, and the class list and the consent list to hand at the swap point, where the counting will happen: each group counted out of its place and into its next, against the list, as the swap is run · 5 · The log opened for it — the session log ready to take the swap as it runs: the groups as formed, the signal as agreed, the check as held — an entry planned is an entry that gets written, and a swap reconstructed at the close is a swap remembered, which is how checks come to be lost twice. Theory: the consent check through the swap and the swap of the Learning Library glossary (the check held for both groups across the whole visit, run again at the swap from the list; the exchange run from the records like an intake repeated), with the Pass 29 Running the class swap method (the run this setup serves — announced from the records, counted as it moves, logged whole), the Pass 24 Running the education-corner rotation method (the rotation set before it starts, stragglers placed from the list), and the split of the Pass 23 scenario The class is too big (the class split from the list, the change logged).

Running the snack-sorting game — cards, piles, key, turns, what to say

General guidance only — the sorting game run at the scale of its own pieces: the Pass 13 card runs the game with a whole class; this card runs the game itself — its cards, its piles, its key, its turns and its words — on the table the Pass 29 card lays. This card makes no nutrition claims of its own: the sorting words are the ones printed on the game's own cards, and anything beyond them belongs to the programme's teaching materials, not to this card. How it runs, in order: 1 · The cards on the table — the game's own cards laid out face up on the table, counted against the game's set before the group gathers: the game is played from the cards as they lie, and a card missing at the start is a lesson missing at the end · 2 · The piles marked in the game's words — the two sorting places at either end of the table — everyday and sometimes, the game's own words — said in the game's own terms and no others: a pile renamed at the table is a rule changed mid-game, and the children sort by the words the game gave them · 3 · The key to hand, and used — the game's own key at the table before the first card is turned, and the sorting judged by it: a contested card is checked against the key where the group can see it done, and no card is ever sorted from an adult's memory, a child's recollection or a show of hands — the key settles every card the same way · 4 · The play order and the turns — one card per turn, in turn round the table, in the play order the group can follow: the child who holds the card moves it and says where they are putting it and why, in their own words — the hands and the saying are the learning, so the cards are sorted by the children, never for them, and no turn is skipped or taken for a child · 5 · What to say — ask the game's own question — “how much sugar hides in this one?” — and let the group answer; where a card lands, name the pattern the table shows (water gets the hero spot, as the hall's education corner teaches) and stop there: no claims beyond the game's cards, no “bad foods” language, no shaming — teach the pattern, keep the dignity. Foods get sorted at this table; children never do, and nobody's own lunch is ever picked up, pointed at or discussed · 6 · The game closed as it opened — when the last turn is taken, the cards gathered and counted against the game's set: a card short, or a pile found mixed at any point, is a finding for the log and the coach — and a mixed pile is stopped for and re-sorted against the key before anyone plays again, never played with as it lies. Theory: the Pass 13 Running the snack-sorting game method (the game's own cards and words, one card per turn, the game's own question, the pattern the table shows) read at the scale of the game's own pieces, with the Pass 29 Setting up the snack-sorting table method (the table this game is played on — cards, piles, key, chairs), the Pass 29 scenario The snack-sorting cards are mixed up (a mixed pile stopped for and re-sorted against the key, never played with), and the snack-sorting cards and game key of the Learning Library glossary.

Closing the greeting line — tickets counted, list filed, chairs, education corner visible

General guidance only — the greeting line's own end-of-visit close: the Pass 27 card runs the line family by family, the Pass 28 card sets its ground, and the Pass 27 close shuts the desk the line belongs to; this card closes the line itself — its last family, its count, its filing — and leaves the room as the line's own setup expects to find it. No times are stated anywhere on this card, because none were verified for this app: the close is finished when every item below has been checked and every finding logged, not when a clock says so. The close, in order: 1 · The last family greeted whole — the line closed by greeting its last family with the same care, and the same checks, as its first, and directing them on plainly: a line is never closed around a family still standing in it, and nobody is hurried through the greeting because the close has begun · 2 · The tickets counted — the demo tickets handed out along the line, the tickets left over and any children recorded as owed, counted against the class list: the numbers and the list agree, or the difference stands in the log as a finding — the line's count is the desk's proof of who the visit greeted · 3 · The class list filed — the day's class list, with its corrections left legible as corrections, filed with the day's records exactly as it stood: nothing of the day's families is left lying at the line's end — a family's list is a record, and records are filed, not left out on a surface · 4 · The chairs set right — the waiting chairs returned to the rows the setup uses, and the line's ground — door to desk — walked clear: anything a family left behind is gathered to the desk and logged for its owner, never binned · 5 · The education corner left visible — the corner tidied and in plain sight of the line and the chairs, as the line's setup leaves it: the last thing the close does is hand the next setup the room it describes — line clear, chairs set, corner visible — so the next visit's first family meets the line as this one's did. Theory: the Pass 27 Running the greeting line method (the line this close finishes — each family greeted whole, the list checked, the ticket handed over with the count kept), the Pass 28 Setting up the greeting line method (the ground this close hands back — class list, demo tickets, chairs, education corner visible), the greeting-line close and ticket count of the Learning Library glossary, and the Pass 24 Closing the waiting area method (chairs set, consent list filed, education corner tidied — the room closed as one).

Closing the class swap — groups back together, consent check, log, hall reset

General guidance only — the class swap's own close: the Pass 30 card sets the swap up, the Pass 29 card runs it, and this card closes it — the two groups brought back together as one class, the consent check closed with the visit itself, the run written whole, and the hall handed back to its reset. A swap is not finished when the second half ends; it is finished when the class is one class again, every child accounted for, and the record shows it. No times are stated anywhere on this card, because none were verified for this app: the close is finished when every item below has been checked and every finding logged, not when a clock says so. The close, in order: 1 · The groups back together — both groups brought back together as one class, each group counted as it returns against the class list, exactly as the swap counted them as they moved: a group that drifts back in ones and twos is a group the count cannot close, and the class is re-formed as deliberately as it was split · 2 · The consent check closed — every child accounted for against the class list and the day's consent list: each child screened on a verified check or taught at the corner, and any child the counts cannot place found from the lists before anything else is closed — the check that stood through the swap is closed by the same lists it was run from, never by a morning's general impression · 3 · The swap logged whole — the session log entry for the swap written as it ran: the groups as formed, the signal as given, the check as held at the swap and at the close, any fault and how it was handled — a swap reconstructed from memory at the close is a swap remembered, which is how checks come to be lost twice · 4 · The hall reset — the corner and the stations returned to the state their own setups describe: corner tidied, cards counted, model and brush back in place, station materials as the next part of the visit expects them — the swap moved the whole hall, so the whole hall is handed back, not only the places the groups sat · 5 · Findings to the coach — anything the close found — a count that did not agree, a check that had to be re-run, a child placed from the lists — reported to the coach with the log, so the next class's swap is set up from this one's lessons. Theory: the class swap run and the consent check through the swap of the Learning Library glossary (the swap announced from the records, counted as it moves, the check held for both groups and run again at the swap from the list, the swap logged whole; the check held for both groups across the whole visit), with the Pass 29 Running the class swap method (the run this close finishes) and the Pass 30 Setting up the class swap method (the setup this close hands back to — groups formed from the list, signal agreed, log opened).

Running the brushing demo with a broken model — what to do, what to say, who to tell

General guidance only — the brushing demo run on a morning its main prop has failed: the big tooth model is found broken before the class arrives. The demo is half the education corner's teaching, and a broken model is a fault to be told and worked around as directed — never a reason to skip the teaching, and never a secret the class must be protected from by pretending. What to do, what to say, and who to tell, in order: 1 · Who to tell — the coach, first — the coach told at once, before the class is called, while the answer can still shape the morning: a fault found early is a choice the coach can make; a fault found by the class is a surprise everyone shares · 2 · What to do — run the demo as the coach directs — the demo run whole with the spare model, or with the programme's pictures, exactly as the coach directs: the same brushing order, said out loud as it is shown, the same questions the class can answer, the children showing it back — the teaching is the order and the words, and both survive the model · 3 · What to say — plain words, honest and brief, said once and not apologised through: “Our big tooth model is broken today, so we are using the spare — the brushing is exactly the same.” Nothing is pretended, nobody is blamed, and no child is asked to imagine a model that is not there working as though it were · 4 · The broken model set aside — the broken model and every loose piece gathered and set aside as the coach directs, out of the children's reach and out of the demo: a broken prop left at the corner is a toy with edges by the second group, and a piece unaccounted for is a piece the close cannot close · 5 · The fault logged — the session log written whole: the model found broken before the class arrived, the coach told, what the demo ran on as directed, and the fault flagged for repair or replacement — so the next visit's setup finds the corner's model a fact, not a hope. Theory: the Pass 16 Running the brushing demo with a class method (the demo this card preserves — the big tooth model, the brushing order said out loud as it is brushed, questions the class can answer, the children showing it back), the corner tidy of the Learning Library glossary (the corner reset with its model and brush back in place), the Pass 25 Setting up the education corner method (the corner's materials counted and checked before the class), and the Simulation Studio scenario The brushing demo model is broken (Pass 31 — tell the coach, run the demo as directed, log the fault).

The end-of-day education corner check — materials packed, table wiped, chairs, kit case

General guidance only — the education corner's own end-of-day check: the Pass 25 card closes the corner at the end of a visit; this card is the last check of the day, run when no group is still to come — the corner proved, packed and left exactly as its own setup will look for it in the morning. A corner closed by impression is a corner the next setup has to discover; a corner checked is a corner the next morning can simply run. No times are stated anywhere on this card, because none were verified for this app: the check is finished when every item below has been checked and every finding logged, not when a clock says so. The check, in order: 1 · Materials packed — the corner's materials packed away as the corner keeps them: the sorting game's cards counted against the game's set — a card short is a finding for the log, never a shrug — the key returned with the game's materials, the demo model and brush back in place, the fluoride talk materials together · 2 · The table wiped — the sorting table wiped clean and left bare: nothing of the day's games, snacks or paperwork left on the surface the next setup will lay the cards on · 3 · The chairs set — the corner's chairs set as the corner's setup leaves them, and the corner's ground walked clear: anything a child left behind gathered to the desk and logged for its owner, never binned · 4 · The kit case checked — the corner's kit case checked against the morning's count-out: contents counted, consumables noted, any fault — a broken model among them — logged the same day and reported to the coach, so a shortage is a finding at the check and not a surprise at a setup · 5 · The corner left as its setup describes — the last look taken from the doorway the class comes through: table bare, chairs set, materials packed, case closed — the corner the next visit's first group will meet is the corner this check leaves. Theory: the Pass 25 Closing the education corner method (the close this check completes — materials packed, table wiped, chairs stacked, kit case checked), the corner tidy and education corner close of the Learning Library glossary (the corner reset between groups and tidied at the close, the next group meeting the corner the setup describes), the Pass 29 Closing the snack-sorting table method (cards counted, piles reset, table wiped, kit case checked), and the Pass 16 end-of-day kit-case check (contents counted against the morning's count-out, faults logged the same day, reported to the coach).

Setting up the brushing demo — big tooth model, spare model, pictures, chairs

General guidance only — the brushing demo set up on its own, piece by piece: the corner cards set the whole corner from the visit plan; this card lays the one teaching the corner is named for — the demo's model, its spare, its pictures and its chairs — so the demo the class meets is the demo its own method describes. The demo is set for the teaching as the teaching is written, not from habit, and it is set before the class arrives, while a fault can still be answered. The setup, in order: 1 · The big tooth model — the big model placed at the corner's centre where the whole group can see it, and checked whole before anything is gathered round it: lifted, turned, stood on its stand — a model found broken is a fault told to the coach at once, never a prop pretended to work and never a discovery left for the class to make · 2 · The spare model — the spare checked in the kit case, present and whole, so the demo's own fallback is a fact before it is needed: a spare missing from the case is a finding for the coach now, while the morning can still be re-planned around it — the Pass 31 run is what happens when it is found later · 3 · The pictures to hand — the programme's pictures at the corner, the second fallback inside the coach's “spare or pictures” direction: present before the first group gathers, so a demo that must run on them runs on them whole, not on whichever page is nearest · 4 · The brush and the order — the oversized brush with the model, and the brushing order ready to be said out loud as it is brushed — small circles at the gumline first, then the outsides, the insides, the chewing tops, the front teeth, the tongue to finish: the teaching is the order and the words, and both are laid out with the props · 5 · The chairs set — chairs set for the group the demo will hold, facing the model, so every child can see the model and show the brushing back: a chair short is found now, while one can still be brought, and the route from the hall door past the corner is kept clear · 6 · Counted and checked — model, spare, pictures, brush and chairs counted and checked against the demo as its method describes it: a shortfall or a fault in any of them is flagged to the coach before the class arrives, while it can still be answered — the same count discipline this library applies to the kit case, applied to the demo's own pieces. Theory: the Pass 16 Running the brushing demo with a class method (the demo this setup serves — the big tooth model, the brushing order said out loud as it is brushed, questions the class can answer, the children showing it back) read as the pieces it is run from, with the Pass 25 Setting up the education corner method (the corner counted and checked before the class, the model and brush at its centre), the brushing order and spare model of the Learning Library glossary, and the Pass 31 scenario The brushing demo model is broken (the fault this setup exists to find early — told to the coach, the demo run as directed, the fault logged).

Running the class swap close — groups back together, consent check, log, hall reset

General guidance only — the class swap's close worked as a run, step by step at the swap point: the Pass 31 card closes the swap as a whole; this card runs the close as it happens — the signal, the counts, the check closed, the entry written — because a close improvised at the end of a visit is a close the record has to survive rather than prove. The close is run from the lists, exactly as the swap was: nothing about it is settled by where children happen to be standing. No times are stated anywhere on this card, because none were verified for this app: the close is finished when every item below has been checked and every finding logged, not when a clock says so. The close, run in order: 1 · The groups called back — both groups brought back together as one class on the swap signal, the same signal the swap moved on: the class is re-formed as deliberately as it was split, and a group that drifts back in ones and twos is a group the count cannot close · 2 · Each group counted as it returns — each group counted and read against the class list as it comes back, exactly as the swap counted them as they moved: a child unaccounted for at the return is placed from the list, never searched for by memory and never left between the two halves of the visit · 3 · The consent check closed — every child accounted for against the class list and the day's consent list: each child screened on a verified check or taught at the corner, and any child the counts cannot place found from the lists before anything else is closed — the check that stood through the swap is closed by the same lists it was run from, never by a morning's general impression · 4 · The swap log written whole — the session log's entry for the swap completed as it ran: the groups as formed, the signal as given, the check as held at the swap and at the close, any fault and how it was handled — and if the entry cannot be found, the close stops for it: the coach is told, every child is re-checked against the consent list, and the log is rewritten from the list, never from a guess about who swapped · 5 · The hall reset — the corner and the stations returned to the state their own setups describe: corner tidied, cards counted, model and brush back in place, station materials as the next part of the visit expects them — the swap moved the whole hall, so the whole hall is handed back · 6 · Findings to the coach — anything the close found — a count that did not agree, a check that had to be re-run, a log that had to be rewritten — reported to the coach with the log, so the next class's swap is set up from this one's lessons. Theory: the Pass 31 Closing the class swap method (the close this card runs — groups back together, consent check closed, swap logged whole, hall reset) worked step by step at the swap point, with the class swap close, class swap run, consent check through the swap and swap log of the Learning Library glossary (the close that finishes the swap; the run announced from the records and counted as it moves; the check held for both groups across the whole visit; the entry written whole, and rewritten from the list if it cannot be found), the Pass 29 Running the class swap method (the run this close finishes), and the Pass 32 scenario The class swap log is missing (a log that cannot be found is stopped for, re-checked from the consent list, and rewritten from the list).

