For my behavior management observation hours, I had the privilege of spending the day in a three year old preschool classroom. This was a different experience for me because I am used to observing at the elementary age level. When I contacted the teacher about observing, she was very welcoming and suggested I come in on a party day. I was excited and nervous to see how exactly a three year classroom would be managed and to my surprise, it was managed very well.
I decided to go in early so I could talk more to the teacher about what all was going on that day. She said that the children have really come a long way and that it was a little challenging in the beginning. She gave me a heads up on a child that did have behavior issues and said
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that since it was a party day, he may have no issues at all. When the children arrived, I could tell instantly the loving bond the children had with their teacher. After giving the teacher a hug, the children knew what to do when they arrived, which went really well. Each child had their own seat at their table and to my surprise, they knew exactly where to sit and began working on writing their name. This was a time that the teacher would talk to each child and build that relationship. After practicing writing their name, the teacher asked the children to get their picture off of the wall and wait for centers. The children were a little loud, but I had to remember that they were only three and they were doing what they supposed to. Once everyone had their picture, the teacher split the children into groups where they went to a certain center. The teacher reminded the children appropriate behavior at the centers and when the bell rings, they are to switch quietly to the next center. During centers, I went around to each to get to know the children, and this was such a joy. It was so much fun getting to see them interacting at such a young age. When the first bell rang, the children knew exactly what to do and to my surprise, switched centers very well. When it got to the second switch, the child with behavior problems the teacher told me about, starting getting a little agitated. The teacher pulled him to the side and talked to him before his behavior got worse. I watched as she was talking to him and you could tell she really cared and wanted to know why he was getting upset. After talking, the child seemed to do much better at the centers. After centers, the teacher told the children to put away their pictures and line up for a bathroom break. Before going into the hallway, the teacher remind them to make bubbles in their mouths and show their ducktails. I thought this such a smart and cute way to get the children to keep their mouths closed and hands to themselves while walking in the hallway. After returning from the restroom, it was time for snack time. Again, the children knew exactly where to sit and waited patiently while the teacher and I gave them their snacks. The children socialized during this time and again, the teacher talked to the children about their day so far. After snack it was time for the children to go outside and burn off some of their energy. They lined up the same way they did for the bathroom, and the teacher led them outside. While outside, the children seemed to play really well together and the teacher played with them instead of just sitting there. After playing outside, the teacher led them back inside and praised them on how well they behaved outside. During story time, each child had a spot on the carpet where they sat.
I could tell the children were getting tired because they were very fidgety. All the teacher had to do was look at them, say their name, and they knew to sit crisscross applesauce with their hands in their fishbowl. After story time, it was time for lunch and naptime. When it was time for naptime, one child did not want to take a nap, so the teacher sat beside her and rubbed her back until she fell asleep. While the children were asleep, I helped set up for the party that was being given once they woke up from the nap. The party went really well and the children behaved great!
Overall, my experience in a three year old classroom went really well. I was honestly shocked on how well-behaved the children were. I wish I could have had the opportunity to observe at the beginning of the year so I could see how the teacher sets her expectations. I believe the children behaved so well because the teacher really interacted with the children and built that personal relationship with them. I believe this is the key when it comes to managing a well-behaved classroom and I look forward to using a few of her procedures so I too can have develop a great behavior management
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Overall, I was very impressed with the infant room I observed. To start off the day, the teacher warmly welcomed all of the children and parents. The teacher asked the parent how their night was since they left the daycare the night before, when they ate last, had a diaper change, and when did they wake up. I made me feel like the teacher really cared about the children even when they where not in her care and waited to make sure everything went ok at home. All of the personal care routines where fallowed and the teacher where constantly washing their ha...
