Rossie's Argumentative Analysis

It is very common to see teachers and parents to give feedback to children, such as “Wow, I like it, great job!” or “You are good at this!”: however, these topical feedback do not give specific information of why it is good (Teachstone Training LLC, 2011). Rossie gives the feedback that it includes what she see in his work and what did he do right. When children revive a specific feedback, they learn what is the teacher’s expectation and what they should do in order to receive the praise again. The high quality of feedback provide the opportunity for children to learn from their work and expand their knowledge in what they are doing (Teachstone Training LLC, 2011).

The language modeling is one of important factors of the effective classroom environment because the language development of the child enhanced when they hear, speak, and explore to a high quality of language. The language modeling consists the frequent conversation

For example, Rossie introduces an art project to children and asks, “So, when we want to make this, what do we need?”, then children answer, “Paper!”, “Glue!” and “Color paper!” the answers fly from many children. Then, Rossie says, “Okay, so I need a white paper,” she shows a white paper, “And, I need a glue,” then she shows a glue,” and “Also I need a colored paper,” and she shows a colored paper. Then Rossie asks, “Hmm… so how do I going to make small pieces of colored paper?” and then children answer, “Scissors!” “That’s right!, I need scissors to cut this colored paper into small pieces, right?!” Rossie provides opportunities to children to think and responses to have a connection to what they supposed to do and think what they need in order to accomplish their activity. Rossie intentionally encourage children to speak out what they know and teach children how to incorporate their thought in their learning