The little boy laughs while an older boy teases him with a toy. I also see him interact with another child for the first time when he tells a little girl about the instructions the teacher has given. The little boy and girl then go to the carpet and take out a skeleton puzzle to do. But after being told multiple times to be quiet, they were told to clean up and read a book instead. The boy and his friend (girl) are separated because they still whisper to each other while reading.
will be observing Mr. Greene’s 7th grade science class during this semester. I will be observing different class periods and therefore different groups of students. The students are between the age of 12 and 13 years old. February 2, 2016 11:00am-12:00pm 1 Hour Today the group I am observing is made up of twelve girls and 6 boys. All the students are white, English speaking, from various social classes.
The next classroom there was eight children 2 years old with two caregivers Jessie Caudle and Barbara Stuckey. Also present in classroom was Lisa Salina the ECI coordinator who was working with a child. The next classroom had seven children ages 2-3 years old with two caregivers Laurie Hull (Mary) and Irma Richardson, they were center time with the teachers interacting with the children. The last classroom with children present was the classroom with eight children ages 6 months-15 months and three caregivers Margie tally, Sandy James and Ashley Plant. Five of the children were at the table eating a snack, one child was being held while
One of the teachers that effectively utilized each of those strategies was in a pre k classroom. In the morning the teacher would write an interactive morning message for the kids (Sanchez, Danielle D. “Planning for Positive Guidance: Powerful Interactions Make a Difference PG 9). After that, the kids were to put a puzzle together as a team. When a certain song came on, it was time to clean up the puzzle and get in line to brush teeth and wash your hands. After all those tasks were done, then the kids would go to the round carpet.
As a first grade teacher, Jill, the second author, went in search of decorations for her classroom prior to the start of the school year. She purchased multicolored Slinky toys, which she thought would add a nice touch to the white ceiling. She spaced them evenly above the children’s desks. As the students entered the classroom she turned on the ceiling fans, which made all the Slinkys start to bounce. Some children seemed to enjoy the sensory output from the bouncing Slinkys, yet were able to stay focused on classroom tasks.
He wants to protect the innocence of the children by making sure that they will not fall off the cliff into the world of adultery, on accident. Throughout the story, Holden has always wanted to protect kids innocence, especially Phoebe’s. When he is in the stairwell of the school, he thinks to himself,” But while I was sitting down, I saw something that drove me crazy. Somebody'd written ‘Fuck you’ on the wall… I thought how Phoebe and all the other little kids would see it.. And then finally some dirty kid would tell them… what it meant...But I rubbed it out anyway, finally.”(Salinger 260-261). His care for other people’s innocence is shown whenever he thinks about Phoebe’s future reactions which is why she is
On the right side of the room is four floor to window cabinets with file boxes on top and playground equipment like jump ropes and balls. On the cabinets are the names of the ten students with their individual schedules laid out on notecards. In front of mock kitchen living room area is Mr. Smith’s desk that has one student desk next to it. In the center of the classroom is six sets of two people tables which serve as the student 's
He was in the manipulative center, but, Child A became extremely upset because another child took a toy from him, therefore, his teacher suggested that he move to the science center, which she later told me is his favorite center. During the altercation, Child A was so upset he couldn’t speak. Through all my observations, Child A was never aggressive or violent to any other children. Because of his disability, having melt downs might be his defense mechanism. The other child involved looked surprised and the teacher couldn’t even ignore the child if she wanted
The children were still energetic and rambunctious after recess, and singing songs proved to be an effective tactic to subdue them. Furthermore, the inclusion of the teachers at the lunch table was a simple way of making emotional connections with their students, and the children were eager to share personal anecdotes. Unfortunately, when not under the careful observation of a supervisor, the assistant teacher was hostile towards the students, and got easily flustered by their antics. When the assistant teacher was cleaning, the students viewed it as an opportunity to play while she was distracted. If she would have waited to begin cleaning until after she made positive that the children were sleeping, the transition into nap time would have been less of a challenge.
As a teacher, I want to understand diverse families. At the daycare the teacher knew that each household has different languages. In turn, he taught the children how to say good morning in Spanish, German, Italian, Russian language, and Chinese. I will
After the teacher had settled them down, she reminded them that last week they watched a video of how to make a piano. Afterwards, the teacher put on a YouTube video of animals playing in an orchestra, then she told them that the piano was part of the string and percussion family because it has strings inside that are hit by hammers when keys are played and the hammers hit the strings your fingers press down on the keys. This was something new to me because I didn’t know what family it was in. After Mrs. Whitmire told them facts about the piano, each students got the chance to play on the piano. Each students had 50 seconds to play and when the time was up, the voice on the speaker would say “Fortissimo!” While I was watching the students play, the teacher commented that the way the children were playing matched their personality.
At the classroom that I observed, the teacher taught students to be out of the box thinkers through activities and projects. The classroom that I observed was a preschool classroom and they way the teacher taught students to be out of the box thinkers was through worksheets. When I was there she had her students do worksheets about each lesson she did. Her students were challenged, because by doing the worksheets the children were able to understand her lesson better. When it came to doing projects in the classroom were allow the do their projects on there own, they did not have follow directions they were allow to create what they wanted to make.
The fourth finding I found was that even though Pre-K environments have an emphasis on group activities there was often a designated area in the classroom where children could go and be alone and self-reflect. However, these spaces were used differently throughout the three programs. In one program children went to what they called the “cool down chair” when they misbehaved. In this particular program usually a talkative child who may have been disruptive would have to go to the chair and think about what he or she did wrong. The chair was located in a corner where there were crayons and other play items that the child was allowed to use, but mainly it was a sort of punishment.
By December there were 15 students that knew all of the letters and letter sounds, but as of March there is still 1 student that does not know all of her letters and sounds. 17 of the students in the class can identify all of their 2D shapes (including star, heart, rhombus, hexagon, circle, square, triangle, and rectangle). All of the students can identify the numbers 1-20 and they all know their colors. The students are now working on segmenting words and learning sight words. This unit will begin the students’ study on 3D