Closing the snack-sorting game — cards counted, piles reset, table wiped, kit case checked

General guidance only — the snack-sorting game's own close at the end of play: the Pass 29 card closes the table the game is played at; this card closes the game itself — its cards, its piles, its key and its case — leaving the game in the state its own run expects to find. A game closed carelessly is a game set up wrong for the next group: cards missing, piles holding the last group's answers, a key gone walkabout. No times are stated anywhere on this card, because none were verified for this app: the close is finished when every item below has been checked and every finding logged, not when a clock says so. The close, in order: 1 · The cards counted — when the last turn is taken, the game's cards gathered from both piles and the table and counted against the game's set, every card accounted for: a card short, or a card damaged in the playing, is a finding for the log and the coach, found now, while the day can still answer for it — never discovered by the next group mid-game · 2 · The piles reset — the two sorting places — everyday and sometimes, the game's own words — cleared of the day's sorted cards and left marked and empty, as the game's setup expects to find them: a pile left holding cards is the next group's game begun from somebody else's answers · 3 · The key returned — the game's own key put back with the game's own materials, where the setup will look for it: a key left in a pocket or a drawer is a game that cannot be judged until it is found, and the finding always happens in front of a waiting group · 4 · The table wiped — the table cleared of everything the day's play left on it and wiped down, so the next group meets a clean table and not the leavings of this one: anything found on or under it that belongs to a child is gathered to the desk and logged for its owner, never binned · 5 · The kit case checked — the cards and the key, where they travel in the kit case, returned to it and counted against the case, as this library's end-of-day kit-case check counts everything: what the game used is what the case holds, or the difference is written in the log as what it is. Theory: the Pass 30 Running the snack-sorting game method (the game closed as it opened — the cards gathered and counted against the game's set, a mixed pile stopped for and re-sorted against the key) read as the game's own close, with the Pass 29 Closing the snack-sorting table method (cards counted, piles reset, table wiped, kit case checked — the table this close sits inside), the snack-sorting game run and game key of the Learning Library glossary, and the count of the Pass 16 End-of-day kit-case check method.

Setting up the class swap log — log, consent list, swap signal, groups

General guidance only — the swap log set up before the swap runs: the Pass 32 scenario is what happens when the log cannot be found at the close; this card is the setup that prevents it — the entry opened in advance, the lists it will be written from laid at the swap point, the signal it will record agreed before it is given, and the groups it will name formed from the records. A log set up after the swap is a log reconstructed; a log set up before it is a record the run simply fills in. The setup, in order: 1 · The log opened — the session log's entry for the swap opened before the swap runs, headed for this swap — the class, the visit, the two halves it will record: an entry that exists before the event is an entry the event is written into as it happens, never an account assembled afterwards · 2 · The consent list to hand — the day's consent list at the swap point with the log, the document every check in the entry will be run from: the check at the swap and the check at the close are both read from this list, and a list left at the desk is a check that will be run from memory · 3 · The swap signal agreed — one signal, agreed and known to both groups, the stations and the corner, called once by the coach — and entered in the log as agreed, before it is given: a signal the entry cannot name is a move the record cannot prove was called · 4 · The groups entered as formed — the two groups formed from the class list, counted and named, and written into the entry as formed, before any child moves: the log's first fact is the swap's first fact, and a child who appears on no list is placed from the records at this step, while placing costs nothing · 5 · The check columns ready — the entry laid so the consent check is written at the two moments it is held — at the swap and at the close — each as it is run, name by name: a check column filled in afterwards from the other column is one check wearing two dates · 6 · The log kept at the swap point — log and lists together at the swap point for the whole visit, in one known place: a log that travels in a pocket is a log the close goes looking for, and this app has run that morning — it is the Pass 32 scenario, and it ends in a re-check of every child. Theory: the swap log of the Learning Library glossary (the entry opened before the swap runs and written from the lists, never reconstructed from memory; if it cannot be found, the morning is stopped for and the log rewritten from the list), with the Pass 30 Setting up the class swap method (groups formed from the list, signal agreed, log opened — the setup this card gives the log's own share of), the Pass 29 Running the class swap method (the run this log records), and the Pass 32 scenario The class swap log is missing (the loss this setup exists to prevent).

Running the brushing demo close — model packed, pictures filed, chairs, education corner visible

General guidance only — the brushing demo's own close at the end of the corner's day: the Pass 32 card sets the demo up piece by piece; this card closes it piece by piece — the demo's props returned to the case and the file they travel in, its chairs set as its setup leaves them, and the corner handed back with the demo's place in it still legible from the hall. A demo closed carelessly is a demo the next setup has to excavate. No times are stated anywhere on this card, because none were verified for this app: the close is finished when every item below has been checked and every finding logged, not when a clock says so. The close, in order: 1 · The models packed — the big tooth model checked whole as it is lifted from its stand, and the spare checked with it, both packed in the kit case as the case keeps them: a model found broken at the packing is a model fault — told to the coach, set aside accounted for rather than packed away, and logged whole, never discovered by the next setup as a surprise in a closed case · 2 · The pictures filed — the programme's pictures gathered from the stand and filed with the demo's materials, counted as they are filed: a picture short is a finding for the log and the coach, found now — the Pass 33 morning is what a picture-shortage becomes when the close did not count · 3 · The brush with the model — the oversized brush packed with the model it demonstrates on, the demo's pieces travelling together as its setup expects to find them: a brush separated from its model is two half-demos in two places · 4 · The chairs set — the demo's chairs set as the corner's setup leaves them, facing the model's place, the route from the hall door past the corner walked clear: anything a child left behind gathered to the desk and logged for its owner, never binned · 5 · The education corner visible — the corner left visible from the hall, as the greeting line's close leaves it: the model's place, the game's table and the corner's shape readable at a glance by the next person to enter — a corner closed behind stacked chairs and covered piles is a corner the next setup must uncover before it can check · 6 · The last look — the close proved from the doorway the class comes through: models packed, pictures filed, brush with the model, chairs set, corner visible — the demo the next visit will set up is the demo this close leaves. Theory: the Pass 32 Setting up the brushing demo method (the setup this close hands back to — model, spare, pictures, brush and chairs counted and checked) read in reverse at the day's end, with the Pass 31 End-of-day education corner check method (the check this close sits inside — materials packed, table wiped, chairs set, kit case checked), the greeting-line close of the Learning Library glossary (the education corner left visible), and the model fault and demo pictures glossary terms (a fault found at packing told and logged whole; the pictures a named, counted part of the demo's kit).

Closing the snack-sorting game, run as a close — cards counted, piles reset, table wiped, kit case checked

General guidance only — the snack-sorting game's close run at the table, as the last turn ends: the Pass 32 card closes the game as a whole; this card runs the same close step by step in the room — the count taken in front of the departing group, the piles emptied of its answers, the table returned bare — because a close reconstructed later at a desk is a close whose counts nobody watched happen. The close is run from the game's own set and key, exactly as the game was: nothing about it is settled by impression. No times are stated anywhere on this card, because none were verified for this app: the close is finished when every item below has been checked and every finding logged, not when a clock says so. The close, run in order: 1 · The cards counted at the table — as the last turn ends, the game's cards gathered from both piles and the table and counted against the game's set where the group can see the count happen: a card short, or a card damaged in the playing, is a finding for the log and the coach, found now, while the table can still be searched and the day can still answer for it · 2 · The piles reset in the open — the two sorting places — everyday and sometimes, the game's own words — cleared of the day's sorted cards and left marked and empty, as the game's setup expects to find them: a pile left holding cards is the next group's game begun from somebody else's answers · 3 · The key returned — the game's own key put back with the game's own materials, where the setup will look for it: a key left in a pocket or a drawer is a game that cannot be judged until it is found, and the finding always happens in front of a waiting group · 4 · The table wiped — the table cleared of everything the day's play left on it and wiped down, so the next group meets a clean table and not the leavings of this one: anything found on or under it that belongs to a child is gathered to the desk and logged for its owner, never binned · 5 · The kit case checked — the cards and the key, where they travel in the kit case, returned to it and counted against the case, as this library's end-of-day kit-case check counts everything: what the game used is what the case holds, or the difference is written in the log as what it is. Theory: the Pass 32 Closing the snack-sorting game method (the close this card runs — cards counted, piles reset, key returned, table wiped, kit case checked) worked step by step at the table, with the Pass 30 Running the snack-sorting game method (the game closed as it opened — the cards gathered and counted against the game's set, a mixed pile stopped for and re-sorted against the key), the snack-sorting game run and game key of the Learning Library glossary, and the count of the Pass 16 End-of-day kit-case check method.

Setting up the demo pictures — pictures, kit case, chairs, education corner visible

General guidance only — the demo pictures set up on their own: the Pass 32 card sets the whole brushing demo up piece by piece; this card lays the one piece that travels furthest and is missed most quietly — the programme's pictures — where the demo will teach from them, out of the case they travel in, checked before the class arrives. The pictures are set for the demo as the demo is written, not from habit. The setup, in order: 1 · The pictures out of the right kit — the pictures taken from the demo's own place in the kit case, the case they travel in: a set found in the wrong kit case is a mix-up — stopped for, told to the coach, moved counted into the right kit and logged, and the other kit checked complete — never simply used where it lies, because a set used from the wrong case is a mix-up the record never sees · 2 · The pictures counted — the set counted against the demo's pictures as they are laid: a picture short is a finding for the log and the coach, found now, while the morning can still be re-planned around it — the Pass 33 morning is what a picture-shortage becomes when the setup did not count · 3 · The pictures placed — the pictures placed on their stand at the corner, in the demo's order, where the whole group can see them beside the model they support: the pictures are the demo's second fallback and its running commentary, so they are placed where they can be taught from — not propped where they can merely be seen to exist · 4 · The chairs set — chairs set for the group the demo will hold, facing the model and the pictures both, so every child can see the showing and the pictures together, and the route from the hall door past the corner is kept clear: a chair short is found now, while one can still be brought · 5 · The education corner visible — the corner read whole from the hall before the class is called: the model's place, the pictures on their stand and the game's table legible at a glance — a corner whose pictures cannot be seen from where the group gathers is a demo whose second half is set up in the dark · 6 · Counted and checked — pictures, kit case, chairs and corner counted and checked against the demo as its setup describes it: a shortfall or a fault in any of them is flagged to the coach before the class arrives, while it can still be answered — the same count discipline this library applies to the kit case, applied to the pictures' own pieces. Theory: the Pass 32 Setting up the brushing demo method (the setup this card gives the pictures' own share of — the programme's pictures to hand, the second fallback inside the coach's “spare or pictures” direction) read at the scale of the pictures themselves, with the demo pictures of the Learning Library glossary (the teaching images the demo runs on when neither model can be used), the Pass 33 scenario The brushing demo pictures are missing (the morning this setup exists to prevent — the fault told, the demo run on the model and words, the fault logged whole), the Pass 34 scenario The demo pictures are in the wrong kit (a set found in the wrong case is stopped for, told, moved counted and logged, never used where it lies), and the Pass 25 Setting up the education corner method (the corner counted and checked before the class, visible as the greeting line leaves it).

Running the brushing demo close, run in the room — model packed, pictures filed, chairs, education corner visible

General guidance only — the brushing demo's close run in the room, step by step where the demo stood: the Pass 33 card gives the close as the corner's day ends; this card works the same close in the room — read from the doorway first, then piece by piece at the corner — because a close recited from a card at a desk can pass over the one piece the room would have shown. The close is run from the demo as it stands, exactly as its setup laid it: nothing about it is settled by impression. No times are stated anywhere on this card, because none were verified for this app: the close is finished when every item below has been checked and every finding logged, not when a clock says so. The close, run in order: 1 · The demo read from the doorway — the close begun from the doorway the class comes through, before anything is touched: the model on its stand, the pictures on theirs, the brush, the chairs — what the demo leaves showing read once, whole, so the close starts from the demo as it stands and not from a memory of how it was left · 2 · The model packed — the big tooth model checked whole as it is lifted from its stand, and the spare checked with it, both packed in the kit case as the case keeps them: a model found broken at the packing is a model fault — told to the coach, set aside accounted for rather than packed away, and logged whole · 3 · The pictures filed — the programme's pictures gathered from the stand and filed with the demo's materials, counted as they are filed: a picture short is a finding for the log and the coach, found now, while the corner can still be searched · 4 · The brush with the model — the oversized brush packed with the model it demonstrates on, the demo's pieces travelling together as its setup expects to find them: a brush separated from its model is two half-demos in two places · 5 · The chairs set — the demo's chairs set as the corner's setup leaves them, facing the model's place, the route from the hall door past the corner walked clear: anything a child left behind gathered to the desk and logged for its owner, never binned · 6 · The education corner visible — the corner left visible from the hall, and the close proved from the doorway: models packed, pictures filed, brush with the model, chairs set, corner visible — the demo the next visit will set up is the demo this close leaves. Theory: the Pass 33 Running the brushing demo close method (the close this card runs in the room — models packed, pictures filed, brush with the model, chairs set, corner visible) worked step by step at the corner, with the Pass 32 Setting up the brushing demo method (the setup this close hands back to) read in reverse at the day's end, the Pass 31 End-of-day education corner check method (the check this close sits inside), and the brushing demo close, pictures filed and greeting-line close of the Learning Library glossary (the demo's own close; the pictures counted as they are filed; the corner left visible).

Closing the snack-sorting game run — cards counted, piles reset, table wiped, kit case checked

General guidance only — a snack-sorting game run closed as a run, at the table, when its last turn is taken: the Pass 32 card closes the game as a whole and the Pass 33 card runs that close at the table; this card closes the run itself — the unit the class actually played — so the run's own pieces, its count and its findings are accounted for under the run's own name, and the record can show the run happened as it should. The close is run from the game's own set and key, exactly as the run was: nothing about it is settled by impression. No times are stated anywhere on this card, because none were verified for this app: the close is finished when every item below has been checked and every finding logged, not when a clock says so. The close, in order: 1 · The run ended whole — the run closed when its last turn is taken, the group thanked and moved on whole: a run drifted out of — children leaving mid-play, cards left mid-sort — is a run whose close has to guess at its own pieces, and this library's closes never guess · 2 · The cards counted — the run's cards gathered from both piles and the table and counted against the game's set where the group can see the count happen: a card short, or a card damaged in the playing, is a finding for the log and the coach, found now, while the table can still be searched and the day can still answer for it · 3 · The piles reset — the two sorting places — everyday and sometimes, the game's own words — cleared of the run's sorted cards and left marked and empty, as the game's setup expects to find them: a pile left holding cards is the next run begun from this run's answers · 4 · The table wiped — the table cleared of everything the run's play left on it and wiped down, so the next group meets a clean table and not the leavings of this run: anything found on or under it that belongs to a child is gathered to the desk and logged for its owner, never binned · 5 · The kit case checked — the cards and the key, where they travel in the kit case, returned to it and counted against the case, as this library's end-of-day kit-case check counts everything: what the run used is what the case holds, or the difference is written in the log as what it is · 6 · The run's findings logged — anything the close found — a card short, a pile mixed, a piece damaged — written in the session log with the run it belongs to and told to the coach: the close's findings travel under the run's name, so the next setup reads them where they will be looked for, and no run is left standing in the record as cleaner than it closed. Theory: the Pass 33 Closing the snack-sorting game, run as a close method (the close this card completes under the run's own name — cards counted, piles reset in the open, key returned, table wiped, kit case checked) with the Pass 30 Running the snack-sorting game method (the game closed as it opened — the cards gathered and counted against the game's set, a mixed pile stopped for and re-sorted against the key), the snack-sorting game run, game key and game run close of the Learning Library glossary, and the count of the Pass 16 End-of-day kit-case check method.

Running the demo pictures check — pictures counted, kit case checked, log

General guidance only — the demo pictures checked as a check of their own: the Pass 34 card sets the pictures up; this card is the count that proves them — the set counted against the demo it serves, the case they travel in checked against what it should hold, and the entry written while the morning can still answer for it. A check is a comparison, not a look: an uncounted set is a set described by hope, and the Pass 33 morning is what a picture-shortage becomes when the setup did not count. The check, in order: 1 · The pictures counted — the set counted against the demo's pictures as its setup describes them, picture by picture, where they are laid: a picture short is a finding for the log and the coach, found now, while the morning can still be re-planned around it · 2 · The kit case checked — the case the pictures travel in checked by counting what it holds against what it should hold: the pictures' own place, the demo's other pieces as the case keeps them — what the case holds is what the record says, or the difference is written as what it is · 3 · A wrong-kit set stopped for — a set found in the wrong kit case is a mix-up: stopped for, told to the coach, moved counted into the right kit and logged, and the other kit checked complete — never simply used where it lies, because a set used from the wrong case is a mix-up the record never sees · 4 · A shortfall told before the class — any picture short, any piece of the case not as it should be, flagged to the coach before the class arrives, while it can still be answered: the demo then runs as the coach directs — on the model and words if the pictures cannot be made whole · 5 · The log written whole — the check's entry written as it was run: the set as counted, the case as checked, any finding, who was told and what was directed — if it isn't recorded, it didn't happen, and a check nobody wrote is a check the next setup cannot stand on · 6 · The check proved at the close — the same count run again as the pictures are filed at the demo's close, counted as they are filed, so the set that was proved in the morning is the set the day hands back. Theory: the kit case check and demo pictures of the Learning Library glossary (the case counted against what it should hold, at the count-out and at every close that returns materials to it; the programme's pictures a named, counted part of the demo's kit), with the Pass 34 Setting up the demo pictures method (the setup this check proves — pictures out of the right kit, counted, placed, flagged before the class arrives), the Pass 34 scenario The demo pictures are in the wrong kit (a set found in the wrong case stopped for, told, moved counted and logged), the Pass 33 scenario The brushing demo pictures are missing (the morning this check exists to prevent), and the count of the Pass 16 End-of-day kit-case check method.

