Essay On Effective Staff-Child Interaction

Their only issue was that they forced the children to go outside and participate in recess. The recess aides do not, however, “initiate vigorous growth motor activity” nor do they “help the children develop new skills” (Harms 69). They had effective staff-child interaction but, there were long periods of non-interaction when the teacher was giving direct instruction or the children were supposed to be working silently. Also, the teacher should improve her interactions with children who are upset or anxious. Currently, she gets visibly frustrated and ignores or yells at them. Overall the staff needs the most improvement on individualized teaching and learning, peer interactions and discipline. There are 25 children in the class and several of them have IEP’s so she does differentiate for them, but she gives very little individualized attention to one child at a time. This may be because there are so many children and only one of her. Additionally, she needs to work on having more open-ended activities as opposed to worksheets and lecturing. And while the staff to child interaction is fine the

I would do this to create a classroom community with the children and to get to know them as individuals and not just as students. There would also be “some opportunities for children to work together on projects” (Harms 75); to stimulate “quiet interaction with one another. They are likely to exhibit cooperative and helping behaviors when they are in close personal space (2 feet) and when the task set for the group is noncompetitive” (Kostelnik 132). This encourages students to help one another through peer teaching and scaffolding. Hopefully, it would also reduce the amount of conflicts that occur and make the classroom more developmentally