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Early years/ childhood stage of development
Early years/ childhood stage of development
Early years/ childhood stage of development
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Zaina was observed in her classroom at the Pre-K Center on Washington Street in Newburgh. There were 18 children in attendance along with one teacher and her assistant. The children were seated in a circle on a rug when the observation began. Zaina was sitting quietly with her legs crossed. The teacher asked the children to identify 3-4 letters of the alphabet. The children called out the letter Z, and the teacher asked whose name started with a Z. Zaina raised her hand. She then stood up and placed her name on the job of “Line Leader.” She quickly went back and sat on the rug. The teacher then asked the class to stand up for the Pledge of Allegiance. Zaina quickly stood up and joined in by reciting the pledge, but about half way through, she started to …show more content…
She then returned to sucking her thumb and twirling her hair. The teacher then looked at the calendar and said it was Thursday. Zaina said, “Thursday.” The teacher then counted out the days. Zaina initially just watched. When the teacher got to ten, she started to count with the class and counted to 29. The teacher then announced they would play the Lollipop Game. The teacher demonstrated by singing the song and giving out lollipops. When she got to Zaina, she asked if she wanted a lollipop and what color. Zaina answered, “Yes, orange.” The teacher asked her to say, “I would like the orange one” and she repeated this. After the teacher handed her the lollipop she said, “Thank you.” The teacher then handed all the Lollipops to Zaina and asked her to give them out. She sang the Lollipop song as she moved around the circle. She stopped in front of one child and asked, “Would you like one? “What color do you want?” the child requested yellow and she gave it to her. She repeated this two more times. The teacher praised her for knowing and singing the whole song. She gave out two more lollipops and then the teacher asked her to sit down. She complied and watched as other children took
The central issue with the general education classroom teachers and Ms. Isabelle is that they were so willing to push Juanita onto Ms. Isabelle and not put any real effort or make changes themselves. That dealing with Juanita was a hassle that they were overall not willing to put up with, and that Juanita be put in special education even though she did not fit statistically wise.
At 9:30 am, observation last 10 minutes. Kevin was in the sink area. He just finished washing his hands. The teacher called Kevin to go sit in circle time. All the other children were already sitting down in the carpet area.
The superintendent and principal are stymied in their efforts to reach a compromise as Mrs. Durnitz refuses to change her position that the policy must be followed to the letter. She appealed to the teachers’ association for support when it appeared that the administration and board might not uphold her position. The local newspap...
In the biomythography, Zami, by Audre Lorde, Lorde uses specific scenes to highlight arguments running throughout the text. The epilogue is Lorde's reflection on her life and emphasizes many of her struggles and ideals about life. Lorde uses this final place in the book to show the reader how her journey throughout life gave her the ability to define a home. This passage emphasizes that Lorde faced many hardships, especially the challenges of self-integration. Lorde, was a minority in every group that she belonged to. Because of this, Lorde had trouble with both fitting in and defining herself; it was not until Lorde became confident in being different that she could find a true home.
At 9am the teacher started reading a book titled “Go, Go, Grapes: A Fruit Chant” by April Pulley Sayre. The students were sitting on the rug all facing the teacher. The teacher opened the book and asked the students “who knows what this is?” (pointing to a picture in the book). Many of the students called out and said cherries. The teacher started reading the book. The students begin moving around on the rug and talking to each other. The teacher then interrupts and says, “I’m waiting… still waiting” until all the children had calmed down and drew their attention back to the book. After a few pages of different fruits a student called a lime a lemon. The teacher then explains that they are different fruits and you can tell by their color. She finishes the book and asks the class “what is one example from the book you remember?” and most the students’ hands went up in the air. The teacher calls on students and they repeat a fruit they remember from the book. After all the students with their hands up are called she asks, “what is different between a fruit and a vegetable?” no student answers so she rephrases her question. “what is on the inside of fruits that are not in vegetables?”. One student calls out “seeds”. The teacher then gets a
The students could hardly sit still during penultimate period the day before the long Columbus Day Weekend. The school was gearing up for the annual pep rally held during the last period of the school day before the Columbus Day Weekend. Lots of Calvary Hill teachers would stick it to the students before long weekends and vacations by giving tests and quizzes, others would give up the instructional time and let the kids watch a movie. Peter didn’t test or let the kids waste time with movies, he structured the time with games of Jeopardy and other fun activities that kept the kids engaged and thinking about the content material, while still having fun. When the final bell rang, the students could hardly believe that the period had flown by. They gathered up their materials and headed for the door.
