Competency Statement III To support social and emotional development and to provide positive guidance, I will supply children with an emotionally and physically safe and secure environment in which they will thrive, being able to develop their own sense of self. I will do this by smiling and greeting all children and their parents each and every morning. I will always address each child by their name. I will make sure every child gets some one on one attention when I can express appropriate physical touch and enjoyment in them being in my classroom. I will get to know each child, establish relationships with parents, and support their strengths as well as their needs.
Already, I can see that they interact with the children in a great deal, confirming that this institute of learning takes the education and love they put into the children very serious. I have to admit, I was impressed with all the smiling faces in the pictures and all the positive images in the collaged artwork. This made me very curious of what the classroom setting would be like
Although she is very vocal with her opinions, in class, no one notices her not even the teachers… until one day, the class is going around sharing what they would like to be when they grow up. When the question gets to her there is brief moment of silence. After a lengthy pause, Kiki simply says “dangerous.” After this encounter, Ananka finds herself going out of her way to stalk Kiki Strike. When a few weeks have passed, Kiki reveals to Ananka that she knows that she’s been following her. Soon after Kiki asks Ananka to meet her for coffee on a scheduled day and time.
There has to be some kind of system to let the students know how they are doing (383). In this essay Mandrell presents her trial of testing the non-grading system and whether the students have the drive to learn the curriculum set by the teachers. Mandrell’s own account starts in her high school senior AP English class. Mandrell noticed how most of the students were wishing that they still had junior English class. A handful of students mouthed off about how their junior English teacher, Mrs. Thornton, hardly ever gave out hard assignments.
Ms. Smith encourages interaction when students fail to pickup graded homework assignments and need to ask for them after class. This practice helps provide an opportunity for Ms. Smith to interact with the student regarding their homework. Ms. Smith encourages feedback by promoting students with the use of an appeal process when they believe a mistake has been made on their homework. In a second grade class, Ms. Smith’s homework policy would not be developmentally appropriate in its entirety. Verbally explaining and sending home copies of a homework policy would be appropriate for a second grade class.
The technical convention of close-up shots is used to show the importance of education through the facial expressions which show desperation, anger and joy of the families of children applying for charter schools. During the final scenes of the documentary, we learn that some children were accepted and some were not. This makes the reader sympathize with the children who were not accepted. The symbolic convention of body language is used to show the importance of education through Ruby’s actions in the isolated classroom. On the seventh page of the book, Ruby is focused on doing her work in an isolated classroom; Ruby seemed to ignore the fact that she was isolated and fully immersed herself in her textbooks.
Another way that this homework policy helps promote positive social interaction inside a second grade classroom is when graded assignments not picked up within two days should be discussed with the teacher. This discussion allows the student to explain the reason why the homework was not picked up and provide valuable opinions as to how this problem can be prevented in the future. A2. Self-Motivation The homework policy also includes that students buy a day planner and use class time learning how to use it. The use of the day planner promotes self-motivation because the students are learning how to manage their time in school and at home to be able to complete their homework.
As I arrive to do a days work in my setting I first start by setting up different activities for the children that are due to turn up for nursery, I take the children’s individual needs and abilities into consideration when setting up these area’s. As I do this I think about what needs to be put out for all the children to be able to take part in the morning session, once I finished setting up the classroom it was time to go let all the children into the setting. So I went over to the door that the children come in through and I greet them all with a smile and ask them politely to put their coats on their pegs and to come into the classroom, the children came into the classroom and sat on the floor ready for me to explain what activities where
How Technology Changes Thinking Back in the day our parents taught us how to walk and talk, and the next step after that was the alphabet in order for us to start connecting so that we could read. As soon as school starts the child learns how to manually count. To manually count means to count with their fingers, blocks, toys or anything to increase their brain activity. This way the child will not have to rely on a calculator because their brain automatically does all the calculations. But what if a piece of technology interferes or even reverses that early learning?
She is currently is a special education instructor in Livingston County, Kentucky. Cell phone are a distraction. In her essay Fortner informs the reader what children use there cell phones for, “Along with brief calls to their parents and hours spent texting their friends, kids use their cell phones to listen to music, play games, and watch videos”. In the classroom setting students are supposed to pay attend to the instructor and the subject at hand, not play Angry Birds on their iPhone. Children will also use their phone to text to each other during class via texting.