When go shopping, take your child with you. Show your child how to make healthy choices. Choose vegetables, apples, oranges, bananas, or other fruits. Cook together with your child whenever you can. Encourage your preschooler to help you prepare meals and snacks.
Food Pyramid Grade: 2nd Subject: Science Topic: Food Pyramid & Nutrition Objectives: Students will learn about eating healthy using the food pyramid as a guide. Keywords: Food Pyramid Nutrition Art Materials Needed: • Poster of Food Pyramid • Grocery store ads • Construction paper • Scissors • Glue Stick Introduction: Discuss with students the Food Pyramid and what it consists of showing them a visual. Ask questions throughout to check for comprehension. Guided Practice: Have students help you create a balanced meal plan using the food pyramid. Independent Practice: Students will create a meal plan using grocery ads and finding food that follow the food pyramid.
The primary role of the teacher is to establish and maintain trusting relationships with children by being responsive and consistent to their individual needs (feeding, diapering ect.). Once the individual needs are determined the teacher can then provide activities and experiences for the children that are challenging enough to help them move to a higher level of learning but not so challenging as to frustrate them. Activities in the infant/toddler room need to be age appropriate while helping them development not only cognitively but socially and physically. In the classroom, the teacher should also be encouraging interactions between children with varying skill levels so they can learn from one another.
After they all go and wash there hands breakfast is ready. The teachers assistants sit and assisted the student who is Autistic. This student was being closely monitored by both teacher and aide at all times. Breakfast is a learning experience for these children. The teachers assistants usually have breakfast with them socializing and talking about manners while eating and assisting them with cleanup.
Assessment for learning should focus on how students learn The process of learning has to be in the minds of both learner and teacher when assessment is planned and when the evidence is interpreted. Learners should become as aware of the 'how' of their learning as they are of the 'what'. Assessment for learning should be recognised as central to classroom practice Much of what teachers and learners do in classrooms can be described as assessment. That is, tasks and questions prompt learners to demonstrate their knowledge, understanding and skills. What learners say and do is then observed and interpreted, and judgements are made about how learning can be improved.
I have the responsibility to help them with the literacy and maths activities and also to supervise and observe the children during the choosing time activities. In the mornings, I do prepare the snack table with fruits, milk and water where the children have free access during the choosing time. We do incentive the children to clean their hands with hands gel any time they will be visiting the snack table to eat. I help the teacher and teacher assistant to support the children in their holistic development in different ways: reading books; choosing time activities where they are free to choose any of the activities which will be set on the tables for them, such as: puzzles, sensory box, tablets, computer, painting, drawing, dolls, dressing up, they have free access to the other reception classes and to the play ground outside; we work with phonics; we incentive their listening skills where they have to point when they hear the key words's of the day during the history time; supporting their routine, being a good example and so on. We give them the opportunity to learn things in their own pace and time, trying to create realistic challenges in their learning to help their development.
Guidance and discipline Paper By: Brandy Lindon Guidance and Discipline Paper As teachers of young children, one of our most important purposes is to help the children in our care develop skills of social competence. The strategies we use to help children as they are learning to manage their own behavior our critical. Social competence is a process learned overtime. One in which children will make mistakes along the way. We as teachers, must be committed to helping children navigate this process.
It is the duty of the teacher to identify the needs of all the students and ensure that these needs are met. This can be achieved by modifying teaching approaches to optimize the learning experiences of the students. Active learning engages and motivates learners to learn and achieve Good statement. Dividing the class into small groups can be rewarding for both the teacher and the student. Students can learn from each other, debate and challenge that they have heard in the session.
Unit 301: Communication and professional relationships with children, young people and adults 1.1) Explain why effective communication is important in developing positive relationships with children, young people and adults. Effective communication is essential in order to work successfully with children parent’s and staff. It is important for teaching assistants to have the skills to listen and respond to the views of others. It is important to respect others by taking an interest on what they are saying through body language and sound of voice. By doing this you are creating a good example for pupils who will therefore learn from you on how to communicate positively with others.
Deciding how the school can encourage pupils’ spiritual, moral and cultural development | Senior management team | Work with the Headmaster which shares the responsibilities for all aspects of school leadership and management. | Planning and directing the work of groups of individuals, monitoring their work and taking corrective action when necessary. | Teachers | Plan, prepare and deliver lessons to meet the needs of all pupils by setting and marking work and recording pupil development as necessary. | Help pupils improve education for their future, identify emotional, intellectual and physical issues which may hinder or reflect on pupils learning to their full potential. Present a caring but professional approach and to show respect to pupils and teach them to respect others.