Self regulation is such an important life skill to teach students. Without the ability to self regulate, the student’s environment will continuously be chaotic, and they will have difficulties succeeding as they move forward in life. Although we are continually developing our self regulation skills, teaching students at an earlier age how to consider consequence of their actions, how to express their feeling appropriately, and how to develop healthy relationships with those around them will help foster stronger student success. In the video Classroom Observation, I observed children that managed to show optimal self regulation, along with students that really struggled to self regulate.
Emma: girl in yellow shirt (start at 1:44)
Having the
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In this situation, his ability to focus attention and resist impulses to reach the goal of active learning is not effective. When the teacher asked a question to the group of students, Zander jumped up to the front to answer rather than raising his hand and waiting for his turn. When he wasn’t being responded to by the teacher he realized he was not being effective in communicating and turned to sit down. On the way he became distracted by something on the counter and gave in to the impulse to check it out. Zander may have had trouble settling down to focus due to all of the noise and chaos in the class. He is having difficulty staying self regulated in his biological domain. He cannot remain calm and engaged amid the distracting visual and auditory stimuli around him. As the teacher asked the questions and the students raise their hands to answer, Zander’s nervous system up-regulated and got up to give his answer. When his actions are not responded to his nervous system down-regulated and he turned around to go sit back down. He then up-regulates again to see what is on the counter. He becomes distracted again as he turns in the direction of the crying baby. He goes back to what he was originally looking at until he is redirected by the teacher and down-regulates when he sits back down. When Zander first gets up the SNS is engaged. The PNS and SNS take turns with each distraction Zander is engaged in until he is redirected to sit
‘Make an effort Zalman…try….’ ‘I can’t go on’ he lowered his pants and fell to the ground.”
Brennan was observed during the morning in his first grade classroom. At the start of the observation, the class was instructed to sit on the carpet for an activity. Brennan got up out of his seat and appropriately sat on the carpet. Brennan’s teacher, Mrs. Jones, began to engage the class in a writing activity. As she engaged the class in a discussion and wrote sentences on the board, Brennan appeared to pay attention as he stared at the board.
In several instances, Jay would not be able to contain his excitement what Laura is teaching. He would keep his hand stretched high and not be called on at all or to be chosen last out of the people with their hands up. One moment Kathleen notes this is when Laura is explaining the directions to her class. Kathleen writes “Laura’s description lasts 26 minutes, and although Jay raises his hand several times, he is not called on and remains silent while Laura talks. Five other students do raise their hands and are acknowledged.
This piece of text shows Zaroff studding and observing the ground trying to figure where Zarroff had
The student was then fed up and decided to move his seat away from Peter. Peter then was sitting alone for the remainder of lunch. Actions like this affect Peter and his learning and development of relationships due to his negative
The school that I attendent to was the child development center. I was looking around the environment where child development is place at really quiet neighborhood. The neighborhood has a lot of tree and not really intersection road. I came in 10/19/17 it was in the morning around 10 am but they had a earthquake drill.
He would find a pencil to mess around with or mess around with his chair. The student was not even remotely engaged in the activity. Feelings: I feel that Mrs. Schaff needed to remove this student from the group because he was so distracting to the other students, but I am also torn with the fact that once removed from the group
Major Conflict: After The Teacher pauses and rewinds his
He said,”I can 't draw”. The vice principal, Mrs. English, advises,”drawing is something you can learn”. This quote shows how Zebra thinks he cannot draw, and his vice principal thinks he can learn how to. Mr. Wilson and the vice principal convinced him to join, and a couple of his friends joined too. John Wilson informed everyone that he would be leaving the class.
There was a bunch of challenges that Aimee Mullins faced but one of them was her teacher. The teacher tries to stop Aimee from returning to class by saying that she would be a distraction to the other students in the class. Aimee Mullins sas, “But my teacher had a different idea about that. She tried to prevent me from returning to class … and said that I would be a distraction to the other students.” (para.
Focusing mostly on Insipid. He describes how the teacher never really paid much attention to the young boy and how she never bothered to call on him because all she saw was just a foolish child. For example, “The teacher thought I was stupid… Teachers were never interested in finding out that you couldn’t concentrate” The educator never gave the kid much thought, despite her being the one that would mold the younger generations mind. (2).
OVERVIEW The elementary school that I observed at, Orchard View Elementary, was located in Delray Beach, FL. The location was very accessible and right off of the highway. The teacher I got assigned to was Ms. Diann Johnson. She teaches a class for students in 3rd-5th grade.
Classroom Observations Mrs. Canada is the first grade teacher that I observed, and the subject that she was teaching was reading. She had planned well-organized power points and crafting materials in advance, so she was prepared for the lesson. The two times I observed, the lesson that was being taught at both times was reading. Children in the classroom used a lot of previous knowledge for the lesson.
C. Analysis In this chapter, I will make critical analysis on the results of the classroom observation with my opinion. 1. Teacher’s Classroom Management a. Managing students to pay attention to the lesson According to Warfield (2016) mentioned that classroom surrounding very affects to student performance.
Owing to lack of concentration, sometimes people cannot listen well. Concentration is a result of motivation, self -discipline and willingness to learn. If these qualities are present in a person, nothing can divert his attention. This will increase his potentiality for learning through