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Emotional intelligence case study
Communication in educational setting rough draft
Emotional intelligence case study
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As I wrote this assignment, I felt as though I was put in a situation of that of a normal EC teacher. I had to use my writing abilities and communication skills to make sure what I wrote could be understood by every parent, but not to over-educated nor to under educated in my writings. Trying to cram in all the possible information that a parent can utilize for dealing with child anger issues is not an easy task. Especially as a parent, I do not want a teacher telling me how to handle my child when they are angry but then there are parents who do need help dealing with their children who they do not know how to show anger. It comes down to the teacher being stuck in the middle of knowing the proper way of teaching children
Graham-Clay, S. (2005). Communicating with parents: Strategies for teachers. School Community Journal, 15(1), 117-129. Retrieved from http://search.proquest.com/docview/195462342?accountid=34899
...elementary teacher notices huge improvements with her young students. She sees how they gain confidence and language and because of her, participate and speak more in class. The upper elementary ELL teacher knows that these students require a lot of support. She feels like she really makes an impact. Her former students occasionally contact her to update her on their situation.
Growing up, I contemplated a future in the education field; I enjoyed my experiences volunteering with children and I have always been intrinsically motivated to learn. When I started college, I decided to delve into the social sciences, but I never forgot about my interest in education. The summer of my freshman year, I joined the education team through the University of Arkansas’ community development program in Belize. I worked with my co-teacher (a senior education major), and education and literature professors to create creative writing lesson plans and methods to improve literacy for underperforming children. In Belize, my co-teacher and I facilitated daily literacy skill small groups for 2nd and 3rd graders and taught creative writing lessons with 4th and 5th graders. This experience not only strengthened my desire to work in education, but also awakened my awareness of how different levels of educational privileges affect students. I recognized, however, that while I was energized by this experience, I still lacked the skills and training that would allow me to most efficiently help
Communication is a key principle when dealing with everybody, but it is extremely important when dealing with children. This research paper will explain and discuss the different types of communication that are used with kids who experience behavioral issues. This paper is to inform those who have experienced a child with behavioral issues and the different communication skill that will help them reduce anger. The audience will include anyone who wants the information on children but especially parents, foster parents, and psychology majors. This communication’s research paper will help some better understand the choices they have when it comes to dealing with children with behavioral issues.
Mariano’s second-period class, she asked me if I would like to look at the curriculum that she uses to compose her lesson plans. The Teacher’s College Reading and Writing Project is the curriculum that Mrs. Mariano uses; the curriculum is in alignment with the Common Core State Standards. After reading over the curriculum, I got the opportunity to brainstorm some ideas in regards to the future lesson plan that I plan to teach to the students. Not to mention that I also got the chance to realize that Mrs. Mariano’s curriculum, as well as lesson plan is easy to follow—this would enable a substitute (or me) to teach the lesson. Well-written curriculums, as well as lessons plans, are pivotal, especially since an educator’s main goal is to deliver a high-quality education to all of his or her
Parents are the first teachers of the students in our future classrooms. From the student’s birth until they enroll in a school program, the job to educate them is up to their parents. Once a child has started school, the job of the parent is not finished in regards to their child’s education; the role is just changing. No longer are parents solely responsible for their child’s education. Instead, parents now have a new partner, teachers. As future teachers, it will be part of our job to facilitate this relationship further and to encourage parents to be involved in not only what happens outside the classroom, but what is happening inside the classroom as well.
Educators need to know how to effectively communicate with the parents of their students as a basic skill. An important factor in communication as a teacher is being aware of the social state and economics of the community in which they teach. Language, literacy and comprehension vary in different socio-economic settings. In ‘upper class’ communities, parents tend to be more educated while ‘lower class’ parents tend not to be as educated. Their education plateau may have only reached trade school, high school or perhaps lower. Another hurdle that inhibits communication is the ability to understand English. Many families come to the United States for a better chance at a better life and have to learn the complex English language.
