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Social and emotional learning and academic performance
Social learning theory in schools
Social learning theory in schools
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I need to let the child know I care and help them the best I can. If a student is falling asleep in class or skipping homework If I build a relationship with them and their parents I already have an idea on what’s going on and can come up with solutions to try and
Each morning, students are dropped off by family or school busses, filling the school with friendly and respectful faces. At Earle Brown I have had the opportunity to interact with a variety
The reading from Chapter 6 of Van Hoorn, “Play as a Tool for Assessment” posited many ideas that I find myself in agreement with. The contrast that was drawn between play-based assessment and the usage of standardized testing to assess identified how different forms of assessment can offer different views and depictions of students. Standardized testing in large part reduces a child to a number, and that number plays a critical role in how the student, teacher, and schools are judged, which can directly affect funding. Essentially, the child is not only reduced to a number, they are reduced to a dollar amount.
Last week I interviewed a second grade teacher Ms. Hayes in James elementary school. This school was my kids’ school so I know most the teachers who work there. Ms. Hayes was a very nice and respectful lady who was welcome to interview her and make my observation about second grader. In that time I spent four hours with cute and smart students. Ms. Hayes’ classroom has twenty student’s seven girls and thirteen boys along with a wide variety of cultures.
As a support provider in this community, I have built strong relationships with students and parents. With a recent survey of students, measuring students’ social-emotional well-being conducted by Encina high school I was named the most trusted adult on campus by more than eighty percent of students I work with. To achieve this level of trustworthiness, I always try to align my vision and actions with Encina’s mission to fight injustice and implement equity in my community through eliminating language barriers, building positive relationships with both teachers and parents I work with, and making the core curriculum more accessible to all
In my role as a future educator, I intend to balance the fulfillment of the curriculum's objectives with respect for the distinctive personalities of the students I will teach. I possess a strong preference for the care pedagogy method of education. Integrating care pedagogy into the classroom places the responsibility of providing a safe and caring environment on the educator and emphasizes the value of developing a rapport with the students so that they feel supported. I would like my future students to view me as a compassionate role model through my actions of promoting appropriate self-validation. I will actively work to establish a great deal of importance on my students' character growth as well as their success in education.
When my second child came, I relaxed (was very tired) and started to realize that, with some guidance, they figured a lot of this stuff out themselves. By my fourth, I have been able to enjoy the process of watching them learn to be amazing, thoughtful, social human beings. I think this will be relevant to assisting other children in the classroom become viable and positive social students, as I have already learned that their environment, with a little adult guidance, will help guide them. I hope to be a valuable facilitator in helping children have a positive social experience by pairing a socially inept child with a socially adept child, identifying and acknowledging the strengths of all children, understanding social weaknesses and creating an environment in which the student is accepted. These can greatly enhance all children’s social abilities.
What kind of greeting to use. How to alter the opening activity. The frequency of one-on-one check-ins during the lesson. This personalized, real-time experience is possible because of the teacher’s ability and capacity to isolate the most important inputs regarding a child’s day, and use that information to alter teacher behavior to meet the needs of the student. The portrait of perfect customer service.
This may involve teaching children how to overcome moodiness and emotional swings, advocating for them in situations where they are overwhelmed by the fear of danger, providing unconditional support and assurances of love by words and deeds, and supporting the child’s family if it is going through difficult emotional times such as the birth of a new child especially if the first child is accustomed to getting a good deal of
Through observation. The observation helps for educator to see to what children is interested in and where they are struggling. Each child has a different capability, so the observations must be taken on individual child not to the group. After observations, the educator can plan the activities for the children. it is important to pay attention to the learners age.
Introduction People who guide and interact with the children must have the basic knowledge of their overall personality development from birth to puberty. So especially parents must know how to guide their children, and should have a basic knowledge of the development of sexuality from infancy to adolescence. Freud (1964) believes that children’s pleasure is governed by the id and are focused on a different area of the body (Erogenous zone) at each stages of development: oral, anal, phallic, latency, and genital. According to Freud (1953) as cited in Sareen (2013), believed that personality development is influenced by the behavior of a child.
Research over the past few decades has highlighted the importance of social and emotional competence in preschool children on later academic, social, and psychological outcomes. Children who are socially and emotionally competent have increased socialization opportunities with peers, develop more friends, have better relationships with their parents and teachers, and enjoy more academic and social successes. Children who lack social and emotional competence are at risk for reduced socialization opportunities, rejection, withdrawal, behavioral disturbance, and achievement problems. Intervention programs that target social emotional development in preschool are ideally situated to bolster these skills before the problems exacerbate. Research
My field experience took place at Clay Elementary which is a title one school that is located in rural Mableton, Georgia. I observed a class of kindergarten class taught by a woman named Joanne Heller. There are about twenty students in the classroom and four teachers. The four different types of teachers in the classroom are, Special Ed, ESOL, Early Intervention, and Inclusion. There are no early intervention teachers this school year because the school is ‘low’.
Each of them using their own different abilities to help one another. This in turn helps children have a positive mindset that if they put
These will help children to understand and know how to handle it in future
