Ify thrives in the face of challenge. She is not one to rest on her laurels but always pushes herself to do more. In an environment with rigorous academic curriculum, motivated students and engaging faculty, we have no doubt that Ify will be challenged to expand her vision and performance in all aspects of school
My observation of an experienced practitioner along with my EC was an eye opener. Simply because, my EC and I had discussed pre-observation, certain features to be observed and my EP, who was not a CIDTL candidate, had ticked all the boxes in such a simple yet effective manner. Some of her teaching practices stood out and helped me model my unit 2 lesson plan based on that. My EC set the tone of the class environment as safe and participative.
What are your child’s strengths? Kalina is a friendly and sweet young lady who is willing to help others when asked and/or needed. She is eager to learn and when she does not know a particular context, she will research the information to be able to understand. In addition, Kalina loves reading non-fiction text as it provides her evidence along with knowing simply mathematics as it is logical information.
For many children it is important for them to have one on one contact with the teacher so the teacher can nurture them in a way that fits their needs more specifically. Mrs. Shoemaker also made each subject more interesting and exciting to learn. From her different funny voice, she would use, to the songs we would come up with as a class to memorize things, all the field trips she took us on, and class outside. From an early age I learned that learning is fun.
Although emails are without body language, it is still easy to communicate positively in this way. By responding to emails quickly it shows interest and attentiveness to the matter in
I feel that MSJC child development center demonstrated developmentally appropriate practices. Our text defines developmentally appropriate practice in three components, age appropriateness, individual appropriateness, and social and cultural responsiveness, page 6 of Beginning Essentials in Early Childhood Education, Gordon/ Brown, 2016. I observed the three and four-year-old classroom, half of my observation time was spent in the playground and the other half in the classroom. Per our text on (page 30) play is the primary context in which young children learn and grow. MSJC development center accommodates an appropriate environment for children to learn and grow through structured and unstructured play.
My observation of Mrs. Seeley, a SpEd teacher at Sigourney High School, was very interesting and inspirational. The way that she connected to every student and morphed her teaching around each student’s disability was remarkable. I was truly amazed, especially with the kids who had ADD or ADHD because they were calm, collected, and well behaved. When, usually, they are bouncing off of the walls, cannot focus, and don 't listen to directions well. They were all on task and did everything that she asked them to; this showed me how much that they respected her.
I was able to identify one of Howard Gardner’s theory of multiple intelligence. Specifically, the bodily-kinesthetic intelligence which involves the ability to control body movement. The children enjoyed the challenge to their bodies and continued to improve their ability to complete the tasks as their confidence in their abilities increased. Furthermore, Gardner believes that children learn best when using their strongest intelligence. The oldest girl I watch is fantastic at sports and her hand-eye coordination is impressive.
It goes without saying that playing with toys helps develop kids. Although there are toys that are considered “bad” for kids, toys are generally developed with kids’ developments in mind. This is especially true with creative play toys. These are the toys that encourage kids to start developing their creative side. With the right kind of toys, it’s very easy for kids to achieve this.
Parents in non-maltreating families show more positive interactions between the parent and child, and mothers use more positive discipline approaches (e.g., reasoning, cooperation, approval). They have a warm and close relationship with the child as well as their partner, and help the child to gain a sense of mastery and competency in some area. They take advantage of positive behaviors by reinforcing and praising them; they have fewer aversive interactions with child, and are able to quickly end them. They provide structure for the child, give clear and simple instructions, and appear relaxed. They are able to soothe the child’s distress and distract them at times from potential conflicts by refocusing their attention on other activities.
My interview with Mrs. Coty was very enlightening. I’ve seen her in action, being her Practicum student, but actually getting to discuss some of these things with her was fascinating. It’s always important to know why someone wants to be a teacher. Mrs. Coty shared a genuine love of learning with me and a mission to help make math easy and enjoyable for all middle schoolers so that they can go on to conquer math in higher grades. A lot of the reasons that I want to be a math teacher line up with what Mrs. Coty said as well.
When using REBT to address Maliya’s problems my goals would be to help her recognize and correct irrational thinking and see how her thinking is connected to her behavior. . In order to accomplish this, I would simply explain the concept of irrational thinking and replacing it with more rational thinking. From this point we would begin to examine some of her flawed thinking. In order to find out what her self-talk is, we would need to examine some current problems that she faces by using trauma focuses cognitive behavior therapy and play therapy. By employing the A-B-C-D-E model of disputing, we would learn about her thoughts and feelings regarding any traumatic events.