I will model positive behavior, and if the challenging behavior occurs I will suggest new activities and give choices in order to limit saying no. To add on, I will focus on the positive of each child instead of labeling them a “bad child" because of their behavior. Instead of sending a child to “time out” I will use alternative strategies such as positive reinforcement, reminding the child about our classroom rules and in some cases ignore the behavior as long as the behavior does not harm the child or any other child. To ensure that children are receiving the right strategies to promote self-regulation at school and at home I will partner with parents up with parents. I will do weekly reports about the child 's behavior and have ongoing communication in order to reinforce positive
The parents or adults that are learning English as a second or other language may find that it is difficult communicating with their child's teachers. In addition, many Non-English parents experience low self-esteem, culture shock, and misunderstandings. Language difference can confuse parents about their role in education and how to help their children. Parents who do not speak English may not understand newsletters, handouts, or speakers at meetings, however non-English speaking parents wants their child to receive an education that will allow them to have a better future. Even when language differences take place, a teacher's willingness or attempt to speak the home language can deliver care for the parents because the willingness can encourage them to feel comfortable enough to speak in English plus can improve possibilities for communication.
There has been important research on how parental involvement affects students. Explanations for why parents do not get involved, and what role teachers play in creating an atmosphere that is encouraging to parents becoming actively involved in their children’s education; Parental involvement is defined as contribution made by parents to their child's education. These contributions can take place in or outside of the school. For example, At home, Parental involvement can include activities such as helping with homework; and parent’s involvement at school may include parents volunteering in the classroom or attending workshops. Parental involvement is essential to school reform.
It has been suggested that groups at the elementary school level should be kept small. Children don't like the notion of being singled out with a group setting because they already feel stigmatized by their peers. It was then recommended that the group setting because integrated with socially accepted children. This elevates the status of the group within the school. Another benefit is that children with social skills deficits will learn appropriate behavior from other children.
Remediation strategies include developing a structured schedule and "chunking" tasks to decrease the risk of being overwhelmed. Compensatory strategies will focus on simplifying task sequences and decreasing clutter to decrease the child's distractions. Prevention of At-Risk Behaviors strategies will include aid in prevention of failing classes by introducing self-initiated routine strategies that support positive school responsibilities. Additionally, it is imperative to prevent social isolation of the child by promoting participation in class activities and recess time. Education will be provided at end of occupational therapy session along with a take-home
Homeschooling gives parents more rights to choose, which can affect how their children learn and what they learn. Parents have the right to teach their children what they want them to learn, and make it fun for their children ( Holzmann & Holzmann, 1990-2018). Parents choose to homeschool for multiple reasons, including focusing issues ( Sizer,2003-2018). The best way a person can make their relationship stronger is to be with the people they love. With this in mind, homeschooling gives people time to be with their family and enjoy being together ( Bledsoe,2018).
The situation allowed me to become aware of the circumstances and approach them with a different view. And I do not believe the issues affected my school development, in the contrary, I was maturing and assimilating the environment; I would say that I took responsibilities to early in my life, but I think it is part of my character and I cannot blame others for it. 7. What do you think teachers can do to make the early childhood a healthy and productive process for a child? (If you are not an early childhood teacher, you can use the information you have gained to give advice to a colleague who is an early childhood teacher.)
An appropriate way to assure parental involvement is the parent advisory boards to assist schools in determining ways to involve parents in their children's education. The establishment of school-parent programs to develop an atmosphere of a home which is conducive for academic purpose has been found to increase supervised homework, encourage parent-child conversations about school and everyday events, encourage reading and reduce non-productive television
Diversity, or multicultural education, should be a collaborative effort among educators, children, and families in order for students to learn about their own culture and those of people who are different from them. Preschool programs need to reflect, acknowledge, and celebrate diversity and their curriculums should utilize children’s funds of knowledge to help children connect their world with their learning environment. When teachers fail to understand the importance of acknowledging and celebrating diversity, it is up to the administrators to enlighten them about how children develop their self-identities by helping students to learn acceptance of themselves and others. Training sessions can be given demonstrating ways in which teachers can learn how to prompt children to express their thoughts and ideas about differences through planned conversations, pictures, questions, or books. And, teachers can be shown how to display items that show diverse cultures, languages, and traditions; males and females in nontraditional roles; or “differently-abled children and adults demonstrating strengths and abilities” (WGBH, 2014, par.
) can bring to surface hidden potential of students, as well as develop it. Students who participate in extra-curriculum activities are believed to have better academic performance. The "hidden curriculum," which refers to the kinds of learnings children derive from the very nature and organizational design of the public school, as well as from the behaviors and attitudes of teachers and administrators.... " (Longstreet and Shane, 1993). The hidden curriculum gives “hidden” academic, social, and cultural messages that are communicated to students while they are in school. Teachers teach and students learn implicit concepts and patterns.