Closing the brushing demo — model packed, pictures filed, chairs, education corner visible

General guidance only — the brushing demo's close as one named piece of work: the Pass 33 card runs the close at the end of the corner's day and the Pass 34 card runs it in the room; this card is the close itself, whole and in its own order — the demo's props returned to the places its setup will look for them, its chairs set, and the corner handed back with the demo's place in it still legible from the hall. A demo closed carelessly is a demo the next setup has to excavate. No times are stated anywhere on this card, because none were verified for this app: the close is finished when every item below has been checked and every finding logged, not when a clock says so. The close, in order: 1 · The last look before touching — the demo read once, whole, as it stands — model on its stand, pictures on theirs, brush, chairs — so the close starts from the demo as the class left it, not from a memory of how it was laid · 2 · The model packed — the big tooth model checked whole as it is lifted from its stand, and the spare checked with it, both packed in the kit case as the case keeps them: a model found broken at the packing is a model fault — told to the coach, set aside accounted for rather than packed away, and logged whole · 3 · The pictures filed — the programme's pictures gathered from the stand and filed with the demo's materials, counted as they are filed: a picture short is a finding for the log and the coach, found now, while the corner can still be searched · 4 · The brush with the model — the oversized brush packed with the model it demonstrates on, the demo's pieces travelling together as its setup expects to find them: a brush separated from its model is two half-demos in two places · 5 · The chairs set — the demo's chairs set as the corner's setup leaves them, facing the model's place, the route from the hall door past the corner walked clear: anything a child left behind gathered to the desk and logged for its owner, never binned · 6 · The education corner visible — the corner left visible from the hall, and the close proved from the doorway: model packed, pictures filed, brush with the model, chairs set, corner visible — the demo the next visit will set up is the demo this close leaves. Theory: the demo close and brushing demo close of the Learning Library glossary (the demo's props returned to the kit case and the file they travel in, the corner handed back with the demo's place legible from the hall; the close proved from the doorway, finished by its items, not by a clock), with the Pass 33 Running the brushing demo close method (the close this card names whole — models packed, pictures filed, brush with the model, chairs set, corner visible), the Pass 34 Running the brushing demo close, run in the room method (the same close worked step by step at the corner), the Pass 32 Setting up the brushing demo method (the setup this close hands back to), and the pictures filed glossary term (the pictures counted as they are filed, a shortfall a finding found now).

Setting up the spare kit — what goes in, checked against the consent list

General guidance only — the spare kit made ready as a visit's kit in its own right: the spare is the visit's answer when its own case cannot be found or cannot be used, and an answer is only an answer if it was checked before it was needed. This card lays the spare out the way every kit in this library is laid: from the day's paperwork, counted, and proved — so a morning that falls back on it falls back on a fact, not on a hope kept in a cupboard. The setup, in order: 1 · The spare opened and proved whole — the spare kit opened and its case checked as every kit case is checked: counted against what it should hold, its pieces whole — a spare found short or damaged is a finding for the coach now, while it can still be answered, not a discovery waiting inside the morning that needs it · 2 · The demo's spare pieces in place — the spare tooth model in the kit, present and whole, the demo's own prop kept where the demo's direction will look for it: a spare model missing from the spare is the Pass 31 morning arriving inside its own remedy · 3 · The materials counted against the consent list — the kit's consumables and visit materials counted against the day's consent list, the document that says how many children the visit must serve: the count is made from the list, not from the last visit's habit, and a shortfall against the list is flagged to the coach before the visit, not absorbed during it · 4 · The paperwork where the flags happen — the visit's slips and records laid in the kit where the work will reach for them, as this library packs every kit case from the day's paperwork: a kit that must be dug through at a flag is a kit packed for storage, not for a visit · 5 · The spare counted and logged as ready — the made-ready spare counted once more, whole, and its state written in the log — what it holds, what was short and what was done about it — so “the spare is ready” is a recorded fact the next team can stand on, and a morning that uses it can say from the record what it ran on · 6 · The spare kept as a kit, not a store — borrowings from the spare between visits are borrowings like any other: directed and logged, and the spare re-checked after any of them — a spare quietly raided is a spare that exists only in the log's older pages. Theory: the Pass 14 Packing the kit case for a school visit method (packed from the day's paperwork, counted against the consent list — the discipline this card applies to the spare), with the spare model and kit case check of the Learning Library glossary (the demo's second model, kept in the kit case and checked for first inside the coach's direction; the case proved by counting what it holds against what it should hold), the Pass 35 scenario The kit case is missing (the morning the spare answers — used as the coach directs, counted against the consent list), and the Pass 10 Setting up the operatory for a school visit method (pack the kit case, check the consent list, confirm the referral slips).

Restocking the kit case after a visit — counted, told, noted, pictures back, case closed

General guidance only — the kit case made whole again after a visit, as a piece of work in its own right: a kit that ran short mid-visit — the Pass 36 morning — is a kit whose restock begins at the close, from a count, not from a memory of what felt low. This card runs the restock the way every count in this library is run: against what the case should hold, told to the coach, and written down while the day can still answer for it. No times are stated anywhere on this card, because none were verified for this app. The restock, in order: 1 · The kit count — count what remains in the kit case and the spare kit, against what each should hold: the count is the restock’s starting fact, and a kit counted at the close cannot ambush the next setup · 2 · The coach told — tell the coach what ran out, from the count: the telling is made from numbers, not impressions, so the coach hears the kit’s true state and the restock is directed from it · 3 · The missing items noted for restock — note each missing item by name for restock: a restock is only as good as its list, and an item not named is an item the next visit finds missing · 4 · The demo pictures back in the case — check the demo pictures are all back in the case, counted as they are filed: a picture short at the restock is a finding for the log and the coach, found now, while the corner can still be searched · 5 · The case closed and ready — leave the case closed and ready for the next visit: counted, complete and shut, so the next setup opens a fact, not a hope. Theory: the kit count and kit case check of the Learning Library glossary (the count made against what the kit should hold; the difference told to the coach and noted for restock, never absorbed silently), with the Pass 36 scenario The spare kit runs out mid-visit (the morning this restock answers), the Pass 35 Setting up the spare kit method (the spare counted and logged as ready, as this card counts it again after use), and the Pass 16 End-of-day kit-case check method (the count this restock is made from).

Running the brushing demo without pictures — model and words, same order, usual close

General guidance only — the brushing demo run whole on its directed fallback: the Pass 35 morning puts the pictures away for a child who is scared of them, and the Pass 33 morning finds them missing from the kit case — this card is the running of the demo that follows either morning, in its own order. The teaching is the order and the words; the pictures comment on the showing and never carry it, so a demo without them is the demo whole, run on the model. No times are stated anywhere on this card, because none were verified for this app. The demo, in order: 1 · The model and words — use the model and words to show the brushing steps: the big tooth model at the corner’s centre, the brushing order said out loud as it is shown on it, exactly as the coach directs · 2 · The same order — keep the same order as the demo with pictures: small circles at the gumline first, then the outsides, the insides, the chewing tops, the front teeth, the tongue to finish — no surface skipped for the pictures’ absence, and no reference made to pictures the class cannot see · 3 · The children following — check the children can follow without the pictures: the questions the class can answer, asked as you go, and the children showing the order back on the model, so the demo knows it has landed rather than assuming it · 4 · The usual close — close with the usual brushing demo close: the model packed, the brush with the model, the chairs set, the corner handed back with the demo’s place legible from the hall. Theory: the model and words and demo model of the Learning Library glossary (the demo run whole on the big tooth model and words as the coach directs when the pictures are not used — the model shows, the words carry the order), with the Pass 33 scenario The brushing demo pictures are missing (the demo run whole, the fault logged, the pictures never pretended to be there), the Pass 35 scenario A child is scared of the demo pictures (the pictures put away and never shown again this visit), and the brushing demo close glossary term (the close this card ends with).

Closing the outreach hall after a school visit — closing routines, kit packed, swaps logged, notes for the coach

General guidance only — the outreach hall’s own end-of-visit close as one named piece of work: this library closes desks, corners and ticket desks one by one; this card closes the hall they all stand in — the closing routines run together, the visit’s materials and records accounted for, and the room handed back as it was found. A hall closed carelessly is a hall the next setup has to excavate. No times are stated anywhere on this card, because none were verified for this app: the close is finished when every item below has been checked and every finding logged, not when a clock says so. The close, in order: 1 · The closing routines — run the closing routines, the hall’s end-of-visit routines as this library’s closing routine names them, in their order and whole · 2 · The demo pictures and kit case packed — check the demo pictures and kit case are packed: the pictures counted as they are filed, the case counted against what it should hold, the case left closed and ready · 3 · Any class swap logged — log any class swap from the visit: the swap’s entry completed in the class swap log, from the consent list, so the day’s record shows the swap whole · 4 · Notes for the coach — note anything for the coach, including restock needs: run-outs, faults and requests all written while the day can still answer for them, not carried in memory to the next visit · 5 · The hall as found — leave the hall as found: chairs set, the education corner visible, nothing of the visit left behind in the room but its record in the log. Theory: the closing routine and closing routines of the Learning Library glossary (the visit closed out whole — hall reset, kit cases packed and counted in, the log closed and handed over; the routines finished by their checks, not by a clock), with the class swap log glossary term (the entry the swap is proved by), the kit count glossary term (the count the packing is checked by), and the Pass 15 Closing the clinic at the end of a school visit method (the close this card runs at the scale of the hall itself).

Counting the kit after a visit — case and spare counted, compared with the log, coach told, noted, case closed

General guidance only — the visit's closing count as one named piece of work: the Pass 36 restock begins from this count, and every kit rule in this library stands on it — a kit is what its last count says it is, and the count is made against the log, not against a feeling that the day went smoothly. A shortfall found here is found while the hall can still be searched and the day can still answer for it. No times are stated anywhere on this card, because none were verified for this app. The count, in order: 1 · Count the kit case and the spare kit — count what remains in the kit case and in the spare kit, item by item, against what each should hold: the spare is counted with the case, not remembered as whole because it was whole in the morning · 2 · Compare with the log — set the count against the log: what the case holds is what the record says, or the difference stands between them as a finding, never absorbed silently · 3 · Tell the coach what is short — tell the coach what is short, from the count and the comparison: the telling is made from numbers, not impressions, so the coach hears the kit's true state · 4 · Note the missing items for restock — note each missing item by name for restock: a restock is only as good as its list, and an item not named is an item the next visit finds missing · 5 · Leave the case closed and ready — leave the case closed and ready for the next visit: counted, compared, told, noted and shut, so the next setup opens a fact, not a hope. Theory: the kit count and kit case check of the Learning Library glossary (the count made against what the kit should hold; the difference told to the coach and noted for restock, never absorbed silently), with the Pass 36 Restocking the kit case after a visit method (the restock this count starts), the Pass 36 scenario The spare kit runs out mid-visit (the count checked before the next group, on a known kit), and the Pass 16 End-of-day kit-case check method (the count-in this card runs at the scale of the whole kit).

Setting up the demo model — in the kit, where the group can see it, used with words, put away at the close

General guidance only — the demo model set up as the demo's own first piece: the Pass 32 card sets the whole demo up; this card is the model's part of that setup — proved present in the kit, placed where the teaching happens, used the way the demo uses it, and returned by the closing routine that ends every demo. A model discovered missing or broken in front of the class is a fault the setup was there to find first. No times are stated anywhere on this card, because none were verified for this app. The setup, in order: 1 · Check the model is in the kit — check the demo model is in the kit, present and whole, as the kit is counted out: a model missing or damaged is a finding for the coach now, while the morning can still be re-planned around it · 2 · Place it where the group can see it — place the model at the education corner's centre, where the whole group can see it: the model carries the showing, and a showing half the group cannot see is half a demo · 3 · Use it with words to show the brushing steps — use the model with words to show the brushing steps: the order said out loud as it is shown on the model, exactly as the coach directs — the model shows, the words carry the order · 4 · Put it away in the closing routine — put the model away in the closing routine: packed back in the kit case with the demo's other pieces, checked whole as it is lifted, so the next setup finds it where this one found it. Theory: the demo model and model and words of the Learning Library glossary (the model used with words in the brushing demo when pictures are not used — the model carries the showing and the words carry the order, exactly as the coach directs), with the Pass 32 Setting up the brushing demo method (the setup this card takes the model's part of — model at the centre and checked whole, chairs facing it), the Pass 36 Running the brushing demo without pictures method (the demo this setup serves), and the brushing demo close glossary term (the close the model is put away by).

Handing over the kit case — count checked, pictures back, handed to the coach, anything missing noted

General guidance only — the kit case's handover worked as a handover: this library's cases are found where a handover left them — the hall, the reception desk — and a case that changes hands uncounted is a case whose state neither side can prove. This card is the handover at the end of a visit, to the coach, run the way every handover in this app is run: against the count, and written down. No times are stated anywhere on this card, because none were verified for this app. The handover, in order: 1 · Check the kit count — check the kit count before the case changes hands: what the case holds, counted against what it should hold, so the handover passes a known kit · 2 · Check the demo pictures are all back in the case — check the demo pictures are all back in the case, counted as they are filed: a picture short at the handover is a finding found now, while the corner can still be searched · 3 · Hand the case to the coach — hand the case to the coach: from one named person to another, counted as it changes hands, so its state at the handover is a fact both sides hold · 4 · Note anything missing — note anything missing: the difference written in the log as what it is and flagged for restock, never carried in memory to the next visit and never absorbed silently. Theory: the kit handover of the Learning Library glossary (handing the kit case over at the start or end of a visit — the case passed from one named person to another and counted as it changes hands, so its state at the handover is a fact both sides hold), with the kit count and picture set glossary terms (the count the handover is checked by; the pictures counted as one set, at the check before the visit and again as they are filed at the close), the Pass 36 Restocking the kit case after a visit method (the case left closed and ready that this handover passes on), and the Pass 35 scenario The kit case is missing (the morning that begins where a handover left a case unfound).

Packing the kit case so it closes — items flat, pictures unbent, counted as packed, closed gently, coach asked if stuck

General guidance only — the kit case packed as a counted arrangement, not a container: the Pass 38 scenario finds the lid stopping short at the close, and this card is the packing that answers it — every item in its place, flat, counted as it goes in, so the lid meets no surprises and the case that closes closes on a proved state. A case forced shut is a damaged case, and its contents are damaged with it. No times are stated anywhere on this card, because none were verified for this app. The packing, in order: 1 · Lay the items flat — lay each item flat in the case as it is packed, in its place: an item sitting high or crossed is the lid's resistance found early, while it can still be answered · 2 · Check the pictures are not bent — check the demo pictures as they are filed: flat and unbent, counted as they go in — a bent picture is set aside, noted for the coach, and the remaining pictures used, as the Pass 38 scenario runs it · 3 · Count as you pack — count the items as they are packed, against what the case should hold: the packing is a count happening backwards, and the number taken then is the cheapest true number the kit ever gets · 4 · Close gently — close the case gently: the lid comes down on a packed case and meets no resistance — resistance is a question to be checked, never a force to be beaten · 5 · Ask the coach if it will not close — if the case still will not close after the checking and the repacking, ask the coach, carrying its true state: what was checked, what was repacked, and that it still will not close. Theory: the kit case and kit case check of the Learning Library glossary (the case that carries the outreach kit; the check the case is left by), with the Pass 38 scenario The kit case will not close (this packing run as a scenario — check what is stopping it, repack neatly, count while repacking, ask the coach; never force it), the Pass 37 Counting the kit after a visit method (the count this packing takes as it goes), and the picture set glossary term (the pictures counted as one set as they are filed).

