The group of students is divided into two groups, based on their entry-level skills. Two of the students that need constant prompts or cues sit at a table with the paraprofessional. The other students are seated at tables with a peer to assist them with transitions. However, the other four are seated within proximity, to where the special education teacher sits when she is in the classroom. The student that has a calculator always keeps it on top of his table, and the paraprofessional is constantly reminding him to use it.
I noticed an Accelerated Reading section in the back corner of the room where students could take tests without being interrupted by other students. There were several different academic posters all over the walls for students to reference to during lessons. I noticed a small group section in the front of the classroom where two students were sitting during my observation. The classroom rules were posted on the side wall where students were easily able to see them. The organization of the room allowed for successful learning and definitely attributed to successful classroom management.
• Youth/activity club- young people aged 11-16years. • A reception class/ks1 class in primary school. • Crèche- children up to the age of 5years. For a young child the environment is particularly important. For example, the size of the classroom and outdoor play areas, the colours of the walls, the type of furniture and flooring, the amount of light and the number of windows all influence how children learn.
Competency Statement 1 I believe a healthy and safe learning environment is the up most important aspect of any child care program. I designed our infant / toddler room with this age group in mine. Our main objective was to create a comfortable space for infants and toddlers to play and learn. Our furniture is smaller to allow use for mobile infants to learn the skills of sitting in a chair properly and what the table is used for. We create posters that have pictures of our activities that the infants and toddlers have done throughout the year.
! ! Stillman’s home daycare is a two story house very spacious in and out the house. Inside there is plenty posters, and pictures about learning new things hanging on the walls. There are numerous fun games as well as learning games to play inside the house.
Pictures: Pictures are used alongside words to make communication more easier and understandable. In fact in my placement school, the reading scheme that is used starts the children off with ‘picture only’ books so the children are encouraged to talk about the pictures in the book and make their own story up and ask questions. Technology: Computer programmes (apps and games), interactive whiteboard, story tapes, cds are all ways of stimulating a child’s communication development. These days a lot of programmes are interactive and children can hear and respond to different applications made specially to help develop their
This makes the children feel safe, happy and secure during their time at school. Teachers play a critical role in creating a positive environment for children as children look up to teachers as a role model and expect them to create and environment which they can feel relaxed and happy in. The physical appearance of an environment is also important for creating a positive environment. If the room creates a happy atmosphere the children will be more likely to work and enjoy their time at school. A way to make the classroom seem a happier atmosphere is to decorate it as if it was a room at home; you can do this by using bright coloured paint on the walls such as red, green, yellow and blue.
The infants were observe from a distance. I observed them from my desk while they were playing in the room with their caregivers and professor Matheson and also with each other. Professor Matheson knows Jesse’s mothers from her neighborhood and Jason’s aunt is our classmate. Professor Matheson placed baby and toddler toys on the mat floor, such as a ball, a doll with baby bottle and blanket, phone, shapes, stack cups and rings, blocks, a choo choo train, squeaky duck toy, elmo’s music toy and two children books. At first was just Jesse in the classroom but after 20 minutes the other toddler arrive with his caregiver.
* TTW explain to students that they will need to pay attention o the story so they can know what colors to mix. Procedures * TTW instruct the students to gather around the carpet sitting in their assigned spaces, criss cross apple sauce with hands in their laps, and with their listening eyes and ears. (1 min.) * TTW begin reading the story (10 mins) * TTW then discuss the story with the students afterwards. (5 mins) * TTW ask students to predict what they think they will happens to the colors (2 mins) * TTW break students into groups and have them sit down in their assigned spots (5 mins) * TTW explain to the students that they are going to do a mixing color activity ( 5 mins) * TTW pass out each child a bag of shaving cream, and a sample of two paint colors ( 5 mins).
There is a role play areas within the classroom and in their secured outdoor play area. There are designated areas for tables and chairs where they will follow guided activities. These tables and chairs are created to accommodate the size of small children entering into school for the first time. Under the guidance of the class teacher and following the foundation phase, the children are allowed to roam freely from one area to another within their classroom space. Although their equipment and surroundings will appear big at first it soon becomes apparent just how small everything is in the lower school ( age 3-7 ) compared to the upper school ( age 7-11 ).