The IEP will come with a special education team made up of usually a speech or occupational therapist, the students’ principle, a paraprofessional the student has, and the special education director of the school district. All immediate family is encouraged to attend the child ’s IEP meeting. The IEP will help the student get the best and most appropriate education possible. The IEP will help outline the students strengths and weaknesses as well as his or hers goals for the current school year.
An Early year’s teacher’s job role is to ‘work with children from birth to 5 years old, to standards set out in the early year’s foundation stage (EYFS) framework.’ (National Careers service). The purpose of this job is to motivate, educate and provide a safe environment in which young children can develop socialisation and communication skills, whilst helping to prepare young children for transition into primary school. Early years teachers have many duties and activities in which they carry out on a day-to-day basis. One of their main duties is to ‘help children to develop basic learning skills (verbal, written and numeric)’
I have gained patience when working with children and I believe it is a skill that is required in order for children to exceed their needs and to help a child during transitions to reach their full potential. Timing is key and with support the children will be able to emotionally adapt to attending school but also embrace new surroundings. Encouragement while children are taking part in activities in school allows children to gain self-esteem and confidence as they are being motivated which can give them a sense of achievement. Being a role model to the children is a personal skill as it gives me pride knowing the children are inspired by me and that they can learn from me by using their own initiative, being helpful to others and allowing the children to give suggestions on what they would like to do can keep them
Piaget and Maslow: Teaching the whole child Exceptional educators keep their fingers on the pulse of what their students need, in order to teach them effectively. Examining Piaget and Maslow’s theories, and applying them to the classroom will facilitate achieving this goal. Considering Piaget’s focus on development, and Maslow’s prioritization of human needs, one can integrate these ideas into classrooms and lesson plans that are optimized for student success.
Additionally, educators at this school include learning experiences that allow students to explore events, concepts, issues, and themes from multiple perspectives. The imperative aspect of the curriculum should be relevant to the lives of diverse students and should reflect their everyday aspects of life and daily experiences. As a principal, Mr. Stone, takes every effort, in constructing small learning environments, fostering continuous relationships between adults and students, and creating advisory systems for academic
This aspect is very well covered by my management. My manager also plays her role by talking to the new employees every week to see their progression and work on any difficulties they are
Friendship may also develop. Schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn with and from each other in inclusive classes. In inclusive classrooms, children with and without disabilities are expected to learn to read, write and do math. With higher expectations and good instruction children with disabilities learn academic skills.
Real objects are needed to use as teaching materials as well as they are closer to reality. It makes learning more meaningful that children can use what they have learnt from school in daily lives, and knowledge is easier for them to memorize as they have first-hand learning experiences. Through assimilation and accommodation, children are in an incessant progression of self-correction and learning is a continuing renovation of
This, in turn, enables them to adjust their lessons to account for all students in the classroom and self-reflect on their teaching practices for future planning. Given the wide
The teachers always accommodate the learning areas, for the students to make free choice, but the teachers also guide their young learners during play. On April 23, 2015 the observation took about one hour, upon my arrival children were finishing their breakfast, and choosing learning areas to play. In this classroom the teachers practice free choice, which provide students the opportunity to choose their learning area of interest. This is crucial in early child development setting because it provides students confidence about themselves, and encourage them to think to make decisions.
1. What are some important steps in interpreting data from high stakes assessments? In order to make assessment data useful teachers must understand what information is being reported and determine if additional information is necessary to understand student performance. Specifically, for assessment results for students with disabilities, teachers would have to identify what accommodations were being used.
All interventions need set targets and the child needs to be involved in making these targets and needs to be aware of their expectations and what is expected of them. This gives the child the skills to persevere and to be independent in their own learning. This includes the target for returning to mainstream. All interventions should be following the schools approach so that the child can adapt to mainstream easily.
I would start by introducing myself to all the parents and ask them what they would like to learn about or if they have any questions on what literacy is. I would tell them how valuable education is and that we need to pass on that value to your children. (Diane M Barone/Marla H. Mallette, 2013). We are going to provide home activities for you as parents to do with your child. This will help build your child’s literacy skills and we will have goals and structure for your child.