Running the demo without the model — words and pictures, same order, children checked, usual close

General guidance only — the brushing demo run whole when the model is not in the kit: the Pass 38 morning finds the demo model missing at the setup, and the Pass 36 card runs the mirror morning, when the pictures are the ones missing — this card is the demo that follows the missing model, in its own order. The teaching is the order and the words; the pictures carry the showing the model would have carried, so a demo without the model is the demo whole. A model is never improvised from classroom items. No times are stated anywhere on this card, because none were verified for this app. The demo, in order: 1 · Words and pictures — use words and pictures to show the brushing steps: the programme's pictures on their stand carrying the showing, the brushing order said out loud as it is shown, exactly as the coach directs · 2 · The same order — keep the same order as the demo with the model: small circles at the gumline first, then the outsides, the insides, the chewing tops, the front teeth, the tongue to finish — whole, with no surface skipped and no step shortened for the missing model · 3 · Check the children can follow — check the children can follow, through the questions they can answer and showing the order back: a demo the class cannot follow is a showing, not a teaching, whatever props it had · 4 · The usual close — close with the usual brushing demo close: the pictures filed and counted, the missing model noted for restock, the corner left as the close leaves it. Theory: the demo pictures and picture set of the Learning Library glossary (the programme's pictures for the brushing demo; the set counted as one set and never lent apart from the kit), with the Pass 38 scenario The demo model is missing (this demo run as a scenario — both kits checked, the coach told, the demo on words and pictures; never improvise a model), the Pass 36 Running the brushing demo without pictures method (the mirror card — the demo whole on its other fallback), and the brushing demo close glossary term (the close this demo ends with).

Checking the kit before the next group — case and spare counted, compared with the log, coach told, topped up as directed

General guidance only — the between-groups check that the kit scenarios keep arriving at: the Pass 36 morning checks the count before the next group on a kit that ran out, and the Pass 37 count closes the whole visit — this card is the same discipline at the scale of the pause between two groups, so the next group is called onto a known kit. Groups in this app are kept in order: a waiting group is a group at the greeting line, not a reason to halve a count. No times are stated anywhere on this card, because none were verified for this app. The check, in order: 1 · Count the kit case and the spare kit — count what remains in the kit case and in the spare kit, item by item, against what each should hold: the spare is counted with the case, because a shortfall can live in either · 2 · Compare with the log — set the count against the log: what the cases hold is what the record says, or the difference stands between them as a finding, never absorbed silently · 3 · Tell the coach what is short — tell the coach what is short, from the count and the comparison, before the next group is called: the telling is made from numbers, not impressions · 4 · Top up from the spare kit as directed — top up from the spare kit as directed: borrowings from the spare are directed and logged, and the spare is re-checked after any of them, so both cases are known when the group is called. Theory: the kit count and spare kit check of the Learning Library glossary (the count made against what the kit should hold, the difference told and noted, never absorbed silently; the spare checked as well as the main kit case), with the Pass 37 Counting the kit after a visit method (this check run at the scale of the whole visit), the Pass 36 scenario The spare kit runs out mid-visit (the count checked before the next group, on a known kit), and the spare kit glossary term (borrowings from the spare directed and logged, the spare re-checked after any of them).

Letting a child help with the demo — one step, guided with words, stop signal on, praised kindly, noted for the coach

General guidance only — a child's help with the brushing demo, taken the way this library takes every offer of help: as a guided part of the run, never a handover of it. The Pass 39 scenario runs the morning whole; this card is the helping itself — one step of the order, shown by the child inside the adult's guidance, with the demo's safeguard live throughout and the visit's record kept kindly. No times are stated anywhere on this card, because none were verified for this app. The help, in order: 1 · One step at a time — let the child show one step of the brushing order: the smallest honest unit of the demo, hers to show, with the demo's remaining steps staying with the adult · 2 · Guide with words — guide the step with words as she shows it: the order said beside her, and a stuck moment answered with the next surface named and the step shown again — guidance given when it is needed, never withheld to make a lesson of her difficulty · 3 · Keep the stop signal on — the demo's stop signal stays live through her turn exactly as through the adult's: anyone's signal stops everything at once, mid-step if need be, with no finishing flourish and no questions · 4 · Praise the try kindly — praise what she showed, warmly and truly, and let the demo itself carry any correction inside its remaining steps, without a mark against her · 5 · Note it for the coach — note it kindly for the coach: that she asked to help, the step she showed, the guidance given and the signal kept — what she did, in the form she did it. Theory: the stop signal of the Learning Library glossary (the signal agreed before anything starts and honoured the instant it is used, every time, without comment), with the Pass 39 scenario A child wants to run the demo (this help run as a scenario — one guided step, the signal kept on, the try praised kindly, the note kindly), the Pass 37 scenario A child is scared of the demo model (the signal offered and practised; the note recording what the child did, in the form she did it), and the kit handover glossary term (the kit case passed only between named people, counted as it changes hands — never handed to a helping child).

Checking the pictures are all back — counted, compared with the kit list, coach told if missing, noted for restock, case closed

General guidance only — the picture set proved whole at the point where this library always proves it: the filing. The Pass 39 scenario finds a picture missing from the spare kit; this card is the check that finds any missing picture first — the set counted as one set, set against the kit list it travels with, and its state written while the corner can still be searched. A picture short at the filing is a finding found now; a picture short at the next setup is the Pass 33 morning arriving again. The check, in order: 1 · Count the picture set — count the demo pictures as one set as they are filed, picture by picture, against the set the demo runs on: the set is a unit, and it is counted as one · 2 · Compare with the kit list — set the count against the kit list: what the case holds is what the list says, or the difference stands between them as a finding, never absorbed silently · 3 · Tell the coach if one is missing — a picture short is told to the coach from the count, while the corner can still be searched and the day can still answer for it · 4 · Note it for restock — note the missing picture by name for restock: a restock is only as good as its list, and a picture not named is a picture the next visit finds missing · 5 · Close the case — close the case on its proved state: the set counted back in whole, or its one open fact written where the restock and the next count will look for it. Theory: the picture set and pictures filed of the Learning Library glossary (the programme's pictures counted as one set — at the demo pictures check before the visit, and again as they are filed at the close; a picture short a finding for the log and the coach, found now), with the Pass 39 scenario The spare kit is missing a picture (this check arriving at a short set — the main case checked, the coach told, the picture noted for restock, the set checked again at close), the Pass 37 Counting the kit after a visit method (the count this check is made from) and the Pass 36 Restocking the kit case after a visit method (the demo pictures checked all back in the case, counted as they are filed).

Setting up the brushing demo with pictures and model — checked in the kit, placed where the group can see, steps in order, usual close

General guidance only — the brushing demo set up with both of its props together: the Pass 37 card sets the model up on its own and the Pass 34 card sets the pictures up on their own; this card is the whole setup as the demo actually runs it — model and pictures both proved in the kit, both placed where the teaching happens, the steps run in the demo's order, and the demo closed the way every demo in this library is closed. A prop discovered missing in front of the class is a fault the setup was there to find first. No times are stated anywhere on this card, because none were verified for this app. The setup, in order: 1 · Check the pictures and the model are in the kit — check the demo pictures and the demo model are in the kit, present and whole, as the kit is counted out: a picture short or a model missing or damaged is a finding for the coach now, while the morning can still be re-planned around it · 2 · Place them where the group can see — place the model at the education corner's centre and the pictures on their stand beside it, in the demo's order, where the whole group can see them both: a showing half the group cannot see is half a demo · 3 · Run the steps in order — run the brushing steps in the demo's order: small circles at the gumline first, then the outsides, the insides, the chewing tops, the front teeth, the tongue to finish — the model carrying the showing, the pictures beside it, the order said out loud as it is shown · 4 · Close with the usual brushing demo close — the model packed and checked whole as it is lifted, the pictures filed and counted, the oversized brush packed with the model, the chairs set, and the corner handed back with the demo's place legible from the hall. Theory: the demo model setup and demo pictures check of the Learning Library glossary (the model checked in the kit, present and whole, and placed where the whole group can see it; the picture set counted against the demo it serves before the visit), with the Pass 37 Setting up the demo model method and the Pass 34 Setting up the demo pictures method (the two halves of this setup, each run as its own card), and the brushing demo close glossary term (the close this setup hands back to).

Fixing the picture order — checked against the kit list, put right, run in order, checked again at close, noted for the coach

General guidance only — the demo pictures' order, proved against the list the kit travels with and put right at the setup rather than carried into the teaching. The Pass 40 scenario finds a picture set out of order; this card is the fixing itself — the order checked against the kit list, the pictures put right, the demo run in order, and the set checked again at the close, when a whole visit has had the chance to edit it. A demo run in the wrong order teaches the wrong order; a set found disordered at the setup is a finding, not a gap to teach around. No times are stated anywhere on this card, because none were verified for this app. The fix, in order: 1 · Check the order against the kit list — set the pictures against the kit list, step by step, so the wrong order is a proved fact and the right order is known, not guessed · 2 · Put the pictures right — move each picture to the place the kit list gives it, the whole set standing in the demo's order before the group is called · 3 · Run the demo in order — run the brushing steps in the demo's order, the pictures carrying the showing step by step, whole, with no step skipped · 4 · Check again at close — count the set and check its order against the kit list again as the pictures are filed, so the case closes on a set standing in the right order · 5 · Note it for the coach — note for the coach that the pictures were out of order and were put right, so the kit's state is in the record and the next setup knows to check this set twice. Theory: the kit list and picture set of the Learning Library glossary (the list the kit count is compared with; the programme's pictures counted as one set — at the demo pictures check before the visit, and again as they are filed at the close), with the Pass 40 scenario The picture set is out of order (this fix run as a scenario — the order checked against the kit list, the pictures put right, the coach told, the demo run in the right order, the order checked again at close) and the Pass 39 Checking the pictures are all back method (the count this card's close check is made from).

Giving every child a turn — one step each, guided with words, stop signal on, praised kindly, order kept

General guidance only — the demo's turns shared across the group the way this library shares every part of the run: one step each, inside the adult's guidance, with the demo's safeguard live throughout. The Pass 39 card takes one child's help on its own; this card is the turns as a whole — every child who wants one showing one step, in the demo's order, and a child who does not want one watching from the side with their no standing exactly as it was given. No times are stated anywhere on this card, because none were verified for this app. The turns, in order: 1 · One step each — let each child who helps show one step of the brushing order, in turn: the smallest honest unit of the demo, shared so every child can see the rule is fair · 2 · Guide with words — guide each step with words as it is shown, and answer a stuck moment with the next surface named and the step shown again · 3 · Keep the stop signal on — the demo's stop signal stays live through every child's turn exactly as through the adult's: anyone's signal stops everything at once, and a child who does not want a turn is offered the signal for their watching · 4 · Praise kindly — praise each try kindly, warmly and truly, and never hold one child's turn up against another's · 5 · Keep the order — keep the demo's order through every turn: each step lands where the order puts it, and the demo's remaining steps stay with the adult, so the demo ends whole. Theory: the child helper, demo turn and one step each of the Learning Library glossary (a child who shows one step of the demo while guided; a child's turn to show one step; each child showing one step in turn), with the Pass 39 Letting a child help with the demo method (the single guided turn this card shares across the group), the Pass 40 scenario A child does not want a turn (the turn declined — watching from the side, the stop signal offered, the note kindly) and the Pass 39 scenario A child wants to run the demo (the turn asked for — one guided step, the signal kept on, the try praised kindly).

Closing the demo with the pictures and model — packed and counted, any class swap logged, coach noted, hall left as found

General guidance only — the brushing demo closed with both of its props accounted for together: the pictures and the model packed and proved, the visit's changes logged, and the corner handed back as it was found. The Pass 37 card packs the model up on its own and the Pass 39 card checks the pictures back on their own; this card is the whole close as the visit actually ends it — one count covering the demo's whole kit, and a hall the next group can be called into without inheriting this visit's loose ends. No times are stated anywhere on this card, because none were verified for this app. The close, in order: 1 · Check the pictures and model are packed — check the demo pictures and the demo model are packed, present and whole, as the corner is cleared: a prop found missing or damaged at the packing is a finding for the coach now, not at the next setup · 2 · Count the picture set — count the picture set as it is filed, picture by picture, against the kit list, so the case closes on a proved set — whole, or with its one open fact written · 3 · Log any class swap — log any class swap the visit ran: the groups that were exchanged, in the swap log, so the close's record matches the visit that actually happened · 4 · Note anything for the coach — note anything for the coach while the day can still answer for it: a prop short or damaged, a swap run, a turn declined or a step shown — kindly, and whole · 5 · Leave the hall as found — leave the hall as it was found: the chairs set, the corner cleared, and the demo's place legible from the hall for the next group. Theory: the picture count and pictures and model setup of the Learning Library glossary (counting the picture set to check all pictures are back; the brushing demo set up with pictures and model), with the Pass 39 Setting up the brushing demo with pictures and model method (the setup this close answers), the Pass 39 Checking the pictures are all back method (the count this close is made from) and the brushing demo close glossary term (the close every demo in this library ends with).

Sharing the demo steps — one step each, keep the order, guide with words, praise kindly, note it for the coach

General guidance only — the demo's steps shared across the children who want a turn, the way this library shares every part of the run: inside the adult's guidance, with the demo's order as the fairness everyone can see. The Pass 40 card shares the turns as a whole across the group; this card is the sharing itself when steps are wanted — one step each, the order kept, each try guided and praised, and the sharing written kindly. No times are stated anywhere on this card, because none were verified for this app. The sharing, in order: 1 · One step each — let each child who helps show one step of the brushing order, in turn: the smallest honest unit of the demo, shared so every child can see the rule is fair — and when two children want the same step, one is given this step and the other the next step, never left to argue it out · 2 · Keep the order — keep the demo's order through every turn: each step lands where the order puts it, and the demo's remaining steps stay with the adult, so the demo ends whole · 3 · Guide with words — guide each step with words as it is shown, and answer a stuck moment with the next surface named and the step shown again · 4 · Praise kindly — praise each try kindly, warmly and truly, and never hold one child's turn up against another's · 5 · Note it for the coach — note the sharing kindly for the coach: who showed which step, the order kept, and the tries praised — what the visit did, in the form it did it. Theory: the child helper, demo turn and one step each of the Learning Library glossary (a child who shows one step of the demo while guided; a child's turn to show one step; each child showing one step in turn), with the Pass 40 Giving every child a turn method (the turns as a whole, this card's sharing run across the group) and the Pass 41 scenario Two children want the same step (the sharing settled by the order — one child this step, the other the next).

Setting aside bent pictures — set aside, coach told, demo run with the rest, noted for restock, counted at close

General guidance only — demo pictures found bent at the setup, answered the way this library answers every damaged item: aside, told, noted — never thrown away, and never quietly taught from as though they were whole. The demo runs short of them for the visit, whole in its teaching, on the remaining pictures and the words. No times are stated anywhere on this card, because none were verified for this app. The setting aside, in order: 1 · Set the bent pictures aside — set the bent ones aside, out of the demo, kept with the kit: bent is a state to report, not a verdict to execute, and no kit item is ever thrown away · 2 · Tell the coach — tell the coach some pictures are bent, at the setup, from the set as found: which pictures are bent, and that they are set aside, while the morning can still be planned around it · 3 · Run the demo with the rest — run the demo with the remaining pictures and words: the set as it stands carrying the showing, the order said out loud as it is shown, whole, with the bent pictures' steps shown in words — never skipped · 4 · Note it for restock — note the bent pictures by name for the coach, for restock: a restock is only as good as its list, and a picture not named is a picture the next visit finds damaged · 5 · Count at close — check the picture count at close: the set counted as it is filed, the remaining pictures counted back in, the bent ones still aside and noted, and the case closed on its proved state. Theory: the picture set and restock note of the Learning Library glossary (the programme's pictures counted as one set — at the demo pictures check before the visit, and again as they are filed at the close; the note of missing items written for restock, each item named), with the Pass 41 scenario The pictures are bent (this setting-aside run as a scenario) and the Pass 39 Checking the pictures are all back method (the count this card's close check is made from).

