Several students’ social/emotional development impacted the large and small group lesson. Prior to being released to small groups a student became very upset when another student said a shape he wanted to say. While another student became upset and took off his shoes and socks; I’m not sure what the trigger was for this outburst. In both cases the lead assistant and myself calmed the students down, managed to get them to their respective small groups and proceed with lesson. Student interactions have not been very positive in the recent weeks. I still believe not have consistency in the classroom (staff) as well as having a student with developmental delays return to our class after 6 weeks away. He is having difficulty readjusting to our routine having 2-4 outbursts a day over not getting a preferred item. Another student has become increasingly difficult duplicating inappropriate behaviors in order to gain attention. …show more content…
It was suggested that I break my large group students in to two smaller large groups since several of my students have difficultly interacting together on the carpet. Their competing nature and constant auguring of some students disrupts the learning of other children. I feel it’s also important for me to model how the children can voice their opinions without yelling at each other or me. For example using smaller voice to gain their attention. Adding a kindness tree to our room, labeling emotions, providing verbal and visual prompts to support their self-regulation and group cooperation. As always I am open to any and all suggestion to improve the culture in this room. I believe the addition of our third team member will help greatly as I have seen him talk to the children in a calm and firm voice stating clear expectations and following through with