The test gives teachers and principals information about how each child is performing and help them to diagnose and meet the needs of each student. They will also give policymakers and leaders at the state and local levels critical information about which schools and districts are succeeding and why so this success may be expanded and any failures addressed." ("Archived: Helping Families, Schools, and Communities Understand and Improve Student Achievement." Archived: Helping Families, Schools, and Communities Understand and Improve Student Achievement. Web.
Developmentally Appropriate Practices (DAP) is important to understand prior to implementing creative activities in your classroom because from the reading I liked a few points on how young children develop and learn and what is known about effective early education. First, knowing what is expected at each stage of a young child 's development is important, and it informs decisions about the best practices. Another key factor is knowing exactly what is appropriate for each individual child. Watching children play can give important insight to their progress and ability. The NAEYC also strongly recommends basing decisions about what is developmentally appropriate on a child 's cultural and family background.
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.
Itcan also be used to monitor readiness skills. When using CBM, the instructor provides thestudent with brief, timed samples, or "probes," constructed of academic material taken from thestudent’s school curriculum. In addition, the CBM graphs are able to provide you with greatinformation that can be shared with parents, teachers, and administration. CBM is an effectivetool when determine if a child should be retained or not.Progress monitoring is extremely important, and should be done frequently. Continuingprogress monitoring grants teachers and schools to adjust and modify instruction to expeditestudent growth, success, and learning.
The application of proper research findings to develop measurable outcomes for school counseling programs and interventions need to be mastered in this program. Also, is expected that the counselor works with parents, guardians, teachers, families, also peer programs and community resources to best act on behalf of their children. Focus on addressing problems that affect student’s performance in school. Leadership skills are also expected from School Counselors. The ability to demonstrate leadership qualities by accepting responsibility and valuable feedback to promote rational methods and professional and personal growth.
Hello Dr. Sweetman, Amy and Fadia, welcome to my poster presentation. Dr. Clark (2010) once said, “The power of one practitioner’s expertise is converted into fuel for effective consumer advocacy in the future”. I am going to demonstrate this power, which is essential to fulfill American Occupational Therapy Association’s (AOTA) Centennial Vision. My project is a program proposal. The purpose of this project is to provide training for elementary school teachers on the topic of teaching kindergarten to 2rd grade students with handwriting difficulties or any student at risk of difficulty with handwriting.
I, as a future educator, was able to relate this article to the students that I intend on teaching in the sixth and seventh grades. I realized through this that every “middle-school aged average” child should adequately be able to understand and incorporate the standards of the language arts within their everyday works (such as their reading and writing). It is important, as a future educator, to help students improve their language arts development, they must be taught in ways that they are able to comprehend the material being presented to them. Each child learns differently and I aspect to teach each child equally in order for the students to fully understand the material. I (as a future educator), plan on using the Common Core Standards in ways that the students will be able to improve both their reading and writing skills that will also allow for them to be prepared during college (once they reach the essays and papers they will face).
Greeting Charlotte-Mecklenburg School Board Members, it has been brought to my attention that the board has approved a new state-mandated, textbook-based curriculum to be implemented in the kindergarten classrooms. As the parent of a child that will be entering kindergarten in the fall, this decision causes me great concern. It appears that your decision was reached without considering what would be best for the child. Highly qualified teachers are aware of the importance of promoting the optimal learning and developing of young children, and this can be achieved through Developmentally Appropriate Practices. Developmentally Appropriate Practices are the “best practices” that meets the needs of each child on their individual developmental
BK Standard 4 is, which states, teacher candidates use authentic, ongoing assessment of children’s abilities to plan, implement, and evaluate programs that build upon each child’s unique strengths.1 This standard prove to be vital with my experiences in field placements. When young children are in need of early interventions, it 's imperative that teacher and the administration are in tune with the cultural and linguistic differences within the school environment. Another continues encounter that teachers face to be effective with early childhood special needs children are able facilitate progress and enrich skills that motivate preschoolers in an unsurpassed learning experiences. In addition to, provide the opportunities in learning centers settings and
As a result, this would help disabled children to build up independence by allowing them to do things for themselves. Assistive technology can help children by developing communication skills in activities. Desideri(2013) stated that “The Center for Assistive Technology gives direct support to the child, his family and school staff consisting of training the child and his caregivers to use Assistive technology solution”(163). Assistive technology helps disabled children by assisting them with special devices that help them read, write, speak. Also, families and teachers are trained in order to help disabled