At least giving the children two warnings before this happens is fair and the lesson should be
The teacher should make sure that each student is involved in the lesson, ask process questions, open-ended questions, be patient when waiting for answers to these questions, and ultimately never say anything a kid can say. This method is something that I would like to implement in my future classroom. I know that it will take practice and perseverance, but it is something that I know I can
Curriculum ideas: Summary: I have noticed that Nylah And Charles were not interacting with each other. Both were pretending to cook and bake. Curriculum ideas: I would read a book for the children about different types of food.
The Code of Ethics Standard 7 was violated. The teacher didn’t dispose of the student’s and their parent’s confidential information properly. She put all of their information in danger. When a teacher signs a contract he or she is required by law not to violate sharing confidential information restricted by the state and federal law and this teacher did so. He or she may not have done it on purpose but due to the lack of there still was a violation.
On this day I was part of the late afternoon transition from the playground to the second floor classrooms. I was normally not a part of this routine. This was part of the problem. Quite often the late afternoon staff changed, leaving this transition in the hands of rotating teachers.
PROBLEM SOLVING ESSAY 2 Critique In the selected journal article “Never Say Anything a Kid Can Say!” the author, Steven C. Reinhardt summarizes and promotes encouragement on his position with questions about teaching styles, teachers who use the direct-instruction, and the teacher-centered model that is used too often. Reinhart also discusses how this instruction does not fit well with the in-depth tasks and problems that he was using.
For example if the teacher asks the children to create a cat from play dough, she should also create her a cat from the play dough and show the class her attempt at making a cat out of the play dough and she will enhance and encourage the learners to create their own because hers is just a mere guideline another example would be if at the beginning of the lesson the teacher says children put on your aprons as we going to do art today, at the same time she is busy putting on her apron. Teacher as a participator The teacher as a participator helps guide the children but not by physically doing their work for them. Children enjoys having an adult’s participation, especially when they feel they stuck or not certain if what they doing is right.
This is not something that should be rare, there is no reason parents should have to worry that the one talking down to their child is the child’s own teacher. I think sometimes as teachers, we get so caught up in the chaos of the classroom we sometimes forget that the children are not trying to make us crazy, and they are not trying to make our jobs more difficult. They all want to learn and play, some just need more assistance in making that
I learn that it is most important to focus on children when in the classroom. I relax in my work by clean up in this class. Always be available to support children and maintain an overview of what is happening throughout the program. I’m aware that I can’t leave children unsupervised and can be somewhere that have one of the teacher staff can supervise me and the group. I show initiative to assist the teacher and children during activities or transitions.
With a happy smile and a warm greeting, Mr Bridgeman my mentor teacher welcomes every student and parent’s to his year 3 graders classroom at the start of the day. His students know what the daily routine is and what is expected of them when they get to class. Mr Bridgeman would always be strategic and engage in one-to-one interactions with children, families and all other teachers within the school and community. He would get down on the children’s level and communicate face-to-face with them; this created a positive and trusting relationship between Mr Bridgeman and the students. During the day the students were engaged in exploratory tasks/activities and were asked a range of questions throughout the lesson, when the children answered
I think there are many reasons the teachers should understand the Development Appropriate Practices prior to implementing creative activities to young children in the classroom. A teacher’s role in the Developmentally Appropriate classroom is to create an environment that promotes learning. Also, they are a facilitator and enabler. According to Kostelnik (1992), "...developmentally appropriate classrooms are active ones in which both teachers and students learn from one another. " From that view, the teacher must understand the three core components of DAP and what Development Appropriate Practice means so she/he can apply it in the classroom.
For the second ten minute observation, I observed was during the teacher during circle time. They do a 20 minute circle every morning and the children love it. For this observation, I would give the teacher a rating of 5 for responding to social cues. During the circle time, she would ask questions and let the children talk. She would pick on kids with their hands up and allow them to speak and she would also pick on the kids that clearly wanted to talk, where either trying to talk without raising their hands.
The teacher reacts with the children to keep them interested and moving. Some of the time the children just likes to sit in the teacher 's lap and not get involved with the other children. One day, Mrs. Lauren sat on the rug during sensory play and two of the children wanted to sit in her lap while the other children wanted to play. Sometimes the children seem to get out of control. Mrs. Lauren always makes sure that she handles the children with love and care.
Each lesson was different and had different instructions, but the material was the same. On the first day that I observed the students had to complete a short worksheet. Half of the piece of paper was a short story called, “Sam the Snowmen”, and the other half was questions the child had to complete about the story. The teacher made them read the story three times, and to keep track of that number, the students filled in a star after each time they read it.
I also like how the both of us came up with questions that were not pre made and that we genuinely wanted to help our family. We came in thinking and preparing for the family need additional services and once they did not present that we rolled with what we had. This role play felt real and made me feel more comfortable then the last one. The activity we gave the young boy was great but I do believe that we could have come up with better thought provoking questions for him to answer when he returned to the session. I think with more time we could have dig deeper to the root of the young boy issues.