Closing the demo after turns — pictures and model packed, picture set counted, class swap logged, coach noted, hall left as found

General guidance only — the brushing demo closed after a visit in which children took turns: the demo's props accounted for together, the visit's changes logged, and the corner handed back as it was found. The Pass 40 card closes the demo with the pictures and model on its own; this card is that same close as it runs after turns have been taken — the children's steps inside the record as well as the props inside the case. No times are stated anywhere on this card, because none were verified for this app. The close, in order: 1 · Check the pictures and model are packed — check the demo pictures and the demo model are packed, present and whole, as the corner is cleared: a prop found missing or damaged at the packing is a finding for the coach now, not at the next setup · 2 · Count the picture set — count the picture set as it is filed, picture by picture, against the kit list, so the case closes on a proved set — whole, or with its one open fact written · 3 · Log any class swap — log any class swap the visit ran: the groups that were exchanged, in the swap log, so the close's record matches the visit that actually happened · 4 · Note anything for the coach — note anything for the coach while the day can still answer for it: a prop short or damaged, a swap run, a turn declined or a step shown — kindly, and whole · 5 · Leave the hall as found — leave the hall as it was found: the chairs set, the corner cleared, and the demo's place legible from the hall for the next group. Theory: the picture count and pictures and model setup of the Learning Library glossary (counting the picture set to check all pictures are back; the brushing demo set up with pictures and model), with the Pass 40 Closing the demo with the pictures and model method (the close this card runs after turns), the Pass 39 Checking the pictures are all back method (the count this close is made from) and the brushing demo close glossary term (the close every demo in this library ends with).

Running the demo for a quiet group

General guidance only — the brushing demo run for a group that is quiet, when no child wants a turn: the demo was never dependent on a volunteer, and a quiet group is a group, not a failure. Turns are invited, never forced, and the teaching reaches children who watch exactly as it reaches children who show. No times are stated anywhere on this card, because none were verified for this app. The run, in order: 1 · Run it yourself with words and pictures — run the demo yourself, whole, with words and pictures: the brushing order said out loud as each step is shown, so the group is taught the same whole demo a keen group would be shown · 2 · Invite one step at a time — at each step, invite one step at a time without pressuring: a plain, open invitation, asked once, and a silence answered by simply showing the step yourself — the invitation stays open at every step without ever becoming a spotlight · 3 · Keep the stop signal on — offer the stop signal and keep it on through the whole demo, watchers included: anyone's signal stops everything at once, with no questions, so a quiet child's exit never depends on finding words in front of the group · 4 · Praise any try kindly — praise any try kindly, warmly and truly, whenever one comes — a small, ragged try near the end praised exactly as a keen helper's would be, and no try ever held up against another's · 5 · Note it for the coach — note it kindly for the coach: the group was quiet, the demo was run with words and pictures, the stop signal was offered, turns were invited one step at a time, and any try was praised — what the visit did, in the form it did it. Theory: the stop signal and kind praise of the Learning Library glossary (the demo's standing promise, live for every child; praising a child's try kindly during the demo), with the Pass 42 scenario The group is too quiet (this run as a scenario — no turns forced, the demo run with words and pictures, the signal offered, any try praised) and the Pass 40 scenario A child does not want a turn (a no honoured, watching from the side, noted kindly).

Checking the model before a visit

General guidance only — the demo model checked before a visit, while a fault can still be answered: the model is the demo's main prop, and a bend found at the setup is a choice the coach can make; a bend found by the class is a surprise everyone shares. The check is the setup's first look at the demo's own pieces, made before the group gathers. No times are stated anywhere on this card, because none were verified for this app. The check, in order: 1 · The model is in the kit — check the model is in the kit: present in the case where the kit keeps it, before anything is gathered round it — a model missing at the setup is a finding for the coach now, while the morning can still be re-planned around it · 2 · The model is not bent — check the model is not bent: looked at whole, step by step, to see whether each step of the demo can still be shown on it — a model found bent is never thrown away and never forced straight; it is set aside and the coach is told · 3 · The pictures are in order — check the pictures are in order, in the demo's order, as the second way of showing every step: a set out of order is put right before the demo runs, and the words are ready to carry any step whose picture cannot · 4 · Count the picture set — count the picture set against the kit list, so the demo starts from a proved set: a picture short is a finding for the log and the coach, found now — not discovered by the group mid-demo · 5 · Tell the coach if anything is wrong — tell the coach if anything is wrong, at the setup, from the kit as found: a bent model, a missing picture, a set out of order — while the answer can still shape the morning. Theory: the demo model and picture set of the Learning Library glossary (the model the demo is shown on; the programme's pictures counted as one set — at the demo pictures check before the visit, and again as they are filed at the close), with the Pass 42 scenario The model is bent (the fault this check exists to find early — checked, told, run on words and pictures, noted for restock) and the Pass 40 scenario The picture set is out of order (the order checked against the kit list and put right before the demo runs).

Packing the model safely

General guidance only — the demo model packed safely at the close, so the kit the case hands on is the kit the record describes: a model packed carelessly is a model the next setup finds bent, and a case forced shut is a case whose contents were never truly counted. The close is finished when every item below has been checked and every finding logged, not when a clock says so — no times are stated anywhere on this card, because none were verified for this app. The packing, in order: 1 · Lay the model flat — lay the model flat in the case, as the case keeps it: flat, unforced and unleaned-on, so the model travels in the shape the next setup expects to find it — a model packed bent is a model bent · 2 · Do not force the case shut — if the case will not close, do not force it shut: check what is stopping it, repack neatly, and ask the coach if it still will not close — a forced case hides its own fault and can bend what it holds · 3 · Count the pictures — count the pictures as they are packed with the model: the set counted back in against the kit list, a picture short a finding for the log and the coach, found now, while the corner can still be searched · 4 · Check the case closes — check the case closes on its proved state: model flat, pictures counted, everything the kit holds inside it — the case shut on a fact, not on the morning's assumption · 5 · Note anything for the coach — note anything for the coach while the day can still answer for it: a model found bent, a picture short, a case that would not close — kindly, and whole. Theory: the kit case of the Learning Library glossary (the case the kit travels in, counted against the morning's count-out at the close), with the Pass 38 scenario The kit case will not close (a case that will not close is checked and repacked, never forced shut), the Pass 42 scenario The model is bent (the close check this packing completes — the model packed safely, laid flat, at close) and the Pass 41 Setting aside bent pictures method (bent items set aside and noted, never thrown away — the close count this packing is counted by).

Answering questions during the demo

General guidance only — a child's questions during the brushing demo, answered the way this library answers everything at the corner: kindly, briefly, and inside the order. Curiosity is the demo's raw material, not an interruption of it: a question is always answered — briefly in the demo, or carried to the coach after it — and what you do not know is said plainly, never guessed at. No times are stated anywhere on this card, because none were verified for this app. The answering, in order: 1 · Answer briefly — answer each question briefly, in a sentence, kindly, and keep the demo moving: the order carries the teaching, and a brief answer is all it needs from you mid-step · 2 · Keep the order — keep the demo's order through the questions: each step lands where the order puts it, and the questions live inside the order, not over it · 3 · Offer to ask the coach after — for a question bigger than a sentence, offer to ask the coach after the demo: the question noted, the child told plainly it will be asked, and no answer promised that you do not have · 4 · Praise curiosity kindly — praise their curiosity kindly: the asking named warmly and truly, and never held up against the children who only watched · 5 · Note it for the coach — note it kindly for the coach: the questions asked, the brief answers given, and any question carried to be asked after the demo — what the visit did, kindly, and whole. Theory: the kind praise of the Learning Library glossary (praising a child's try kindly during the demo), with the Pass 43 scenario A child keeps asking questions (this answering run as a scenario — brief answers, the order kept, the coach offered for after the demo, curiosity praised, noted kindly) and the Pass 9 scenario A question you cannot answer (say you do not know, record the question, refer it; never guess).

Counting the kit without the list

General guidance only — the kit counted when its list cannot be found: the list is the record the count is compared with, and without it the count itself is the fact — made carefully, told plainly, and written down. A list is never guessed: a guessed list makes every count after it a guess as well. No times are stated anywhere on this card, because none were verified for this app. The counting, in order: 1 · Count the case — count what is in the case, item by item, as it stands: the count made from the case itself, because it now has to carry the weight the comparison would have shared · 2 · Check the spare kit too — count the spare kit as well as the main case: a shortfall can live in either case, and a counted spare is the visit's only proved reserve · 3 · Note the count — note the count for the coach, item by item as counted, with the list recorded as missing: the kit's proved state, written while the case is still open in front of you · 4 · Tell the coach the list is missing — tell the coach the list is missing, at the setup, while it can still be answered: the coach directs how the visit runs without it, and the making of a true list starts from a coach who knows · 5 · Leave the case closed and ready — leave the case closed and ready: the kit counted back in, the case shut on its proved state, ready for the next setup to open and count. Theory: the kit list and kit count of the Learning Library glossary (the list of items the kit count is compared with; counting the items in the kit case or spare kit, the difference told to the coach and noted), with the Pass 43 scenario The kit list is missing (this count run as a scenario — never guess the list) and the Pass 37 scenario The kit count is short after the visit (the count answered the same way: counted again, told to the coach, noted, the spare checked too, and the case left closed and ready).

Closing the demo after questions

General guidance only — the brushing demo closed after a visit in which a child kept asking questions: the demo's props accounted for together, the carried question delivered into the record, and the corner handed back as it was found. The Pass 41 card closes the demo after turns; this card is that same close as it runs after questions — the asking inside the record as well as the props inside the case. No times are stated anywhere on this card, because none were verified for this app. The close, in order: 1 · Check the pictures and model are packed — check the demo pictures and the demo model are packed, present and whole, as the corner is cleared: a prop found missing or damaged at the packing is a finding for the coach now, not at the next setup · 2 · Count the picture set — count the picture set as it is filed, picture by picture, against the kit list, so the case closes on a proved set — whole, or with its one open fact written · 3 · Log any class swap — log any class swap the visit ran: the groups that were exchanged, in the swap log, so the close's record matches the visit that actually happened · 4 · Note anything for the coach — note anything for the coach while the day can still answer for it: the questions asked and answered briefly, and any question offered to be asked of the coach after the demo, written so the offer reaches them · 5 · Leave the hall as found — leave the hall as it was found: the chairs set, the corner cleared, and the demo's place legible from the hall for the next group. Theory: the picture count and demo after turns of the Learning Library glossary (counting the picture set to check all pictures are back; closing the demo after the children's turns), with the Pass 41 Closing the demo after turns method (the close this card runs after questions) and the Pass 43 scenario A child keeps asking questions (the asking this close writes into the record — answered briefly, one question carried for the coach).

Waiting for the coach

General guidance only — waiting for the coach when you need to tell them something, the way this library handles every message the coach must hear: it waits for a pause, it is written down so it is not lost, and it is told at the pause — a screening is never interrupted to deliver it, and the group is never left to wait with you. No times are stated anywhere on this card, because none were verified for this app. The waiting, in order: 1 · Wait for a pause — wait for a pause in the coach's work: the message waits with you, held whole, and a screening in progress is never broken into for it · 2 · Keep the group in order — keep the group in order while you wait: the demo group stays together and settled, run as the visit set it, until the pause comes · 3 · Note it down — note it down so you do not forget: written in the session log, in the words it will be told in, while it is fresh — a message carried in memory alone is a message half-lost · 4 · Tell them at the pause — tell the coach at the next pause: plainly and whole, from the note, so nothing of it is lost between the waiting and the telling · 5 · Carry on meanwhile — carry on with the demo meanwhile: the waiting changes nothing the group is owed — the demo runs in its order, and the message travels at the pause. Theory: the handover of the Learning Library glossary (what passes between team members, done face to face against the day's log, read not remembered), with the Pass 44 scenario The coach is busy (this waiting run as a scenario — wait for a pause, the group kept in order, noted down, told at the pause, the demo carried on meanwhile) and the Pass 43 scenario The kit list is missing (a finding carried to the coach whole, from the record, while it can still be answered).

Answering a question about the screening

General guidance only — a child asks what the screening will find, answered the way this library answers every question about the screening: the steps explained simply, the findings never shared, and the child given the stop signal and the coach as the routes for everything more. What a screening found belongs to the clinician and the child's own family; what the screening does can be told to anyone. No times are stated anywhere on this card, because none were verified for this app. The answering, in order: 1 · Explain the steps simply — explain what the screening does, step by step, in plain words a child can use: what will happen, in the order it happens — the steps are the visit's own, and they are all a child is told · 2 · Never share findings — never share what a screening found: findings are the clinician's to share with the child's own family, through the visit's own route — never at the corner, never in miniature, and never as a verdict · 3 · Offer the stop signal — offer the stop signal: agreed before anything starts and honoured the instant it is used, every time, without comment, so the child knows the screening can stop whenever they say so · 4 · Offer to ask the coach after — offer to ask the coach after the demo: anything the simple steps do not answer is carried to the coach, and no answer is promised that you do not have · 5 · Note it kindly — note it kindly for the coach: the question asked, the steps explained, no findings shared, the signal offered, and any question carried to be asked after the demo — what the visit did, kindly, and whole. Theory: the screening results and stop signal of the Learning Library glossary (what a child's screening found, held in the record and shared only by the clinician with the child's own family; the signal agreed before anything starts and honoured the instant it is used), with the Pass 44 scenario A child asks about the screening (this answering run as a scenario) and the Pass 29 scenario A guardian asks about the screening results (results are not the desk's to share — the clinician shares them, and the question is referred to the coach).

Closing the demo after a busy day

General guidance only — the brushing demo closed after a busy day: the demo's props accounted for together, the day's changes logged, and the corner handed back as it was found. The Pass 43 card closes the demo after questions; this card is that same close as it runs at the end of a busy day — the whole day inside the record as well as the props inside the case. No times are stated anywhere on this card, because none were verified for this app. The close, in order: 1 · Check the pictures and model are packed — check the demo pictures and the demo model are packed, present and whole, as the corner is cleared: a prop found missing or damaged at the packing is a finding for the coach now, not at the next setup · 2 · Count the picture set — count the picture set as it is filed, picture by picture, against the kit list, so the case closes on a proved set — whole, or with its one open fact written · 3 · Log any class swap — log any class swap the visit ran: the groups that were exchanged, in the swap log, so the close's record matches the visit that actually happened · 4 · Note anything for the coach — note anything for the coach while the day can still answer for it: a prop short or damaged, a swap run, a question carried for the coach, a group kept waiting — kindly, and whole · 5 · Leave the hall as found — leave the hall as it was found: the chairs set, the corner cleared, and the demo's place legible from the hall for the next group. Theory: the picture count and demo after turns of the Learning Library glossary (counting the picture set to check all pictures are back; closing the demo after the children's turns), with the Pass 43 Closing the demo after questions method (the close this card runs after a busy day) and the Pass 41 Closing the demo after turns method (the same close as it runs after turns).

Running the demo in a loud hall

General guidance only — the brushing demo run while the hall is too loud for it: the group brought within hearing, the steps spoken clearly inside the order, the stop signal offered as at any demo, and the noise answered at its peaks by a pause — never by shouting the teaching apart. The Pass 24 scenario runs a loud education corner; this card is that same discipline at the scale of the whole hall. No times are stated anywhere on this card, because none were verified for this app. The running, in order: 1 · Move closer — move closer so the group can hear: the demo brought within the group's hearing, the steps shown where the children sit, not called across the hall · 2 · Speak clearly and keep the order — speak clearly, step by step, and keep the demo's order: each step lands where the order puts it, heard whole, in sequence · 3 · Offer the stop signal — offer the stop signal as at any demo: agreed before the steps run and honoured the instant it is used, loud hall or quiet · 4 · Pause when the noise peaks — pause briefly when the noise peaks: the demo waits a breath for the hall to settle, then carries on in its order from where it paused · 5 · Note it for the coach — note it kindly for the coach: the hall too loud, the demo moved closer and run whole, the peaks paused through — what the visit did, kindly, and whole. Theory: the stop signal of the Learning Library glossary (the signal agreed before anything starts and honoured the instant it is used), with the Pass 45 scenario The hall is too loud (this running run as a scenario — moved closer, spoken clearly, the order kept, the signal offered, the peaks paused through, noted kindly) and the Pass 24 scenario The education corner is too loud (a loud corner answered the same way).

