Common Behaviors in Young Children Three of the most common behaviors in young children that the teacher might consider for modification or replacement include: Talking to friends or doing activities when the teacher is asking to pay attention. The student neglects this request for attention and directs his actions towards other activities that he knows will be observed by the teacher, this is a form of requesting attention
We communicate to persuade: It means that we want someone to do something and this desire of ours is communicated. The mother patting the child to stop crying, the advertiser displaying a model in a new T-Shirt and the politician haranguing (urging) his audience to vote for him are all having the same objective of persuading, while communicating it differently. 2. We communicate in order to give or provide information: The science teacher demonstrating an experiment, the bank announcing a reduction in interest rates and the finance minister, presenting the budget are all communicating to provide information. 3.
Assessment in Kindergarten Teachers are one of the first people students go through for knowledge. As a kindergarten teacher you want to make your students understand what they are doing, to do so, teachers need to assess for understanding. Teachers test students in a variety of ways. As a kindergarten teacher you want to assess students by making observations of what you see and also by saving paper works such as a portfolio to keep track of how they are progressing. There are three different methods used to assess student knowledge: diagnostic, formative, and summative.
TDA 3.1: Communication and professional relationship with children, young people and adults 2. Understand how to communicate with children, young people and adults 2.3 Explain the main differences between communicating with adults and communicating with children and young people. Communicating with children : - Communicate clear ,concise and appropriate to their ages, needs, abilities by using words and phrases they will understand - actively listening to children - positive respond - asking and answering questions to prompt responses and check understanding - adapt comminication to their language or sen - concentrate what child is saying - use not only verbal but non verbal communication skills like smile, nodding , eye contact etc. - Praise and encouragement - Give support while communicating with children Communicating with adult: - use language that will be understood - maintain professionalism and support to other adult - make an eye contact and other non-verbal skills - respect other ideas even if you not sure about them - you can use other forms of communication: written like email, letter, notices, text. - Avoid assumptions about adults (backgrounds) - Summurise and confirm key points to ensure that you clear on whats happening - Resolve areas of poor comminication by disscusing them.
How will you react when the children say that they are missing the former teaching assistant? 4. How might you encourage them to accept you as a member of the school community? Task 3 [1.3] Complete the table below by explaining how you would communicate with, and relate to, each of the groups of people according to the circumstances. |Context |Circumstance |How would you relate to others in this circumstance, and how would you communicate | | | |effectively?
This unit covers communication issues which learners may themselves have experienced, such as, urgently seeking information only to find that they are unable to understand what they have been given because it is full of jargon and technical terms, or struggling to explain what they need or want, finding it hard to choose words to make the person they are speaking to understand. They will learn that this could be how a person seeking support or information from a worker in one of the four sectors of children and young people’s workforce, health, community justice and adult social care could feel if the worker they were dealing with was not able to communicate effectively with them. Learners will also consider why and how organisations in the four sectors share information and work together to support and help individuals and communities. They will look at how the organisations in the partnership decide what information needs to be shared and when and how it is shared. Learners will also look into how information about individuals should be recorded and might be passed between different organisations or within teams, why this is necessary and what may happen to that
1). The teachers are the narrators and the students are programmed to memorize the narrated content. “Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into "containers," into "receptacles" to be "filled" by the teacher” (Freire, 1993, para. 4).
Project CONNECT Center for Psychological Services St. John's University Seton Complex 152-11 Union Turnpike Flushing, NY 11367 Agency Contact Samara Montilus, Graduate Assistant Smonte0989@gmail.com Nature and Purpose of Agency Project CONNECT is a research program where parents and children agree to participate and fill out surveys on thoughts, feelings, and behaviors. Project CONNECT teaches children ways to manage their anger and fears and parents how to handle their children when they disobey. Project CONNECT shows families how to talk about stressful events and strives to assist families with getting along with each other, feeling less stressed, and helping children make better choices. Please see www.stjohns.edu/projectconnect
1). The teachers are the narrators and the students are programmed to memorize the narrated content. “Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into "containers," into "receptacles" to be "filled" by the teacher†(Freire, 1993, para. 4).
Unit TDA 3.1 Communicating with adults | Situation | Verbal communication | Non-verbal communication | Team meeting | | | Dealing with an angry parent | | | Giving information to a parent with EAL | | | Greeting a colleague with a hearing impairment | | | Communicating with pupils | Situation | Verbal communication | Non-verbal communication | A 6 year old has fallen over in the playground | | | A Year 8 pupil is being disruptive in class | | | Giving an instruction to a pupil with autism | | | Checking the understanding of a pupil with a speech impediment | | | A Year 11 pupil is concerned about their exams | | | 2.2, 2.4 Consider the types of situations in which you may be communicating with adults and pupils. Complete the table to show how you would use both verbal and non-verbal communication in different situations. Unit TDA 3.1 3.1 Summarise the main