There are many key components to shaping a young child 's life and could be better implemented through professionalism. I like to reflect back to the “Children See Children Do” video, which clearly proves children imitate/learn verbal and nonverbal cues from adults. As a teacher, it is necessary to be the best version of yourself everyday, in order to pass those actions along. This not only affects a child 's ethics but it also generates better behavior which affects the parents lives in a more positive way outside of the classroom. This module has taught me many different techniques when working with a misbehaved child. For instance, I plan to use self awareness in my classroom to keep a positive tone and eliminate poor body language. I will also use breathing methods for children as well as myself to establish a well-rounded classroom. Professionalism is such an important role in shaping our young child 's lives and it deserves to be stressed more which will in turn create a better learning
There are primarily three developmental class levels within the center. Each developmental level has two to three classrooms. The first level is the infant room where children range from six weeks old to 18 months old. At this age children learn best through play and most interact well together. While in this stage they eat and sleep on request and each infant is kept to their own schedule that best suits the parents and child, where in the rooms that precede this all the children are primarily on the classroom schedule. Once the infant turns 18 months old they move onto the next level of class which is the toddler room. The toddler classrooms accommodate toddlers from 18 months to three years old. In the toddler classroom is where we start to see children struggling. Many kids in the class are already stating their colors,...
Always need time to communicate with the parents either formal or informal so we can build trust and be cultural sensitive. We can also provide parents with support and education with whatever the child’s needs might be. For the children we help them understand the language and reasoning skills. Math and numbers can be taught is so many ways through play that the children won’t get stressed. Nature and science when we provide them with things that are naturally in their surroundings they get a chance to investigate. Promote acceptance of diversity and do things to help all the children learn something new and interact with different activities when sharing their
Overall my time in this preschool classroom met all of my expectations based on best practices. I feel that on a typical day when it is the primary teacher or teachers, the room meets the expectations of best practice, NAEYC, ECERS and state standards. Once meeting the teacher, you are able to tell that she is up to date on her research and theories about children and early childhood education. The teacher truly cares about the children, their education and their future.
This class added to my knowledge of working with children such as I usually pay attention and have active listening when children talk to me that also help me to meet children’s needs. I also feel more confident to speak up at
As a teacher in early childhood development, I believe that the teacher skills and personality influence how children understand, observe and react to the classroom environment and the world around them. Even though part of teacher responsibilities are academic, daily interactions that encourage social, emotional and physical development are important. One of a quality effective early childhood educators’ characteristic is that they should have patience.
...ave found that if I allow the children to move at their own pace that our day goes smoothly. There are days that we may not get to a planned activity but we are always learning and growing daily. As the facilitator of the group my job is to show students where to look but not what to see (Alexandra K.Trenfor).
The evaluation form that was used to evaluate a classroom teacher’s performance is a rubric used by the school district (Hillsborough County Public Schools, 2012).
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students.
This is a time of rapid physical growth and development. Primary grade children are very active and have difficulty in sedentary activities during the learning process (Snowman, McCown, & Biehler, 2012, p. 80). Think about when you have seen children out at recess in the primary grade level. These children look like they are running around like wild animals. They have so much energy built up and need to release it. When children participate in sedentary activities they must release energy and a lot of times it is in the form of nervous habits. This could be for example pencil chewing, fingernail biting and just general fidgeting and being antsy (Snowman, McCown, & Beihler, 2012, p. 80). You will want to try to avoid these behaviors, because they may become distractions for the student, other peers, or even you while the learning process is going on (Madsen, Hicks, & Thompson, 2011). Try to avoid situations where students are just sitting at their desks for long periods of time. At this age children need frequent breaks and time to get up and move around (Howell, Sulak, Bagby, Diaz & LaNette, 2013, p. 16). This could even be done by having students take items to your desk or baskets, just something to get them mov...
Observation, combined with anecdotal records, is essential, especially in the early grades. By observing and keeping track of these observations, teachers are able to tell a lot about their students. For example, they can see how they interact socially with other peers as well as how well they carry out a given task. I am inclined to be an early elementary teacher, in grades K-3. The first years of school are my ideal age group. The early childhood stage is a time when children develop the most. They are developi...
I attended a second grade class at Smallville Elementary on February 22, 2014; the class began promptly at 0855. There are 26 children in this second grade class. There are 15 male students and 11 female students. The student diversity is 2 Hispanics, 1 African-American, 1 East Indian, and 1 New Zealander (White but with an extreme accent). Three children were left-handed.
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.
As stated earlier, I believe Classroom Management is the key to how learning can take place and students can feel safe participating. I hope to create an environment that is conducive to learning and involves all my students. I believe the most important part of classroom management is not the behavior problems but creating a good rapport with the students, encouraging them to succeed and setting high expectations for them. As well as using an engaging a curriculum, I believe you can create this environment and it will limit the behavior problems in your classroom from the