A Head Start Preschool Room

The Assertive Discipline Model is a model that comes under the Management Theories. The two main theorises behind this model if discipline are Lee and Marlene Carter, the husband and wife duo have put thousands of hours research into helping perfect this model (Allen, 1996). They see the Assertive Discipline Model as being an approach that is direct and positive; it allows the teachers to teach and the students to be in an environment where they are able to lean to their best ability (Allen, 1996). The Carter’s model of Assertive Discipline relies on the teacher to punish unacceptable behaviour in a way in which will deter the child from repeating this behaviour again (Allen, 1996). A key point that Carter and Carter make in their model of Assertive Discipline is that the behaviour that is expected in the classroom is well known, there are warnings given to the students about their behaviour reminding them what is expected of them and then it is expected that the teacher following through with the consequence that adheres with the incorrect behaviour (Konza, Grainger & Bradshaw, 2001). Teachers using the Assertive Model will under no circumstances tolerate students that disrupt them the teacher, or other students from learning (Konza, Grainger & Bradshaw, 2001). The consequences for students that have misbehaved must be clear and concise so that the students themselves have a clear understanding of what the punishment is and what the behaviour is that

In this case study, first year third grade teacher, Maggie Lindberg, is having trouble controlling her class. The children are well-behaved during their art period. However, when Ms. Lindberg is in charge, they are highly uncontrollable. They talk when they are not supposed to talk and they don’t listen to anything that Maggie says. There’s supposed to be a nature walk/field trip and Ms. Lindberg’s class has yet to complete the task.

Day two, I observed the four and five year olds. This class was made up of nine children. I arrived for the start of circle time. This age group is a lot more interactive and seeks more approval from adults and peers. The children said the days of the week, months of the year, the colors, and numbers and signed all the letters of the alphabet. One of the boys struggled with this. He was watching the other kids for guidance. The teacher told me that he was new to the program and was still learning everything. One boy joined the group late and one girl moved her chair to sit by him. All the children greeted him by name. Another girl was having a hard time paying attention and wasn’t engaging with the class. The teacher had to stop many times to address her and get her attention back with the rest of the class. She was warned that if she didn’t stay in her seat and pay attention that she would have to sit at the table by herself. Another child came in late and was again greeted by the class. She was very shy and was clinging to her mom. She eventually joined the class and her mom left. At one point a boy put his feet on another boys chair during circle time. The boy

The Conscious Discipline program was designed to help adults change the way behaviors are addressed in the classroom. Instead of looking at a difficult behavioral situation as a negative experience, Conscious Discipline trains adults to address the situation as a learning experience for the children. In turn, children learn how to self-regulate the

Taking what happened in the interactions and decided what category of class management was being utilized out of our possibilities. Also, how Junie B. reacted to each style of teaching whether is was a positive or negative interactions and whether it had a positive or negative reaction correlating with it. After deciding what our topic was going to deal with we decided to pull examples from real life that also illustrated our main ideas, so, the group also pulled examples of classroom management from bulletin boards seen in classrooms at the schools Raymond F Brandes and Creston that included clip system of disciplinary action, expectations of reading comprehension in grade levels, and a smiley to frown face disciplinary system.

In early learning environments, children acquire knowledge and develop cognitive, social and emotional, physical and language acquisition skills in the content areas such as language arts, math, science, and social studies in a variety of ways. It is up to the teachers to plan and implement in-depth studies of themes and topics that are meaningful and relevant to the children, being sure to address the development of the whole child while integrating all of the content areas. In the physical classroom the environment should provide students with hands-on opportunities to grow and develop skills, gain knowledge, and have fun as they explore carefully designed learning centers. They should be provided with materials that are related to

Hi everyone, I am observing on Wednesdays from 8-10 and Fridays 3-4 in Cuesta Children’s Center Preschool 2. I believe a child’s environment can affect their mood, social skills, ability to learn, mental health, and physical health. These essential elements need to be meet or it will affect their adult lives. I feel the Cuesta Center does a remarkable job of offering all of these, and has wonderful transitions throughout the day. I enjoy observing the teachers modeling acceptable class room behaviors, asking open-ended questions while using descriptive language to help to expand children’s speech, and they were engaged in the children’s presents. I was engrossed with how the class offers multiple opportunities for children to broaden their

