Ayleen Garcia 1 A/B Teacher: Ms. Zapata Where: Seabourn Elementary Time: 3 hours 8 minutes My observation purpose for this week was to observe and figure out the inclusion plan indicated for the classroom. A bilingual paraprofessional comes and visits the classroom and helps the bilingual children that are in need of more help than usual.
Reflect and connect: What developmental milestones were observed or demonstrated? physical (2), social (2), emotional (2), cognitive (2), language (2). • Social Milestones o The child enjoys playing with the same aged peers (J.S., T.M.) ("Child Development Screening", p. 7). During the anecdote, J.S. and T.M. both children were working in-group settings.
Virtual Child Cumulative Assignment 30 marks Due Date: March 28th or 29th (date of your small group tutorial class) to the Dropbox 1. Complete the online ' Virtual Child " raising your baby until 24 months. 10 marks Completed online March 27, 2016 2.Write a brief paragraph to tell me about your baby. Include highlights you think best describe your bundle of joy!
This has been a wonderful experience and I sincerely enjoy it. One kid who specially inspired me was a 3 year old boy named Kobi; when Kobi first came to Kumon he barely spoke English. After working with him for a few months, Kobi, has now learned English, and continues to progress every day. He has become very talkative and now is learning how to write numbers write words and read sentences. He has inspired me, as well as many other
“I’m in your class.” I smiled and welcomed him and then we turned our attention back to the others. While parents walked back to the classroom with us and during this time, I gained quite a bit of information about Khalil as he walked beside me, talking the entire way. I found out he is four years old, has a twin brother, can spell his name and count to ten in English and in Spanish. From this short exchange, I knew Khalil would become my student of choice for the literacy project.
My major is Early Childhood Education and I am looking forward to teaching pre-k. For my first clinical I was sent to Hilldale Elementary School, located in Putnam City. I was paired with Yolanda Castellanos and her pre-k class. She has a class with about 24 students in it. Almost 3 of the students won’t be at school in a given week. About 70 percent of the students in her classroom are Hispanic.
Teaching Diverse Learners: Tutoring Reflection For my tutoring requirement for Teaching Diverse Learners, I had the opportunity to spend time with the visiting teacher from Thai. Staying for three months, Lek, the Thai woman, stayed at Lee to learn about America and expand her English language skills. Since Lek is in her mid 50’s, we had a very different relationship than that of one tutoring a young child.
I had the opportunity to observe Ms. Nicole’s preschool classroom located at Sault Tribe Child Care Center in Sault Ste. Marie, MI on Wednesday from nine to ten in the morning. The children were involved in free choice time, exploring the different interest areas the classroom had to offer. I focused my attention on ten random children who had been engaged in exploratory play and observed each of them for ten minutes, documenting what activities they participated in. I found a pattern among the children during my observation.
He could use complete sentences and more than 4 words in its sentences. As the article, “2-Year-Old Speech and Language Skills,” (2016), explains that kids of the age of two should be able to understand at least 50% of what your child is saying and it should be using different words, and make different sentences and follow simple directions giving verbally. An example of this could be fast mapping which is defined as the process of learning something new by only seen it one time and be able to do it (Rathus, 2010 pg 174). An example of this was when Ricardo learn the song that the teacher sings every time the kids arrive to the center that calls the name of each kid. Rapidly he sing the song to the little girl who took away the playdough from him.
On Monday, September 21st, I went to St. Stephen’s Day School from 9:30-10:30am to observe a four year old boy in Ms. Alicia’s class named Braedyn. This class was also known as the Green Turtles. When I arrived at the school, it was outside time. The children were allowed to do whatever they wanted on the playground, which included a kitchen area, slides, climbing bars, a sandbox and more. When outside time was over, they were brought inside to do different activities.
Hope was leading circle time while Chrysal was assisting a child in the restroom. Kayla Swafford and Chalet Insall were caring for 14 children ages 17 months-2 years old. The children were seated at the tables while the teachers assisted with art. Camy Roca and Bretley and Beasley were caring for 3 children 12 months-17 months. Camy was reading a book to the children.
Michael is currently a sixth grade student at Northeast Middle School. He is identified with having a disability of Autism, Other Health Impairments (ADHD and anxiety), Gifted and newly identified with Speech and Language Impairment. Michael is in an itinerant learning support setting and has the learning support teacher in all academic class periods. He receives gifted support three times in a six day-cycle with Ms. Shook. Michael is attending academic support twice in a six day-cycle to assist him with assignments, assessments, organization and to work on his academic skills.
I observed the ELL class on Friday October 11th, 2015. The observation was done at Strawberry Point School in the Mill Valley District for 30 minutes with three English Learners from Kindergarten, which one child is Danish and two children are Koreans. I spoke with Monica who is the person responsible for the ELL program at this school. • What placement options are available to ELLs in the district?
The growth mindset is important because it has been proven that children with it do better in school, as seen in the study preformed by research psychologist Carol Dweck. The study took several hundred students over the course of two years and examined their math grades. The results showed that over the two year period children with the