Anger must first be taught and understood to the fullest by the child before proceeding to the next process. The Oxford Dictionaries states that anger is a strong feeling of annoyance, displeasure or hostility. In other words becoming anger means that someone or something such as an event caused irritation, disapproval or unfriendliness. Anger is a natural emotion (Nordqvist). Since its natural it’s a given that everyone has it but does that mean anger is the same for everyone. Children lash out on the small things like not getting cookies or cutting in line. Proper techniques can teach children how to control their anger and not lash out. Anger ranges from mild irritation to rage (What is Anger) knowing this parents and teachers are safe when it mild because it can easily be control but are they willing to take a risk with surround students or kids when its rage. Personally the author wouldn’t take that risk. The surrounding children should be blamed or at fault when a child acts out. Every person has pet peeves so this obviously means that something can tick them off. Some people just have a better handle of their emotions compared to others. Just because something irritates a person doesn’t mean that it irritates the next person. Technically speaking adults have lived longer than many children but just because their older in age doesn't mean they are wise in knowledge. A parent can beat lessons or skills into a child but if the parent doesn't follow their own advice how can a child do so.
Great teaching requires sacrifice and consistently puts the development of the child first Esquith, after teaching for over 30 years and writing several award winning books, exemplifies this child centered philosophy of teaching. His purpose is to share his dedicated and selfless approach to teaching with teachers, in the hope that they too, will be inspired ‘to teach like their hair is on fire.’ He believes that commitment to each individual student is essential. As a role model, he stresses the importance of being dependable and providing an atmosphere that is safe and that promotes the love of learning. He focusses on values and teaching his students to respect themselves and others, to be kind and to always work hard (Esquith, 2007). With Esquith’s simple motto of, “be nice, work hard and there are no shortcuts, in the classroom” (Esquith,2007), it is easy to see why his students are so happy and successful.
Sometimes a student is successful in one area and having difficulty in another or a student has trouble using their words to communicate and becomes aggressive. At this center, the teachers have the tools to assess each child and the parents are interested in knowing the strengths and supports their child needs. The article Understanding Families, states that there should be “opportunities for families to discuss their beliefs about their children, what they want for their children, and how they support their children’s development” (Christian, 7). As conferences occur every 6 months, parents also communicate with the school and teachers via email and during drop off and pick up times. Another great example of parent communication is in the article Building Bridges from School to Home. The teacher builds relationships with parents by getting them to understand the areas that their child struggles and continues to strive in. Making sure they know that their child will master these skills when they are ready (Lawrence-Lightfoot, 2). At Staples Child Care Center, all teacher will assessments and observations about the child and a few suggestions that the child will benefit
Educators today, recognize positive influence of parental involvement fosters higher student academic achievement levels (Danielson, 2006; Jacobs & Kritsonis, 2007). One crucial element of parental involvement is effective communication between parents and teachers. Research show parents prefer to establish informal relationships with frequent open and non-judgmental exchanges with their children's teachers (Eberly, Joshi, & Konzal, 2005). Accordingly, this article is to explore key research-based recommendations for school administrators and teacher leaders to identify and overcome communication barriers with parents.
Teachers must work effectively with parents to support the children within their class. ‘Young children achieve more and are happier when early years educators work together with parents’ (Whalley, 1997, p.ix). Practitioners and parents and carers working together, will help boost children’s self esteem. Parents have expert knowledge of their child, therefore, communicating well with their childs teacher will help to ensure that the child’s needs are met (Myles, 1997, p.63 in Whalley). Parents can be very beneficial, when working with teachers, to explain childrens behaviours. (Knowles and Lander p.236) For efficient assessment in the classroom parents, teachers and pupils all need to work together (EADSNE, 2012, p.7). On placement the support of parents was recognizable. Attending a parents evening, it was clear that the children’s parents who were interested in their children’s learning, were those of children making greater progress. Those parents that did not show interest or attend were those of the children achieving lower than their expected levels. The parents encouraged and supported their reading and writing skills in the home.
Throughout my adult life and higher education becoming an elementary school teacher has been a goal of mine. Growing up I spent time in my mother’s classroom observing what it takes to be a teacher. It wasn’t until I started college that I realized what it really takes to become a teacher, and I realized that I wanted to become an elementary school teacher. In September 2015 I started working at a daycare with children from the ages of six months to twelve years. In that setting I learned how important it is to have a connection with the children, also including their parent. In my job I respect the children and listen to their thoughts and opinions, and in return they show the same level of respect, if not more. When being a teacher there must be respect between the teacher and the student.
We spoke about the important people in the classroom which includes the child’s family, the child, and the teacher. The family is not physically present in the classroom each day. However, the children are products of their home environment, and the relationships
...e parents explaining what is going on in the classroom and upcoming events that parents can attend. (Hopkings)