Discussion_Post111-1697002286819288

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Charter Oak State College *

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222

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Arts Humanities

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Jan 9, 2024

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docx

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Uploaded by ConstablePartridgePerson265

Discussion Post111 A child may show destructive and aggressive behaviors at school for various reasons, such as frustration, lack of impulse control, or an underlying condition like ADHD. For example, I once saw a student who would often tear papers off the wall and throw books when he had trouble with classwork. To help address these behaviors, a teacher can set clear expectations, provide positive reinforcement for good behavior, implement a behavior management plan, enforce logical consequences, and collaborate with the child's parents and other support staff. The goal should be supporting the student in developing self-regulation skills. The activities in the video seem developmentally appropriate, which likely promotes the children's engagement. For example, the counting exercises use concrete objects and simple numbers accessible to preschoolers. The activities also meet many UDL characteristics through multiple means of representation, action and expression, and engagement. Teacher Jessi Surette seamlessly integrates fun math learning throughout the day during play, snacks, and transitions. This helps make the learning feel natural rather than forced. As a new teacher, I may struggle to incorporate learning so smoothly across all classroom activities initially. It will take practice developing a repertoire of open-ended questions, observations, and ways to introduce math concepts authentically. With time and experience, I hope to integrate meaningful learning as adeptly as Ms. Surette. Recently my small group did a transportation themed math activity using toy cars, road mats, signs and blocks. We started by reading The Little Engine That Could and talking about the trains in the story. I gave each child a few toy cars and we used the roads and blocks to construct bridges, tunnels, parking lots and gas stations. As we played, I asked questions like "How many cars can fit in the parking lot?" and "Which is bigger, the red or blue tunnel?" We also made train

tickets in the art area using shapes and colors. For dramatic play, we turned the classroom into a train station with conductor hats, a ticket booth and luggage. The hands-on activities sparked math talks about size, number, shapes and positional concepts. The teachers in the videos encouraged active engagement by providing hands-on materials and opportunities for the children to explore topics that interest them, like nature and recycling. The open-ended activities allowed children to experiment, observe, problem-solve, and express curiosities. This aligns with UDL by offering multiple means of representation through real objects, engagement through relevance to children's lives, and action/expression through hands-on investigation. In my classroom Science Center, I could provide magnifiers, nature items, measuring tools, and prompting questions to spark inquiry. Challenges may include gathering enough materials, planning developmentally appropriate activities, and facilitating active learning rather than giving answers. But with thoughtful preparation guided by children's interests, I can provide rich science experiences. Recently I facilitated a small group science activity using various textured materials for the children to explore through touch. We used items like sandpaper, cotton balls, aluminum foil, feathers, and fur. As the children felt each material, they used descriptive words like "soft," "bump," "fuzzy," and "scratchy." Afterward, we created a science display with samples of each material so the children could share what they learned with others. I arranged the materials in an inviting sensory bin and prompted the children to describe the textures to their classmates. My expectations were for them to observe carefully, take turns sharing, listen respectfully to each other, and use precise vocabulary to explain their discoveries. The hands-on, child-led activity sparked curiosity and rich language.

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