Welcoming a guardian to watch

General guidance only — a guardian who wants to stay and watch the brushing demo, welcomed the way this library welcomes every watcher: from the side, with the group in order and the demo still yours. A watching guardian is a witness to the visit, not a second pair of hands in it: their questions are answered briefly, as any question at the corner is, and the children's questions stay with the demo's own run. No times are stated anywhere on this card, because none were verified for this app. The welcome, in order: 1 · Welcome them to watch from the side — welcome the guardian to watch from the side: a place at the edge of the corner, in sight of the demo, where watching is easy and the group's space stays the group's · 2 · Keep the group in order — keep the group in order through the watching: the children settled as the visit set them, the steps run in the demo's order, the guardian's presence changing nothing the group is owed · 3 · Keep the stop signal on — the demo's stop signal stays live exactly as without a watcher: anyone's signal stops everything at once, every time · 4 · Answer briefly — answer the guardian's questions briefly, in a sentence, kindly, as any question during the demo is answered — and the children's questions stay with you, answered by the demo's own run, never handed over · 5 · Note it kindly — note it kindly for the coach: a guardian watched from the side, the group kept in order, the questions answered briefly — what the visit did, kindly, and whole. Theory: the kind praise and stop signal of the Learning Library glossary (praising a child's try kindly during the demo; the signal agreed before anything starts and honoured the instant it is used), with the Pass 45 scenario A guardian wants to stay for the demo (this welcome run as a scenario) and the Pass 13 scenario A parent wants to watch (a watcher at the demo welcomed the same way — from the side, the demo unchanged).

Closing the demo after a loud day

General guidance only — the brushing demo closed after a day the hall made loud: the demo's props accounted for together, the day's changes logged, and the corner handed back as it was found. The Pass 44 card closes the demo after a busy day; this card is that same close as it runs after a loud one — the moved-closer demo and its pauses inside the record as well as the props inside the case. No times are stated anywhere on this card, because none were verified for this app. The close, in order: 1 · Check the pictures and model are packed — check the demo pictures and the demo model are packed, present and whole, as the corner is cleared: a prop found missing or damaged at the packing is a finding for the coach now, not at the next setup · 2 · Count the picture set — count the picture set as it is filed, picture by picture, against the kit list, so the case closes on a proved set — whole, or with its one open fact written · 3 · Log any class swap — log any class swap the visit ran: the groups that were exchanged, in the swap log, so the close's record matches the visit that actually happened · 4 · Note anything for the coach — note anything for the coach while the day can still answer for it: the hall too loud, the demo moved closer, a pause taken at a peak, a prop short or damaged — kindly, and whole · 5 · Leave the hall as found — leave the hall as it was found: the chairs set, the corner cleared, and the demo's place legible from the hall for the next group. Theory: the picture count and demo after turns of the Learning Library glossary (counting the picture set to check all pictures are back; closing the demo after the children's turns), with the Pass 44 Closing the demo after a busy day method (the close this card runs after a loud day) and the Pass 45 scenario The hall is too loud (the loud day this close writes into the record).

Handing over to the next group

General guidance only — the brushing demo handed over to the next group when the run has gone long or the corner changes classes: the step in hand finished first, the kit proved by its count, and the corner passed over clean rather than abandoned between groups. A handover is the visit's relay — the next group starts from a corner that is ready, and the coach hears about the long demo from you, not from the squeeze it leaves behind. No times are stated anywhere on this card, because none were verified for this app. The handover, in order: 1 · Finish the step you are on — finish the step you are on before anything changes hands: a step finished is a step taught, and the demo is never closed mid-showing to save the schedule · 2 · Check the kit count — check the kit count as the corner changes hands: what the run used is known before the next group depends on it — a shortfall found now is a finding, found mid-demo it is a stoppage · 3 · Hand over cleanly — hand over cleanly to the next group: the corner passed over tidy, the kit as the next run expects to find it, and the groups exchanged in order, each getting the demo whole in its turn · 4 · Tell the coach — tell the coach the demo ran long, at the next pause, plainly: an overrun told early is a visit adjusted, and the coach plans the rest of the visit from what they are told · 5 · Note it for the coach — note the long demo for the coach: the step finished, the count checked, the handover clean — what the visit did, kindly, and whole. Theory: the kit count and handover of the Learning Library glossary (counting the items in the kit case or spare kit, the difference told to the coach and noted; what passes between team members, done face to face against the day's log, read not remembered), with the Pass 46 scenario The demo runs long (this handover run as a scenario) and the Pass 37 scenario The kit count is short after the visit (the count answered the same way: counted again, told to the coach, noted, the case left closed and ready).

Welcoming a late child

General guidance only — a child who arrives late to the brushing demo, welcomed the way this library welcomes every late arrival: kindly, into the demo as it stands — the step in hand shown to them, the stop signal offered to them by name, and a place at the side until they catch up. The order is never restarted for one child, and the child is never punished for the visit's timing: lateness is a fact of the morning, never a price paid in safeguards. No times are stated anywhere on this card, because none were verified for this app. The welcome, in order: 1 · Welcome them kindly — welcome the late child kindly as they arrive at the corner: the first thing a late child learns here is whether arriving late is safe, and a plain, warm welcome is what teaches it · 2 · Show them the step you are on — show them the step the demo is on: catching up happens at the demo's living point, so the child stands inside the order with everyone else and the steps still to come are theirs whole · 3 · Offer the stop signal — offer the stop signal to them as it was offered to the group: agreed with them plainly, hand up means stop, at once, every time — a promise made to them, not around them · 4 · Watch from the side until caught up — let them watch from the side until they catch up: a place at the group's edge, in sight of the showing, the teaching reaching them whole at the pace they can take it, joining in as the steps reach ground they know · 5 · Note it kindly — note it kindly for the coach: a child arrived late, was welcomed, shown the step, offered the signal, and caught up from the side — what the visit did, kindly, and whole. Theory: the late arrival and stop signal of the Learning Library glossary (a child who arrives after their class, welcomed and fitted in without the checks ever being skipped; the signal agreed before anything starts and honoured the instant it is used), with the Pass 46 scenario A child is late to the demo (this welcome run as a scenario) and the Pass 16 scenario A child arrives late (a late arrival answered the same way: welcomed, checked, fitted in, and logged).

Closing the demo after a long day

General guidance only — the brushing demo closed after a day that ran long: the demo's props accounted for together, the day's changes logged, and the corner handed back as it was found. The Pass 45 card closes the demo after a loud day; this card is that same close as it runs after a long one — the overrun and the handover inside the record as well as the props inside the case. No times are stated anywhere on this card, because none were verified for this app. The close, in order: 1 · Check the pictures and model are packed — check the demo pictures and the demo model are packed, present and whole, as the corner is cleared: a prop found missing or damaged at the packing is a finding for the coach now, not at the next setup · 2 · Count the picture set — count the picture set as it is filed, picture by picture, against the kit list, so the case closes on a proved set — whole, or with its one open fact written · 3 · Log any class swap — log any class swap the visit ran: the groups that were exchanged, in the swap log, so the close's record matches the visit that actually happened · 4 · Note anything for the coach — note anything for the coach while the day can still answer for it: the demo that ran long, the handover made, a prop short or damaged — kindly, and whole · 5 · Leave the hall as found — leave the hall as it was found: the chairs set, the corner cleared, and the demo's place legible from the hall for the next group. Theory: the picture count and demo after turns of the Learning Library glossary (counting the picture set to check all pictures are back; closing the demo after the children's turns), with the Pass 45 Closing the demo after a loud day method (the close this card runs after a long day) and the Pass 46 scenario The demo runs long (the long day this close writes into the record).

Drying wet pictures

General guidance only — the demo pictures found wet in the kit case, answered the way this library answers every damaged prop: set aside, told, noted, and the demo run whole on what is dry. A wet picture is kit in a wet state, not rubbish: it dries, the coach directs its fate, and nothing wet is taught from, hidden, or thrown away. No times are stated anywhere on this card, because none were verified for this app. The drying, in order: 1 · Set wet pictures aside to dry — set the wet pictures aside to dry, out of the demo, kept with the kit, exactly as bent pictures are set aside: what is wet leaves the teaching until it is dry and proved · 2 · Tell the coach — tell the coach the kit is wet, at the setup, while it can still be answered: the coach directs how the visit runs, and the restock starts from a coach who knows · 3 · Run the demo with the dry ones — run the demo with the dry pictures and words: the dry pictures carry the showing, the brushing order said out loud as it is shown, whole, in the same order as always, the wet pictures' steps carried in words · 4 · Note for restock — note the wet items for the coach and for restock: which items were wet, what was set aside, and that the demo ran on the dry pictures and words — kindly, and whole · 5 · Count at close — count the picture set at the close, the drying pictures counted back in with the dry ones as they are filed, so the case closes on a proved set — whole, or with its open fact written. Theory: the set aside and never throw away of the Learning Library glossary (bent items set aside for the coach instead of used; kit items are never thrown away), with the Pass 47 scenario The kit is wet (this drying run as a scenario — checked, set aside, told, run on the dry pictures, noted for restock) and the Pass 41 method Setting aside bent pictures (damaged pictures answered the same way: aside, told, noted, the demo laid on the pictures that stand whole).

Saying no kindly

General guidance only — a request the kit's rules cannot grant, answered the way this library answers every hard ask at the corner: the rule said simply, something real offered in its place, the line held calmly if it is tested, and the request noted kindly rather than as a fault. A clear no, kindly said, is a kindness; a vague one is only a delay, and a promise made to soften a no becomes a broken one. No times are stated anywhere on this card, because none were verified for this app. The no, in order: 1 · Explain the rule simply — explain the rule simply, in a sentence, kindly, at the moment it is asked about: the pictures stay with the kit, so every class gets the whole set — in words the asker can carry · 2 · Offer the demo instead — offer the demo again with words and the model: the teaching itself, run once more for them, which is theirs to take home whole in a way no lent picture survives · 3 · Hold the line calmly — if the ask comes again, more firmly, hold the line calmly and repeat the offer: the same kind no, said the same way, unheated — a rule that softens under volume teaches the volume · 4 · Note the request kindly — note the request kindly for the coach: who asked, what the rule is, what was offered instead — the asking recorded as the visit's knowledge, never as a fault · 5 · Close with the usual routine — close the visit with the usual closing routine: the pictures and model checked packed, the set counted, the hall left as found — the ask inside an ordinary, careful close. Theory: the kit list of the Learning Library glossary (the list the kit count is compared with — the set stays with the kit so the count stays true), with the Pass 47 scenario A child wants to take a picture home (this no run as a scenario) and the Pass 36 scenario A guardian asks to borrow the demo pictures (a picture asked for answered the same way: the pictures stay with the kit, and the demo is offered instead).

Closing the demo after a wet day

General guidance only — the brushing demo closed after a day the kit came wet: the demo's props accounted for together, the day's changes logged, and the corner handed back as it was found. The Pass 45 card closes the demo after a loud day; this card is that same close as it runs after a wet one — the wet kit, the drying pictures and the demo run on dry pictures and words inside the record as well as the props inside the case. No times are stated anywhere on this card, because none were verified for this app. The close, in order: 1 · Check the pictures and model are packed — check the demo pictures and the demo model are packed, present and whole, as the corner is cleared: the pictures that dried counted back with the dry ones, and a prop found missing or still wet at the packing is a finding for the coach now, not at the next setup · 2 · Count the picture set — count the picture set as it is filed, picture by picture, against the kit list, so the case closes on a proved set — whole, or with its one open fact written · 3 · Log any class swap — log any class swap the visit ran: the groups that were exchanged, in the swap log, so the close's record matches the visit that actually happened · 4 · Note anything for the coach — note anything for the coach while the day can still answer for it: the kit wet, which items were set aside to dry, anything still damp, a prop short or damaged — kindly, and whole · 5 · Leave the hall as found — leave the hall as it was found: the chairs set, the corner cleared, and the demo's place legible from the hall for the next group. Theory: the picture count and demo after turns of the Learning Library glossary (counting the picture set to check all pictures are back; closing the demo after the children's turns), with the Pass 45 Closing the demo after a loud day method (the close this card runs after a wet day) and the Pass 47 scenario The kit is wet (the wet day this close writes into the record).

Running the demo with faded pictures set aside

General guidance only — the demo pictures found faded and hard to see, answered the way this library answers every damaged prop: set aside, told, noted, and the demo run whole on what stands clear. A faded picture is kit in a faded state, not rubbish: nothing faded is taught from, guessed at, or thrown away, and what a faded picture shows is never guessed. No times are stated anywhere on this card, because none were verified for this app. The run, in order: 1 · Set faded pictures aside — set the faded pictures aside, out of the demo, kept with the kit, exactly as bent and wet pictures are set aside: what cannot be seen clearly leaves the teaching until the coach directs its fate · 2 · Tell the coach — tell the coach some pictures are faded, at the setup, while it can still be answered: the coach directs how the visit runs, and the restock starts from a coach who knows · 3 · Use the clear pictures and words — run the demo with the clear pictures and words: the clear pictures carry the showing, the brushing order said out loud as it is shown, whole, in the same order as always, the faded pictures' steps carried in words and on the model · 4 · Note for restock — note the faded pictures for the coach and for restock: which pictures are faded, what was set aside, and that the demo ran on the clear pictures and words — kindly, and whole · 5 · Count at close — count the picture set at the close, the faded pictures counted back in with the clear ones as they are filed, so the case closes on a proved set — whole, or with its open fact written. Theory: the set aside and never throw away of the Learning Library glossary (damaged items set aside for the coach instead of used; kit items are never thrown away), with the Pass 48 scenario The pictures are faded (this run as a scenario — set aside, told, run on the clear pictures and words, noted for restock, counted at close) and the Pass 47 method Drying wet pictures (damaged pictures answered the same way: aside, told, noted, the demo laid on the pictures that stand whole).

Calming a scared child in a loud hall

General guidance only — a child scared because the hall is loud, answered the way this corner answers fear: closer, calmer, with a way to stop, and a place to watch from that is still part of the group. A scared child is never forced to stay in the noise, never shouted over, and never told there is no stopping. No times are stated anywhere on this card, because none were verified for this app. The calming, in order: 1 · Move closer — move closer to the child, so they are spoken with at their distance, not across the noise: fear is answered where the child stands · 2 · Speak calmly — speak calmly, voice low and steady: a shout joins the noise it fights, and calm carries further than volume at this corner · 3 · Offer the stop signal — offer the stop signal, shown and named, so the child holds a way to stop the demo at any moment: a fear with an exit in it gets smaller · 4 · Let them watch from the side — let them watch from the side, at the edge of the corner, out of the thick of the noise, still with the group and still seeing every step, with joining in left open at every step · 5 · Note it kindly — note it kindly for the coach: the child was scared of the loud hall, and what was done — closer, calmly, the signal offered, watching from the side — so the next visit can plan the corner around them. Theory: the stop signal and watching from the side of the Learning Library glossary (the signal a child can use to stop the demo at any moment; watching the demo from the side of the corner, still with the group), with the Pass 48 scenario A child is scared of the loud hall (this calming as a scenario — closer, calmly, the signal offered, the side of the corner, noted kindly) and the Pass 45 method Running the demo in a loud hall (the loud hall itself run the same way: closer, clearly, in order, paused at the peaks).

Closing the demo after a noisy day

General guidance only — the close of a visit whose hall was noisy: the close this library runs after loud, wet and long days alike, run here after a noisy one, so the day ends proved rather than remembered. The close is the check: a case shut uncounted, a swap unlogged or a fact unnoted is handed on, unlabelled, to the next visit. No times are stated anywhere on this card, because none were verified for this app. The close, in order: 1 · Check the pictures and model are packed — check the demo pictures and the model are packed, the set gathered from the corner whole, nothing taught from left standing as the hall empties · 2 · Count the picture set — count the picture set as it is filed: the set proved at the close, so a shortfall is found at the visit that made it, not discovered at the next setup · 3 · Log any class swap — log any class swap the day ran, in the session log, as it happened: the groups as they moved, counted out and counted in — a swap reconstructed at the close is a swap remembered · 4 · Note anything for the coach — note anything for the coach the noisy day produced: a child scared of the loud hall, a peak that paused the demo, kindly and whole — what the visit learned is what the note is for · 5 · Leave the hall as found — leave the hall as it was found: the chairs set, the corner cleared, and the demo's place legible from the hall for the next group. Theory: the picture count and demo after turns of the Learning Library glossary (counting the picture set to check all pictures are back; closing the demo after the children's turns), with the Pass 47 Closing the demo after a wet day method (the close this card runs after a wet day) and the Pass 45 Closing the demo after a loud day method (the same close after a loud day — the close does not change with the weather of the day it closes).