I observed in the preschool class for two hours, there were a total of 12 children in the class Most of the kids that are in the preschool class were four years old, but there was one five year old. When I first arrived at the preschool, the kids seemed very shy towards me and they did not seem like they were very sociable. I was a stranger to them, and I would have to guess that all of the children were experiencing a little bit of stranger anxiety. I talked to the teacher about how the children reacted to all “strangers” She said that the children often become very uneasy. As I sat down to observe the children, I noticed one thing right away. The boys in the group were very wild and rambunctious, and the girls seemed to be shy and

Parents and Staff: Everyday written report was given to the parents for mealtime and diapering log, there was Family Board Bulletin where milestone moments of each child were posted. Both teachers in the class communicated well with each other. The director(Kelly) was very helpful and supportive to all her staff members. At this time, they are short of staffs but Kelly is accepting new applicants. When new teacher is accepted she/he will undergo orientation first before working with

Hoffman, Hutchinson, and Reiss discuss their study and findings on whether or not Conscious Discipline can help ameliorate students’ difficult behaviors. Conscious Discipline, created by Becky Bail, is described as classroom management program that promotes teachers’ self control, encouragement towards students, allowing children to make choice, and much more. In the study, several teachers were elected and were asked to complete a survey dealing with classroom management. Some of these teachers were then provided workshops to help them learn about Conscious Discipline and overall enhance their classroom management methods. Most of the teachers who attended these workshops applied their new knowledge

To help children and families shape their own futures. We put children and their families at the center of all that we do. Providing the most expert and compassionate care needed so they can heal, grow and thrive. Children Center Head Start supports the whole child. Children center provides the children with many resources such as dental, hearing and vision. Special education children are always welcome at Children Center Head Start which provides resources for the children and families.

In this paper is focus on the early childhood education environment design of a preschool classroom. The materials that will be in the classroom and the purpose of why the material are chosen. The location of the preschool and the climate, geographic features, landscaping, the environment impact and more. The reason for designing this preschool and the different materials that are used to create this imaginary preschool. And the inspiration of what it takes to create an environment suitable for the preschool.

Preventing misbehavior is widely preferable rather than dealing with it after it has occurred. A Preventive discipline plan involves steps taken in a classroom to avoid disciplinary problems. Potentially this discipline deals with the distractions in the classroom and how a classroom environment can be modified so it is more compatible with the learning needs of its children (Edwards, 2004). Preventive discipline plan refers to the strategies that can be implemented to inhibit inappropriate behaviors from occurring in the first place (T.L.Musy, Personal communication, October 10th, 2006). Kounin’s concepts of withitness and overlapping skills of a teacher help in preventing discipline problems (Evertson, Emmer, and Worsham,

Classroom management and classroom discipline share a correlation with one another yet; they are uniquely different issues and should remain a separate focus of the teacher. (Cantor, 2006) Behavior and misbehavior also share a connection but represent different degrees of infraction. (Charles, 2008) This essay focuses on the differences and similarities of these topics and their relation to the classroom.

I consider and know that children are the future of our world; we have to know how to teach and educate them adequately so they could be prepared to lead future generations. I consider that each child has its own way of learning; there are multiple ways in which a person could be intelligent and capable of completing tasks. I want to be able to help children with everything they need. I want to motivate them to do and be the best in every task and area, everything that they dream and think about, to persuade their dreams and never give up no matter how hard they think it is or how difficult becomes trough the way. I don’t want to be the type of teacher that goes through the school year teaching what I have to and limit my capabilities to show them things and lessons useful for their lives, I want every child that goes to my classroom, leave it at the end of the year with instructions or lessons that make them better persons. Additionally, think that it’s important to have a good balance between discipline and kindness with students, it’s important to have a good relationship with the students because in that way is easier to communicate with them; if they have any problems or trouble learning a lesson or something in the content, if they have a good communication and relationship with you, it will be easier for them to tell you about what is causing them trouble. In some cases, when the educator is strong and teaches with hard discipline, the students tend to evade them and