In A First-Grade Classroom Analysis

Early Childhood Education and Successful Teaching Skills

In a First-Grade Classroom

I observed the kids in this first-grade class have a successful learning experience while they were having fun. In the mornings, the first graders cannot wait to get in Mrs. Smith’s class. They quickly ignore their parents and are in a hurry to get into Mrs. Smith class. I quickly realized that Mrs. Smith is well loved and well respected by the kids in her class. This teacher has a real connection with all the kids in her class regardless of their ethnic background or socioeconomic status. Nevertheless, Mrs. Smith’s is well in charge of her classroom, and she is expert at controlling the different dynamics of the 28 kids in her class. I also witnessed how

126) reported that some teachers are better at influencing the learning experience in students than others. This academic article attributes this teaching effectiveness to the teacher’s qualifications, experience, attitudes and beliefs, and instructional practices. According to Boonen et al., (2014, p. 127), they reported that many studies revealed the importance of teacher experience, especially in the early years of childhood education. This research article also emphasized that the teacher background qualifications, such as the teachers’ degree, certification, coursework, college ratings, and teaching experience are widely influencing the student achievement. Moreover, this research article also focused on the teacher effectiveness that its link to the teacher’s intuitive knowledge, teaching experience, and the automated use of common sense practices in their classroom. Furthermore, this article attributed the students’ achievements in the first years of education to the active involvement of the teacher in all the teaching activities (Boonen et al., 2014, p.

2), they reported that students taught by teachers having a higher DAIP (Developmentally Appropriate Instructional Practices) scores were more likely to learn better than students taught by teachers that had a lower DAIP rating score. These findings emphasized that students taught by teachers with a higher DAIP rating score were more likely to be using kinesthetic learning styles, answering teacher-posed questions, and freely exploring; while lower DAIP score teachers were more likely to keep students distracted and not engaging in the class activity. Alford et al., (2016, p. 2), discussed the findings that high-quality early childhood programs facilitate better socio-emotional and cognitive outcomes for students, therefore contributing to greater success in school and later in life. They added that for positive learner results and higher student achievement to occur, children need to participate in their own learning experience in the classroom. Alford et al., (2016, p. 4), also discussed the importance of classroom observation to understand student engagement in the learning process. They continued to say that observation is an effective practice and is highly critical in figuring out student’s