Setting aside a torn picture

General guidance only — a demo picture found torn, answered the way this library answers every damaged prop: set aside, told, noted, and the demo run whole on what stands whole. A torn picture is kit in a torn state, not rubbish: it is never used, nothing torn is taught from, and kit items are never thrown away. No times are stated anywhere on this card, because none were verified for this app. The setting aside, in order: 1 · Set it aside — set the torn picture aside, out of the demo, kept with the kit, exactly as bent, wet and faded pictures are set aside: what is torn leaves the teaching until the coach directs its fate · 2 · Tell the coach — tell the coach a picture is torn, at the setup, while it can still be answered: the coach directs how the visit runs, and the restock starts from a coach who knows · 3 · Run the demo with the rest — run the demo with the remaining pictures and words: the remaining pictures carry the showing, the brushing order said out loud as it is shown, whole, in the same order as always, the torn picture's step carried in words · 4 · Note for restock — note the torn picture for the coach and for restock: which picture is torn, what was set aside, and that the demo ran on the remaining pictures and words — kindly, and whole · 5 · Count at close — count the picture set at the close, the torn picture counted back in with the whole ones as they are filed, so the case closes on a proved set — whole, or with its open fact written. Theory: the set aside and never throw away of the Learning Library glossary (damaged items set aside for the coach instead of used; kit items are never thrown away), with the Pass 49 scenario The demo pictures are torn (this setting aside run as a scenario — set aside, told, run on the rest, noted for restock, counted at close) and the Pass 48 method Running the demo with faded pictures set aside (damaged pictures answered the same way: aside, told, noted, the demo laid on the pictures that stand whole).

Letting a child sit out

General guidance only — a child who wants to sit out the whole demo, answered the way this corner answers every wish to watch: a place at the side that is still part of the group, the stop signal in their hands too, and one step invited with the refusal kept safe. Sitting out is a way of taking part here — watching is owed the whole teaching, and a child is never pressured into a turn, never asked to leave for declining one, and never told there is no stopping. No times are stated anywhere on this card, because none were verified for this app. The sitting out, in order: 1 · Let them watch from the side — let them watch from the side, at the edge of the corner, still with the group and still seeing every step, with joining in left open at every step: their no stands exactly as it was given · 2 · Offer the stop signal — offer the stop signal, shown and named, so the watching child holds a way to stop the demo at any moment, exactly as the group does: watchers hold the signal too · 3 · Invite one step without pressuring — invite one step, plainly, with a no accepted at once and whole: the invitation is real because the refusal is safe — the door held open, never pushed · 4 · Keep the demo going — keep the demo going with words and pictures, the order run whole in sequence, so the watching child receives every step exactly as the group does: watching teaches only if the demo watched is the whole demo · 5 · Note it kindly — note it kindly for the coach: the child wanted to sit out, watched from the side, was offered the signal and invited without pressuring — so the next visit can plan the corner, the group and the invitations around them. Theory: the stop signal and watching from the side of the Learning Library glossary (the signal a child can use to stop the demo at any moment; watching the demo from the side of the corner, still with the group), with the Pass 49 scenario A child wants to sit out the whole demo (this sitting out as a scenario — the side, the signal, the unpressured invitation, the demo kept going, noted kindly) and the Pass 48 method Calming a scared child in a loud hall (the side of the corner offered the same way: still with the group, the signal in hand, joining in left open).

Closing the demo after a torn-picture day

General guidance only — the brushing demo closed after a day a picture came torn: the demo's props accounted for together, the day's changes logged, and the corner handed back as it was found. The earlier cards close the demo after loud, wet, long and noisy days; this card is that same close as it runs after a torn one — the torn picture, set aside and noted for restock, inside the record as well as the props inside the case. No times are stated anywhere on this card, because none were verified for this app. The close, in order: 1 · Check the pictures and model are packed — check the demo pictures and the demo model are packed, present and whole, as the corner is cleared: the torn picture gathered back with the set, and a prop found missing or damaged at the packing is a finding for the coach now, not at the next setup · 2 · Count the picture set — count the picture set as it is filed, picture by picture, against the kit list, so the case closes on a proved set — whole, or with its one open fact written · 3 · Log any class swap — log any class swap the visit ran: the groups that were exchanged, in the swap log, so the close's record matches the visit that actually happened · 4 · Note anything for the coach — note anything for the coach while the day can still answer for it: the torn picture and where it is filed, the demo run on the remaining pictures, a prop short or damaged — kindly, and whole · 5 · Leave the hall as found — leave the hall as it was found: the chairs set, the corner cleared, and the demo's place legible from the hall for the next group. Theory: the picture count and demo after turns of the Learning Library glossary (counting the picture set to check all pictures are back; closing the demo after the children's turns), with the Pass 47 Closing the demo after a wet day method (the close this card runs after a torn day) and the Pass 49 scenario The demo pictures are torn (the torn-picture day this close writes into the record).

Checking the model for missing parts

General guidance only — the demo model found missing a part, answered the way this library answers every kit fault: checked, told, noted, and the demo run whole on what stands. A missing part is never improvised and never hidden: the kit case and the spare kit are checked before anything is assumed lost, the coach directs the run, and the demo runs on words and pictures. No times are stated anywhere on this card, because none were verified for this app. The check, in order: 1 · Check the model is whole — check the demo model is whole at the setup, part by part as it is lifted out: a part found missing at the setup is a finding answered in the setup, not discovered in front of the class · 2 · Check the kit case and the spare kit — check the kit case and the spare kit for the part before anything is called lost: a part resting in the case or the spare kit is a part found, and the demo runs on the whole model · 3 · Tell the coach — tell the coach a part is missing, at the setup, while it can still be answered: the coach directs how the visit runs, and the restock starts from a coach who knows · 4 · Note for restock — note the missing part for the coach and for restock: which part is missing, that the case and the spare kit were checked, and that the demo ran on words and pictures — kindly, and whole · 5 · Pack safely — pack the model safely at the close, as it stands, so the next setup finds it exactly as this one left it: a model packed carelessly is a model found damaged, and the close check is what proves it was packed whole. Theory: the broken model and restock note of the Learning Library glossary (the education corner's big tooth model found not whole; the note written for the coach so a short kit is restocked), with the Pass 50 scenario The model is missing a part (this check as a scenario — the case and spare kit checked, the coach told, the demo run on words and pictures, noted for restock, packed safely at close) and the Pass 49 method Setting aside a torn picture (damaged kit answered the same way: checked, told, noted, the demo run whole on what stands).

Comforting a crying child

General guidance only — a child crying during the demo, answered the way this corner answers every hard moment in the demo: paused, calm, with a way to stop, and a place to watch from that is still part of the group. A crying child is never forced to stay, never shouted over, and never told there is no stopping. No times are stated anywhere on this card, because none were verified for this app. The comforting, in order: 1 · Pause — pause the demo where it stands: the crying is answered first, and the step waits — a demo that runs over a crying child teaches the group that the order matters more than the child in it · 2 · Speak calmly — speak calmly, voice low and steady, at the child's distance: calm is what a crying child can borrow, and a raised voice only gives the tears company · 3 · Offer the stop signal — offer the stop signal, shown and named, so the child holds a way to stop the demo at any moment: a hard moment with an exit in it gets smaller · 4 · Let them watch or step out quietly — let them watch from the side, still with the group and still seeing every step, or step out quietly if they would rather: both are the child's to choose, and neither is a punishment · 5 · Tell the coach — tell the coach, and note it kindly: the child cried during the demo, and what was done — paused, calmly, the signal offered, the side or the quiet step out — so the next visit can plan the corner around them. Theory: the stop signal and watching from the side of the Learning Library glossary (the signal a child can use to stop the demo at any moment; watching the demo from the side of the corner, still with the group), with the Pass 50 scenario A child cries during the demo (this comforting as a scenario — paused, calmly, the signal offered, the side or the quiet step out, the coach told) and the Pass 48 method Calming a scared child in a loud hall (fear at the corner answered the same way: closer, calmer, the signal in hand, the side still part of the group).

Closing the demo after a hard day

General guidance only — the brushing demo closed after a hard day: the demo's props accounted for together, the day's changes logged, and the corner handed back as it was found. The earlier cards close the demo after loud, wet, long, noisy and torn-picture days; this card is that same close as it runs after any hard one — a part missing from the model, a child who cried, inside the record as well as the props inside the case. No times are stated anywhere on this card, because none were verified for this app. The close, in order: 1 · Check the pictures and model are packed — check the demo pictures and the demo model are packed, present and whole, as the corner is cleared: a prop found missing or damaged at the packing is a finding for the coach now, not at the next setup · 2 · Count the picture set — count the picture set as it is filed, picture by picture, against the kit list, so the case closes on a proved set — whole, or with its one open fact written · 3 · Log any class swap — log any class swap the visit ran: the groups that were exchanged, in the swap log, so the close's record matches the visit that actually happened · 4 · Note anything for the coach — note anything for the coach while the day can still answer for it: a part missing, a child who cried and what was done, a prop short or damaged — kindly, and whole · 5 · Leave the hall as found — leave the hall as it was found: the chairs set, the corner cleared, and the demo's place legible from the hall for the next group. Theory: the picture count and demo after turns of the Learning Library glossary (counting the picture set to check all pictures are back; closing the demo after the children's turns), with the Pass 49 Closing the demo after a torn-picture day method (the close this card runs after a hard day) and the Pass 50 scenarios The model is missing a part and A child cries during the demo (the hard day this close writes into the record).

Opening a stuck kit case

General guidance only — a kit case that will not open, answered the way this library answers every stuck kit: checked, asked about, worked around with the spare kit, and noted. A stuck case is never forced open — not by hand, not with a tool: a forced case is a broken case, and the spare kit exists for exactly this morning. No times are stated anywhere on this card, because none were verified for this app. The opening, in order: 1 · Check the latch — check the latch first, as it stands, before anything is decided: a latch caught or half-closed is a case that opens, and a case unexamined is a surprise saved for the class · 2 · Ask the coach — ask the coach while it can still be answered: the coach directs how the visit runs, and the restock and the repair both start from a coach who knows · 3 · Use the spare kit as directed — use the spare kit as the coach directs, set up as a known kit, and run the demo on it whole, in the same order as always: the locked case changes the demo's kit, never whether it runs · 4 · Never force it — never force the case open, by hand or with a tool, for the timetable least of all: the case itself is a finding for the coach, not a fight at the setup · 5 · Note it for the coach — note the locked case for the coach: the latch checked, the coach asked, the demo run on the spare kit — kindly, and whole — and check the case opens at the close, so the visit ends knowing the case's state exactly as the record states it. Theory: the kit case and spare kit of the Learning Library glossary (the visit's case, checked at the setup; the backup kit kept ready to set up when the main kit case is not available, its use directed by the coach), with the Pass 51 scenario The kit case is locked (this opening as a scenario — the latch checked, the coach asked, the spare kit used as directed, the case noted and checked at close) and the Pass 38 scenario The kit case will not close (a stuck case answered the same way: checked, never forced, the coach asked).

Calming a child scared of the kit

General guidance only — a child scared of the kit case, answered the way this corner answers every fear at the demo: paused, the feared thing put aside, a way to stop in the child's hands, and a place to watch from that is still part of the group. A scared child is never made to face the case, never pressed closer, and never told there is no stopping. No times are stated anywhere on this card, because none were verified for this app. The calming, in order: 1 · Pause — pause the demo where it stands: the fear is answered first, and the step waits — a demo that runs over a frightened child teaches the group that the order matters more than the child in it · 2 · Put the case aside — put the kit case aside, out of the showing, for the whole visit: the feared thing steps back, and it does not come back once the child settles — the child's calm was bought by its absence · 3 · Run the demo on the table — run the demo with the pictures and model on the table, the order run whole in sequence, so the child receives every step exactly as the group does: the demo's teaching never lived in its case · 4 · Offer the stop signal — offer the stop signal, shown and named, so the child holds a way to stop the demo at any moment: a feared thing with an exit beside it gets smaller · 5 · Note it kindly — note it kindly for the coach: the child was scared of the kit case, and what was done — paused, the case aside, the demo on the table, the signal offered, the side to watch from — so the next visit can plan the corner, the case and the seating around them. Theory: the stop signal and watching from the side of the Learning Library glossary (the signal a child can use to stop the demo at any moment; watching the demo from the side of the corner, still with the group), with the Pass 51 scenario A child is scared of the kit case (this calming as a scenario — paused, the case aside, the demo on the table, the signal offered, the side to watch from, noted kindly) and the Pass 35 scenario A child is scared of the demo pictures (a feared prop answered the same way: put away, the demo run on what stands, the signal agreed, the side offered).

Closing the demo after a stuck-case day

General guidance only — the brushing demo closed after a day the kit case would not open: the demo's props accounted for together, the day's changes logged, and the corner handed back as it was found. The earlier cards close the demo after loud, wet, long, noisy, torn-picture and hard days; this card is that same close as it runs after a stuck-case one — the locked case, checked at the close and noted, inside the record as well as the props inside the case. No times are stated anywhere on this card, because none were verified for this app. The close, in order: 1 · Check the pictures and model are packed — check the demo pictures and the demo model are packed, present and whole, as the corner is cleared: a prop found missing or damaged at the packing is a finding for the coach now, not at the next setup · 2 · Count the picture set — count the picture set as it is filed, picture by picture, against the kit list, so the case closes on a proved set — whole, or with its one open fact written · 3 · Log any class swap — log any class swap the visit ran: the groups that were exchanged, in the swap log, so the close's record matches the visit that actually happened · 4 · Note anything for the coach — note anything for the coach while the day can still answer for it: the locked case and its state at the close, the demo run on the spare kit as directed, a prop short or damaged — kindly, and whole · 5 · Leave the hall as found — leave the hall as it was found: the chairs set, the corner cleared, and the demo's place legible from the hall for the next group. Theory: the picture count and demo after turns of the Learning Library glossary (counting the picture set to check all pictures are back; closing the demo after the children's turns), with the Pass 50 Closing the demo after a hard day method (the close this card runs after a stuck-case day) and the Pass 51 scenario The kit case is locked (the stuck-case day this close writes into the record).

Running the demo with words only

General guidance only — a demo whose kit cannot be laid out at all, answered the way this library answers every short kit: the teaching carried whole on what stands, and today what stands is the telling. Words are not the demo's apology: the steps were always spoken in order, and a group that can follow the words has lost the props, not the lesson. No times are stated anywhere on this card, because none were verified for this app. The run, in order: 1 · Use words in order — use words in order: each step named and told in the demo's own sequence, at the group's pace, exactly as the steps would have been shown — the order is the teaching, and it survives the kit · 2 · Keep the stop signal on — keep the stop signal on, shown and named before the telling starts, so every child holds a way to stop a demo they are following by ear: a hard moment with an exit in it gets smaller · 3 · Check the group can follow — check the group can follow as the telling runs: a step the group has lost is a step told again, plainly, before the order moves on — the telling is proved on the listeners, not on the clock · 4 · Note the locked cases — note the locked cases for the coach: which cases would not open, that the latches were checked, that the coach was told, and that the demo ran on words only — kindly, and whole · 5 · Close with the usual routine — close with the usual routine, the corner cleared and the close check run as every visit's close runs it, the cases checked once more as the corner is handed over. Theory: the model and words and locked case of the Learning Library glossary (the demo carried by the model and the telling together; a kit case that will not open), with the Pass 52 scenario The spare kit is locked too (this run as a scenario — both latches checked, the coach told, the demo run on words only, both cases noted and checked at close) and the Pass 51 method Opening a stuck kit case (a stuck case answered the same way: checked, asked about, never forced, the demo run whole on what stands).

