There are several relationships that matter here: Parent- teacher, parent- child, teacher- child. They all should be equally yoked and the parent should realize that each of these relationships will be beneficial to their child. “ Several Studies show that when parents are positively involved in their child’s education that they achieve higher grade, test scores, perform better in school, and actually attend school” (Children, 2008). The children are more excited about learning and education because their parents show an interest in it. In the teacher- child relationship, the teacher can build the relationship by utilizing active listening skills, making direct eye contact, engaging in one on one and face to face interactions with the child.
Standardized Testing is good for the children. The test is good for the children because it shows where the kids are at with their grade level if they are average, over average, or under average. Standardized Testing is good and should stay in the schools because of these three reasons, accountability, informatial, and how the test is good. ( NCLB source 2 pg. 4) First, Accountability is good for schools because it shows if the kids and the teachers are showing up to school, teaching, and learning.
Assessment criteria 3.2 Social organisations and relationships within the class room are again another great learning tool. If you group children together and work with them on tasks within the curriculum, they will start to develop a strong learning relationship. You could see that the group dynamics will often change on particular tasks, where a more confident child on this task will take lead over a more confident child on another task. If the children see the adults within the class react well and interact with other children, they will get a better response from them. Children are put into groups in order to give them the best learning potential and for their learning to be appropriate for their age and level of understanding.
Creative Curriculum Foundation Diane Trister Dodge a preschool educator in 1979 introduce to the world The Creative Curriculum, she believed that the approach provided teachers with the support of making their goals co-inside in the classroom, by having appropriate developmentally practice and learning that is active for children that’s geared towards social competence. The curriculum holds a balance, teacher-directed and child-initiated learning which response to the learning styles of children and emphasizing on their strengths and interests. Dodge believed that the roles of families are valuable to the learning process. A bridge between home and school are valuable because it builds the foundation for how the child will learn and acquire information. Teachers who truly value the family’s role in a child’s education, and recognize how much they can accomplish by working with families, can build a true partnership (Dodge, Colker, and Heroman, 2002, pg.
I think that home visits with children and their families, supports literacy learning in the classroom and strengthens school/home partnerships. You really learn so much just from doing one home visit with a child. You not only learn things about children that you never would have known but you also learn their families and what they believe in. You get to see where the child comes from; and by knowing things like this, it can help you understand the child in the classroom more. You can also see if the children have any books at home.
Center Comparison I really enjoyed this center comparison assignment. I did a few hours of observations of the children interacting in the classrooms and talked to the teachers as well for additional information. This assignment enabled me to compare two different classrooms and gathered information about nurturing responsive relationships with children, families, and colleagues. My target outcome was to analyze the early childhood classroom/environment based on your knowledge of social and emotional development. I feel like I met those expectations.
However, by the end of the school year, Peter’s behavior progressed and his classmates were no longer startled by him but were helping him and encouraging him. As Peter becomes, a part of the classroom Peter begins to learn cognitive skills through the teaching of his peers. It was very interesting to see how the children were so willing to help the teacher with teaching Peter what he needs to know as a third grader and as a classmate. It was very refreshing to see the young ladies in the classroom helping Peter with his work that needed to be completed and how the classmates as a whole made Peter feel special when he completed an assignment or behaved as the classmates would like him to in the classroom setting. For example, when Peter held the sentence up in the front of the class and his classmates read
According to Canney and Byrne (2006), circle time involves activities aimed at developing participants’ awareness of themselves and of others; raising self-esteem; and promoting mutual trust. It also enhances listening skills and positive interpersonal behaviours. In addition, circle time provides children with numerous learning opportunities, which can facilitate their transition to elementary school (Dodge and Colker as cited in Zaghlawan and Ostrosky, 2010). Hence, circle time is seen as an integral part of the delivery of the Early Childhood
315). This made the students think and feel important and made the children start to like the new foreign teacher. Clavell asserts that humans all look for the same thing in a person, which is kindness, attractiveness, makes us feel important, and makes us feel secure. By the new teacher being a young attractive nine-teen year old, this also made it easier for the teacher to persuade the students. In Clavell’s story he stated, “But instead of a monster, a beautiful young girl stood in the doorway” (Pg.
Even in the young grades, teachers need to relate the content in which they are teaching in every way possible. Authentic instruction is a wonderful strategy to use in the classroom, to show students the importance of the content at hand. Along with authentic instruction, teachers can use various strategies to help the students organize their thoughts and the information they have read. Authentic instruction is often defined by teachers and preservice teachers as being interesting, motivating, fun, relevant topics (Duke, Gates, Hall, Tower, 345). Simply this is a