When my teacher takes attendance she is promoting a sense of community. “Morning Meeting motivates children by addressing two human needs: the need to feel a sense of significance and belonging, and the need to have fun” (Kreite, 2014, p. 12). Taking attendance is very important because the children see that they are going to be recognized even when they are not there. I also think that when the teacher had a helper count all of the children in the class, it promotes a sense of others and community because they are able to see that they are one of the members in the classroom. The teacher poses a thoughtful question when she asks the children why they think another child is absent.
In the book, Miss Andrews, does an excellent job defining and explaining the effects of PTSD in a way children can understand. In addition, the book includes writing and art assignments to help children convey how they feel about their parent’s PTSD. Miss Andrews approaches the subject of PTSD in language that will not scare or threaten children. She breaks down the definition, symptoms, and causes of the disorder to better explain PTSD to youngsters. To illustrate, “Parents with PTSD do not feel worried or scared on purpose.
Just because they are in their senior year teachers should see if that person is capable to read spell or write. Another thing is the students who puts their effort into school and still are not able to understand the subject then that will be different. For example, students with special disorders are the ones that will fall into that category. One of the many night students that sherry teaches said “I was a good kid and didn’t cause any trouble, so they just passed me along even though I didn’t read well and couldn’t write” (1). This example, shows that instead of the teachers using a method that gives her the power that she needs, students do as they please without much effort.
ECS 306 Weekly Evaluation Reflection 1. What were the “Big Ideas” of today’s class? Review Natural & logical consequence worksheets, build a great relationship with our children: help the children to feel like they belong, and explore authoritarian parenting style of caregiving: role playing. 2. On a scale of 0-4 evaluate your level of participation involvement in class?
As an educator, it is important that I create a supportive learning environment. To do this I must implement school, curriculum and legislative requirements. My school and system requirements include reporting unsafe and unexpectable behaviour on the detention board (4.4.2). Another school requirement that promotes student’s well-being and safety is the Keys to Success behaviour system. The whole- school approach is implemented in my classroom and on the playground.
1 BPT1501 Assignment 04 UNISA student number: 57342709 Unique assignment number: 867207 2 Context Cover page: page 1 Context page: page 2 Observation Essay: page 3 to page 4 Photo collage: page 5 Story on photo collage: page 6 Plagiarism report: page 7 Permission letter: page 8 3 Observation: I did a five day observation in a 00 class at a nursery school. I observed many interesting and valuable teaching concepts. The classroom environment has a very bright and welcoming atmosphere and has a lot of natural light. There are nine learners in the class with five girls and four boys- a very diverse group of children. There are three tables in the classroom and three children are sat at each- the learner’s sticker
I believe this type of well-organized schedule helps the children to know what is expected of them. Also, the hands on approach between the students and the teacher allows for individualized learning for the children. Finally, I found their purposely using open ended questions to encourage the children into thinking for themselves during the Choice Time to be an excellent teaching method. 2. Provide a descriptive personal or professional observation that is similar to the concept you selected from the video (use initials in place of a child’s name).
It is often thought that homeschooled students are anti-social and even ‘outcasts’, but public schooled students are not very much more social either. In public school, students have a choice to be social; although they see their classmates every day, they are usually not required to actually talk to them, unless it is for group work. Additionally, most public schooled students do not have the time to be involved in as many social activities as homeschooled students because of the extra amount of homework they have. Some students do join clubs or sports teams, but that only adds up to one to three social activities per week, less than the average for the
The current framework is the EYFS (Early Years Foundation Stage) which states that working with parents and other professional is essential and has an impact on a practitioners practice. The parents know their child the best therefore it is important to communicate with them in order to find out the child’s interest and dislikes. As he EYFS states in the article 3.68, “Providers must maintain records and obtain and share information to ensure the safe and efficient management of the setting, and to help ensure the needs of all children are met.”- EYFS 2014 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf This part of the EYFS means that failing to communicate and sharing information means that the child’s needs will not be met. The EYFS was updated to add more attention on working with parents and other professionals in order to meet every child’s needs. It is important to share the ongoing observations made by the key person of the child and tracking so the
Prior to sitting in on these classes, I did not know what to expect or what was even going to occur. I grew up in a small white town so we did not have classes like the one I observed. After observing for 15 hours I have realized how important it is that students get the help they need when it comes to learning English. One major lesson that I have learned from my observations that I will take with me for my future encounters is to not let my students abandon their Spanish. It seemed that in every class I observed, the students all expressed their hate for English and their lost Spanish.
Mrs. Bangham related to her children by getting on their level when she talked to them and was loving and positive. When a group of children were getting loud, she asked them nicely to lower their voices. She also walked around and observed what the kids were working on. When talking to the children about their art work or creation they had made she asked them to describe their work instead of just saying it looked
Nomi Kviat Background Information Child: Ruvy Levine Age: 4.6 Level/ Disability: Ruvy is a Preschool Student with disabilities, his IEP includes Seit provider, speech and OT and PT therapists Location: Gan Yisroel Preschool Pre-K, mainstream, General Ed, Jewish Orthodox private school in Brooklyn, NY. Classroom placement: Universal Pre-K Eighteen Children Nine children have an IEP Dates and Times: November 3, 10:00-1:00 November 4, 10:00-2:00 Primary Language Yiddish/ English Activities engaged in: Circle time, centers, gross motor activities, small group activities, lunch, snack time Person interviewed: Child 's Seit Provider Date and Time of interview: November
Mrs. Kern’s behavior techniques and strategies are all based upon “Catch them being good!” She believes that praise and connectivity are the ways of having few behavior problems. She also shares personal stories about herself and her family every day with her students. This is to help her build a safe and family-like classroom. She also is careful to listen to and learn from her students every day. She knows her students well, which allows her to create lessons based on their interests, recommend books based on their skills and prior knowledge and hobbies.
She believes that she’s saving the teacher from “subsequent mortification” (28). Scout did not think before standing up to ‘educate’ Miss Caroline and did not realize that maybe it was not necessary. It was her instinct, which happens to be very common in young kids. They often do not understand that in this case, knowledge of townsfolk naturally comes over time. About a day later, another student in the class answered Miss Caroline when she did not grasp why another student was behaving a certain way: ‘He’s one of the Ewells, ma’am’” (36).
Having the research be longitudinal is also really good when it comes to presenting the effectiveness of Head Start REDI program. I wonder why they chose to end the study at third grade instead of continuing it up until they leave elementary school. The researchers provided a lot of information about the Head Start REDI program and how it was more a benefit for kids who live in poverty. A weakness that I found is that it was hard for me to read the data. Typically, a research paper should be at a 5th grade reading level but, I often found myself lost in the paragraphs and unable to understand how the data was measured.