Coaxing a hiding child gently

General guidance only — a child hiding during the demo, answered the way this corner answers every hard moment in the demo: calmly, with a way to stop, and a place to watch from that is still part of the visit. A hidden child is never dragged out, never made to join, and never told there is no stopping: the coaxing is an offer the child can refuse, and the refusal costs nothing. No times are stated anywhere on this card, because none were verified for this app. The coaxing, in order: 1 · Speak calmly — speak calmly toward the hiding place, voice low and steady, and no hands sent after the child: calm is what a hidden child can borrow, and retrieval is never the first answer · 2 · Offer the stop signal — offer the stop signal, shown and named toward the hiding place, so the child holds a way to stop the demo at any moment, hidden or not: a child who can stop the demo does not have to hide from it · 3 · Let them watch from hiding — let them watch from hiding, still hearing every step, still part of the visit, at the distance they can take: watching from hiding is still watching, and the hiding is never made the price of the lesson · 4 · Invite one step gently — invite one step gently, once, without pressuring: the step is there if they want it, and a refused invitation loses the child nothing — which is what makes a later yes possible · 5 · Tell the coach — tell the coach and note it kindly: the child hid, and what was done — spoken with calmly, the signal offered, the watching from hiding, the one gentle invitation — so the next visit can plan the corner, the group and the seating around them. Theory: the stop signal and gentle invitation of the Learning Library glossary (the signal a child can use to stop the demo at any moment; inviting one step gently, without pressuring), with the Pass 52 scenario A child hides during the demo (this coaxing as a scenario — calm, the signal offered, the watching from hiding, one gentle invitation, the coach told) and the Pass 49 method Letting a child sit out (a child outside the group answered the same way: a place to watch from, the signal in their hands, one step invited without pressuring).

Closing the demo after a locked-case day

General guidance only — the brushing demo closed after a day the kit cases would not open: the demo's props accounted for together, the day's changes logged, and the corner handed back as it was found. The earlier cards close the demo after loud, wet, long, noisy, torn-picture, hard and stuck-case days; this card is that same close as it runs after a locked-case one — the locked cases, checked at the close and noted, inside the record as well as the props inside the corner. No times are stated anywhere on this card, because none were verified for this app. The close, in order: 1 · Check the pictures and model are packed — check the demo pictures and the demo model are packed, present and whole, as the corner is cleared: a prop found missing or damaged at the packing is a finding for the coach now, not at the next setup · 2 · Count the picture set — count the picture set as it is filed, picture by picture, against the kit list, so the corner closes on a proved set — whole, or with its one open fact written · 3 · Log any class swap — log any class swap the visit ran: the groups that were exchanged, in the swap log, so the close's record matches the visit that actually happened · 4 · Note anything for the coach — note anything for the coach while the day can still answer for it: the locked cases and their state at the close, the demo run on words only, a prop short or damaged — kindly, and whole · 5 · Leave the hall as found — leave the hall as it was found: the chairs set, the corner cleared, and the demo's place legible from the hall for the next group. Theory: the picture count and demo after turns of the Learning Library glossary (counting the picture set to check all pictures are back; closing the demo after the children's turns), with the Pass 51 Closing the demo after a stuck-case day method (the close this card runs after a locked-case day) and the Pass 52 scenario The spare kit is locked too (the locked-case day this close writes into the record).

Fixing upside-down pictures

General guidance only — a picture set found upside down, answered the way this library answers every mixed-up set: checked against the order, righted in the hands, run in order, and proved again at the close. A step is never skipped to save a mixed-up set — skipping steps leaves the demo incomplete, and the order is the teaching. No times are stated anywhere on this card, because none were verified for this app. The fixing, in order: 1 · Check the order — check the picture set against the demo's order, picture by picture, at the setup: what is mixed is found before the class arrives, not in front of it · 2 · Turn the pictures right — turn each picture the right way up and lay it back in the order, so the showing matches the steps as they are taught: an upside-down picture is a picture to turn, not kit to set aside · 3 · Run the demo in order — run the demo whole, in the demo's own sequence, on the righted pictures — and tell the coach the pictures were upside down while it can still be answered · 4 · Check again at close — check the order again at the close, picture by picture as the set is filed, so the visit ends on a proved set · 5 · Note it for the coach — note it for the coach: the set was upside down, the order was checked and righted, the demo ran in order, and the close check proved it — kindly, and whole. Theory: the picture count of the Learning Library glossary (counting the picture set to check all pictures are back), with the Pass 53 scenario The pictures are upside down (this fixing as a scenario — the order checked, the pictures turned right, the coach told, the demo run in the right order, the order checked again at close) and the earlier scenario The picture set is out of order (a set whose order is wrong answered the same way: checked against the order, put right, never skipped).

Giving a talkative child a step

General guidance only — a child who talks through the whole demo, answered the way this corner answers every hard moment in the demo: calmly, with a way to stop, and a part in the teaching instead of a contest over it. A talkative child is never shouted down, never told there is no stopping, and never sent out for their energy: one guided step turns the talking toward the teaching. No times are stated anywhere on this card, because none were verified for this app. The giving, in order: 1 · Give them one step — give the child one step of the order to show: one step, inside the sequence — the whole demo is not the offer, and the step is given, never taken back · 2 · Guide with words — guide the step with words as they show it, the telling carrying them through it at the group's pace, exactly as any child's shown step is guided · 3 · Keep the stop signal on — keep the stop signal on, shown and named, so the child — and every child — holds a way to stop the demo at any moment: a child who can stop the demo has a part in its running · 4 · Praise kindly — praise the shown step kindly, as every shown step is praised at this corner: the praise belongs to the step they showed, and it is never spent as a bargain for quiet · 5 · Keep the order — keep the order whole around the given step: every other child's turn in its place, the sequence unbroken — the talking changed the demo's noise, never its order. Theory: the stop signal and gentle invitation of the Learning Library glossary (the signal a child can use to stop the demo at any moment; inviting one step gently, without pressuring), with the Pass 53 scenario A child will not stop talking (this giving as a scenario — calm, the signal offered, one step given to show, the order kept, noted kindly) and the Pass 49 method Letting a child sit out (a child's place in the demo answered the same way: a part offered kindly, inside the order, on the child's own terms).

Closing the demo after a noisy turn-taking day

General guidance only — the brushing demo closed after a day of noisy turn-taking, given steps and talked-over turns: the demo's props accounted for together, the day's changes logged, and the corner handed back as it was found. The earlier cards close the demo after loud, wet, long, noisy, torn-picture, hard, stuck-case and locked-case days; this card is that same close as it runs after a turn-taking one — the given steps and the swaps they caused, inside the record as well as the props inside the case. No times are stated anywhere on this card, because none were verified for this app. The close, in order: 1 · Check the pictures and model are packed — check the demo pictures and the demo model are packed, present and whole, as the corner is cleared: a prop found missing or damaged at the packing is a finding for the coach now, not at the next setup · 2 · Count the picture set — count the picture set as it is filed, picture by picture, against the kit list, so the corner closes on a proved set — whole, or with its one open fact written · 3 · Log any class swap — log any class swap the visit ran: the groups that were exchanged, in the swap log, so the close's record matches the visit that actually happened · 4 · Note anything for the coach — note anything for the coach while the day can still answer for it: a child given a step to show, a turn talked over and answered, a prop short or damaged — kindly, and whole · 5 · Leave the hall as found — leave the hall as it was found: the chairs set, the corner cleared, and the demo's place legible from the hall for the next group. Theory: the picture count and demo after turns of the Learning Library glossary (counting the picture set to check all pictures are back; closing the demo after the children's turns), with the Pass 48 Closing the demo after a noisy day method (the close this card runs after a noisy turn-taking day) and the Pass 53 scenario A child will not stop talking (the turn-taking day this close writes into the record).

Running the demo without pictures

General guidance only — a demo whose pictures are missing altogether, answered the way this library answers every short kit: the teaching carried whole on what stands, and today what stands is the model and the telling. The model and words are not the demo's apology: the steps were always shown and spoken in order, and a group that can follow the model and the words has lost the pictures, not the lesson. No times are stated anywhere on this card, because none were verified for this app. The run, in order: 1 · Use the model and words — use the model and words: each step shown on the model and told in the demo's own sequence, at the group's pace, exactly as the steps would have been pictured — the order is the teaching, and it survives the pictures · 2 · Keep the same order — keep the same order the pictures would have carried: no step dropped for want of its picture, and no step moved — a pictureless demo is the same demo, shown differently · 3 · Check the group can follow — check the group can follow as the run goes: a step the group has lost is a step shown again on the model, plainly, before the order moves on — the run is proved on the group, not on the clock · 4 · Note the missing pictures — note the missing pictures for the coach and for restock: the set was missing, the kit case and the spare kit were checked, the coach was told, and the demo ran on the model and words — kindly, and whole · 5 · Close with the usual routine — close with the usual routine, the corner cleared and the close check run as every visit's close runs it, the pictures checked for once more as the corner is handed over. Theory: the model and words and demo pictures missing of the Learning Library glossary (the demo carried by the model and the telling together; the demo pictures missing from the kit), with the Pass 54 scenario The pictures are missing (this run as a scenario — the kit case and spare kit checked, the coach told, the demo run on the model and words, the missing pictures noted for restock, the pictures checked for at close) and the Pass 52 method Running the demo with words only (a short kit answered the same way: the teaching carried whole on what stands, in the demo's own order).

Giving a restless child a step

General guidance only — a child who will not sit still during the demo, answered the way this corner answers every hard moment in the demo: calmly, with a way to stop, and a part in the teaching instead of a contest over it. A restless child is never shouted at, never dragged anywhere, and never sent out for their energy: one guided step turns the restlessness toward the teaching. No times are stated anywhere on this card, because none were verified for this app. The giving, in order: 1 · Give them one step — give the child one step of the order to show: one step, inside the sequence — the whole demo is not the offer, and the step is given, never taken back · 2 · Guide with words — guide the step with words as they show it, the telling carrying them through it at the group's pace, exactly as any child's shown step is guided · 3 · Keep the stop signal on — keep the stop signal on, shown and named, so the child — and every child — holds a way to stop the demo at any moment: a child who can stop the demo has a part in its running · 4 · Praise kindly — praise the shown step kindly, as every shown step is praised at this corner: the praise belongs to the step they showed, and it is never spent as a bargain for stillness · 5 · Keep the order — keep the order whole around the given step: every other child's turn in its place, the sequence unbroken — the restlessness changed the demo's movement, never its order. Theory: the stop signal and one step to show of the Learning Library glossary (the signal a child can use to stop the demo at any moment; giving a talkative child one step to show), with the Pass 54 scenario A child will not sit still (this giving as a scenario — calm, the signal offered, one step given to show, the order kept, noted kindly) and the Pass 53 method Giving a talkative child a step (a child's energy answered the same way: a part offered kindly, inside the order, guided and praised).

Closing the demo after a restless day

General guidance only — the brushing demo closed after a day a child would not sit still: the demo's props accounted for together, the day's changes logged, and the corner handed back as it was found. The earlier cards close the demo after loud, wet, long, noisy, torn-picture, hard, stuck-case, locked-case and noisy turn-taking days; this card is that same close as it runs after a restless one — the given step and the restlessness it answered, inside the record as well as the props inside the case. No times are stated anywhere on this card, because none were verified for this app. The close, in order: 1 · Check the pictures and model are packed — check the demo pictures and the demo model are packed, present and whole, as the corner is cleared: a prop found missing or damaged at the packing is a finding for the coach now, not at the next setup · 2 · Count the picture set — count the picture set as it is filed, picture by picture, against the kit list, so the corner closes on a proved set — whole, or with its one open fact written · 3 · Log any class swap — log any class swap the visit ran: the groups that were exchanged, in the swap log, so the close's record matches the visit that actually happened · 4 · Note anything for the coach — note anything for the coach while the day can still answer for it: a child given a step to show, a restless moment answered kindly, a prop short or damaged — kindly, and whole · 5 · Leave the hall as found — leave the hall as it was found: the chairs set, the corner cleared, and the demo's place legible from the hall for the next group. Theory: the picture count and demo after turns of the Learning Library glossary (counting the picture set to check all pictures are back; closing the demo after the children's turns), with the Pass 53 Closing the demo after a noisy turn-taking day method (the close this card runs after a restless day) and the Pass 54 scenario A child will not sit still (the restless day this close writes into the record).

Filling extra demo time

General guidance only — a demo that runs short, with time remaining, answered the way this library answers every gap in the run: from the order itself, never by hurrying past it. Extra time is the demo's own time — a step deepened and a turn completed are worth more to the group than new steps rushed or minutes left to drift. No times are stated anywhere on this card, because none were verified for this app. The filling, in order: 1 · Run a step again with words — run one step of the order again, shown and told in words, at the group's pace: the extra time spent inside the teaching, on the sequence the group is there to learn · 2 · Offer turns to children who have not had one — offer a turn to a child who has not had one: the short run's spare time reaches the child the first run missed, a step of their own inside the order · 3 · Keep the order — keep the order whole through the extra run: every step and turn in its place — a short demo changes the visit's length, never its sequence · 4 · Keep the stop signal on — keep the stop signal on, shown and named, through the extra time exactly as through the first run: the signal is never rationed to the scheduled part of the demo · 5 · Note it kindly — note it kindly for the coach: the demo ran short, a step was run again with words, a waiting child got their turn, and the order was kept — kindly, and whole. Theory: the right order and stop signal of the Learning Library glossary (running the demo in the right order; the signal a child can use to stop the demo at any moment), with the Pass 55 scenario The demo runs short (this filling as a scenario — a step run again with words, a turn for a child who has not had one, the order kept, the signal on, noted kindly) and the Pass 54 method Running the demo without pictures (a changed run answered the same way: the teaching carried whole, in the demo's own order).

Saying no to keeping the model

General guidance only — a child who wants to keep the demo model, answered the way this corner answers every hard ask: plainly, kindly, and with the teaching offered in place of the thing refused. The model stays with the kit — it is never lent for the day, and a return visit is never promised to soften the no. No times are stated anywhere on this card, because none were verified for this app. The saying no, in order: 1 · Explain the model stays with the kit — explain, plainly and kindly, that the model stays with the kit: it is the kit's, and every group's demo is shown on it — the no given whole, at the asking, not deferred · 2 · Offer the demo again — offer the demo again with words and pictures: what the child wanted was the demo's nearness, and the demo is what the corner can give whole, here and now · 3 · Hold the line calmly — hold the line calmly if the child asks again, more firmly: the same kind no, at the same temperature — the line was never about volume, and the offer stands beside it · 4 · Note the request kindly — note the request kindly for the coach: the child asked, the answer was given kindly, and the demo was offered — so the next visit is planned knowing what this child hopes for · 5 · Close with the usual routine — close with the usual closing routine: the kit case closed and complete, the corner cleared and the close check run, the visit ending as every visit here ends. Theory: the hold the line and say no kindly of the Learning Library glossary (holding the line calmly when a child tests the stop signal; saying no kindly), with the Pass 55 scenario A child wants the model (this no as a scenario — the model stays with the kit, the demo offered again, the request noted kindly, the case closed and complete) and the Pass 48 glossary term pictures stay (the demo's things stay with the kit, said the same kind way).

Closing the demo after a short day

General guidance only — the brushing demo closed after a day the demo ran short: the demo's props accounted for together, the day's changes logged, and the corner handed back as it was found. The earlier cards close the demo after loud, wet, long, noisy, torn-picture, hard, stuck-case, locked-case, noisy turn-taking and restless days; this card is that same close as it runs after a short one — the short run and what filled its time, inside the record as well as the props inside the case. No times are stated anywhere on this card, because none were verified for this app. The close, in order: 1 · Check the pictures and model are packed — check the demo pictures and the demo model are packed, present and whole, as the corner is cleared: a prop found missing or damaged at the packing is a finding for the coach now, not at the next setup · 2 · Count the picture set — count the picture set as it is filed, picture by picture, against the kit list, so the corner closes on a proved set — whole, or with its one open fact written · 3 · Log any class swap — log any class swap the visit ran: the groups that were exchanged, in the swap log, so the close's record matches the visit that actually happened · 4 · Note anything for the coach — note anything for the coach while the day can still answer for it: a demo that ran short and how its time was filled, a request for the model answered kindly, a prop short or damaged — kindly, and whole · 5 · Leave the hall as found — leave the hall as it was found: the chairs set, the corner cleared, and the demo's place legible from the hall for the next group. Theory: the picture count and demo after turns of the Learning Library glossary (counting the picture set to check all pictures are back; closing the demo after the children's turns), with the Pass 53 Closing the demo after a noisy turn-taking day method (the close this card runs after a short day) and the Pass 55 scenario The demo runs short (the short day this close writes into the record).