The little boy laughs while an older boy teases him with a toy. I also see him interact with another child for the first time when he tells a little girl about the instructions the teacher has given. The little boy and girl then go to the carpet and take out a skeleton puzzle to do. But after being told multiple times to be quiet, they were told to clean up and read a book instead. The boy and his friend (girl) are separated because they still whisper to each other while reading.
One of the teachers that effectively utilized each of those strategies was in a pre k classroom. In the morning the teacher would write an interactive morning message for the kids (Sanchez, Danielle D. “Planning for Positive Guidance: Powerful Interactions Make a Difference PG 9). After that, the kids were to put a puzzle together as a team. When a certain song came on, it was time to clean up the puzzle and get in line to brush teeth and wash your hands. After all those tasks were done, then the kids would go to the round carpet.
As a first grade teacher, Jill, the second author, went in search of decorations for her classroom prior to the start of the school year. She purchased multicolored Slinky toys, which she thought would add a nice touch to the white ceiling. She spaced them evenly above the children’s desks. As the students entered the classroom she turned on the ceiling fans, which made all the Slinkys start to bounce. Some children seemed to enjoy the sensory output from the bouncing Slinkys, yet were able to stay focused on classroom tasks.
Mrs. Hippchen then instructed the class to clear their desks to start a new math activity. Alina followed her teacher’s direction. As Mrs. Hippchen reviewed a math homework assignment to the class, Alina followed along appropriately. When the students were asked to draw a diagram to aid them in solving a problem, Alina appeared engaged as she drew on her paper. After the homework review, Mrs. Hippchen instructed the class to take out their math workbooks.
Many schools abide by the rule that teachers help failing students. The previously mentioned Dwight D. Eisenhower middle school is one of these schools. In an interview with the principal, it was said, “If a student is failing a class, it is the fault of the teacher not the student. It is the teacher’s responsibility to make sure no student fails.” Teachers are here to help the students. The students just need to get the help.
That standard concentrates on speaking and listening. The children at the daycare listened to the teacher say good morning in Spanish and spoke what they heard. For instance, a new student joined the class. She did not know how to say good morning in other languages. The educator and the students said good morning for her, and they had her repeat after them.
First off, when she started talking to the kids, she would say “Okay Friends.” Both the teachers use a very pleasant tone of voice for the kids. Mrs. Wendy would always talk to the children and start conversations with them. She would ask the kids’ educational questions like “What color is this Lego?” When the children answered correctly, she would give them good praise. According to Jeanne M. Machado, “positive feedback is recommended for adults who live or work with two- and three-year-old. (78)” Positive feedback is important in the early learning year of their life.
To strengthen the argument in her article, De La Cruz uses multiple examples of other teachers who have incorporated Ms. Schwartz's "I wish my teacher knew..." activity with their students. This provides a larger sample of examples and feeds into the logos of the article by showing readers a variety of testimonies as opposed to just that of Ms. Schwartz. These testimonies provided responses from teachers and parents. One parent responded in agreement of the effort to build relationship between teachers and students by saying, “I always want my sons’ teachers to know what their challenges are, what they like, just more about them.” This lead into a different quote from a fourth grade teacher who stated that she had “taught over 500 kids so far in my career and parents in every grade want to know how their child is doing socially and emotionally, often times more so than whether they can multiply or divide quite yet.” These two testimonies are excellent uses of logos because it appeals to the readers sense of reason and logic because according to the quotes, a student’s relationship with their teacher is often viewed by parents to be more important than the actual education they receive. As a result of this, the argument that all teachers and students should try to get to know one another better becomes even more
Daycare motivates them to share by passing the object back and forth while saying "my turn, your turn." Daycare teaches children exceptional motor skills, social skills and connection skills to prepare the child for school. Daycare focuses on the importance of the relationships built through connections. The first and most grounded of any association is the safe relationship. In this kind of relationship, the child introduced to someone they can trust and feel safe around.
Kamryn Renfro was punished for standing up for her friend. Every school tries to teach students to support one another, but they are actually just teaching them that this behavior is bad. Schools are also teaching students that their individuality does
Observation 1 Date - 10/10/16 Observer- Ivin Kachappilly Baby Time - 10 am Teacher- Andrea Rodriguez 1. What did you notice first when you entered the classroom today? When I went to the Chinese Community Child-Care Center, the staff greeted me with a pleasant, welcoming smile. One of the teachers gave me orientation about the facility. The first thing I noticed was all the children were happy, relaxed and involved in a play.
We communicate daily with *Jacks mother through a home/school diary. At the beginning of each new term the class teacher, along with members of the SLT and *Jacks mother come up with new targets for his IEP (individual Education Plan). (Book 1 ST8 2.2) Our school likes to follow the saying: “It is every child’s right to be heard, listened to and taken seriously and to be consulted.’’ We believe that every child is entitled to an education no matter what background they are from. We encourage our staff to listen to the suggestions and needs of our children and take all matters seriously, building an inclusive community on trust and self-worth. The Salamaca statement and framework for action on special needs education 1994 (UNESCO, 1994) also states ‘Each child’s learning needs are different’ (Book 1:ST6 CH2:PG157-158) As an inclusive school that is why we adapt our lessons, So *Jack so can cope.
I was very impressed and taken back that John would twirl each girl into the classroom, and would shake every boys hand. I thought that was brilliant because he is showing these little girls they are precious princesses, and teaching these boys young what respect is. His impressive interactions of the students gladly did not stop there. Every Thursday and Friday Joe does a segment called “Speak Life.” Joe was teaching his students phrases and a lifestyle from the Bible, without even telling his students. One day some of these students will get the opportunity to meet Christ and they will reflect on their music class in elementary school and realize Mr. Vercillino taught them the Bible before they even knew it.