As an AP Language and Composition student, I am writing to you regarding the issue of keeping Zeitoun in the curriculum. Over the summer, rising juniors were required to read Dave Eggers’ nonfiction narrative Zeitoun, which depicts a Syrian-American man who faced the injustices of the government post-Hurricane Katrina. However, a recent change of events has raised a question if the circumstances of domestic violence, premeditated murder, and stalking by Zeitoun may have affected Eggers’ purpose when writing Zeitoun. Due to its ability to spread awareness of the injustices post-Hurricane Katrina, Zeitoun should continued to be read in the AP Language and Composition curriculum.
He gets up and jumps up and down saying “ribbit ribbit”. He goes to the bathroom and comes back with wet pants, the assistant hands him a new pair of sweatpants to wear but he moves his head side to say, saying “no it has a hole”. Girl in white and blue sweatsuit sits next to teacher the majority of the observation period, she is holding crayons on her hands and gives them to the teacher when she asks for them. She gets up walks around the table and looks over the other children’s shoulder, she holds out one crayon with her right hand to a
Introducing myself to Mrs. Smith the classroom teacher, and Mrs. Brown the teaching assistant; I explained that I will be observing the classroom. Mrs. Smith informed me that the name of the program is County Unified School District First 5 Pre K Academy, there are 12 elementary, 7 schools that have this program; a goal of the program is to have the other 5 elementary schools with the program. They are also part of a few other programs that make this program possible for the students: Color Me Healthy, CATCH, and First 5. Each of these programs have a high impact on the program, they help in their own subject of the program. This Pre k program is offered to students’ age 4-5 years old, and it is based on a first come first served basis.
A bead of sweat trickled across my neck like an ice-cold drop of rain running down a windowpane. I stood anxiously, juxtaposed to ten of my fifth grade classmates on a dusty six-inch high platform, each of us in our lint-free suits, as I stared forward to meet the unforgiving eyes of the students and teachers of Main Dunstable Elementary School. A steady stream of parents entered the gymnasium, and I heard chatter as parents and kids conversed noisily with each other. I felt my throat tighten and wished for the emcee, Mrs. Paradis, the principal of our school, to take up the microphone and begin the ceremony.
For my classroom observation I had the opportunity of sitting in on an 8th grade regular education classroom at El Sausal Middle School around mid February around 8:50 am located in Monterey County. Upon my arrival I was asked to sign the visitor sign-up sheet and for some peculiar reason I experienced déjà vu. I was taken to the days and times I came into the office seeking to talk to my counselor about my grades or classes to take for next quarter. In my opinion I felt unidentified since the office had new staff members and my previous counselors couldn’t retain information of who I was. One of the staff members was the one to assign where I was to observe. I couldn’t retain myself from expressing to the staff member, “those murals were not there when I attended this school and that looks different” I’m still unsure if I really want to enter the teaching profession. On the other hand, I am curious about the opportunities I could pursue with the profession, except I took this course with an objective to succeed and open the door into the teaching career.
I observed at St. Eve’s Learning Center location in their preschool room. The center has a naturalistic feel to the environment and all of the staff is friendly and welcoming. The classroom displayed best practices, modern theories and research, and followed expected standards set by their accreditations.
It’s Wednesday and a mother just kissed her son goodbye as he walked into the classroom. The mother walks back to her car and proceeds to work. Her son has Down Syndrome, but attends a private school where special needs children have their own classroom. Her son Alex loves going to school to see his friends, like any child would. With having Down Syndrome, Alex has some rough days in the classroom.
As part of the module practical teaching programme, I have been helping out in the homework club of an inner city primary school, one hour per week for the past twelve weeks. All in all I think I it was a very interesting experience and very beneficial in terms of my learning as a teacher. I had a number of valuable experiences and below are two of the most important in my opinion.
In electing to observe a kindergarten class, I was hoping to see ‘real world’ examples of the social development, personality types and cognitive variation found within the beginning stages of “Middle Childhood” as discussed within our text.