Classroom Ebstivation And Observation In Teaching Preschoolers

In order for teachers to create a learning environment that is culturally responsive to each individual student, a teacher must learn the student’s funds of knowledge. The importance of learning the funds of knowledge of your students is crucial. A teacher can approach learning more about a student’s prior knowledge and culture in a variety of ways, including, instructing personal interviews with questions about their personal life such as what are the most important things in your life. Another way to discover your student’s funds of knowledge is by placing yourself in their shoes and doing a school and community walk through. You can also be provided with more insight into your student’s lives by conducting an adult interview from someone that also lives in the same community. In order for me to create lessons and classroom practices that are culturally responsive is by discovering my student’s funds of knowledge. I am at Blackwell Elementary School, which is located in Marietta and is apart of the Cobb County District. After having the students create heart maps and interviewing them, doing a school and community walkthrough, and talking with an adult, I was greatly impacted by all the new information and perspectives I learned. Without going through this process to obtain the information, I would have no knowledge on my students or the community surrounding Blackwell besides what meets the eye. This experience impacted my own thinking about the school I am working in for

Earlier this month, we were very excited to have the opportunity to meet with Sonia Galaviz when she visited our main office. As a 5th grade teacher at Garfield Elementary School here in Boise, Idaho, she’s been steadily making a name for herself in the education world. In 2009, she was named Idaho Woman of the Year by the Idaho Business Review, and in 2011 she was one of five educators nationally chosen to receive Teaching Tolerance’s award of Excellence in Culturally Responsive Pedagogy, and this year, Galaviz’s devotion to her students has once again been recognized.

In the Preface to Cultural Literacy Hirsch discusses the decline of cultural literacy in the American classroom, often using the 17 year old demographic to prove his point. Using the evidence from a variety of sources, notably the SAT’s, Hirsch shows the decline in our nation’s ability to digest, comprehend reading, and the lack of familiarity with things such as basic civic knowledge of America. The main point of the essay is that cultural literacy is required for effective communication. Hirsch believes that communication is essential for success and with increased cultural literacy is how citizens can achieve it. This is what he wants the readers to think about.

During my observations, it is clear that Ms. Minor prepares well thought out lesson plans for her third grade students. Lesson reflect both the state adopted curriculum and the instructional needs of the students she serves. She prepares lessons that increase student engagement. Ms. Minor’s lesson also incorporates culturally responsive strategies. Her selection of instructional resources demonstrates an understanding of the diverse

This first chapter has quick insights of how Cultural Competence could be so effectively with children. What this chapter made me recognized is that it’s essential to building a relationship with students. As the text points that students may be more comfortable with a teacher of their own background, regardless of the teachers background the true success of having a learning environment is based on a sensitive, caring and committed teacher. Having teachers getting to know their students would be encouraging for a teacher-student relationship student might discovery acceptance and comfort in having someone who provides stability and structure by getting to know them. Additionally, teachers should not be scared to permit themselves to be taught

Ms. Felkins started out with their read aloud, The Odyssey. The students were focused, but occasionally would get carried away with unrelated questions. After read aloud, the students moved on to their word study lesson. Each student had words to cut out and sort. After they cut their words they had a worksheet and made sentences that incorporated their words. As the students were working, Ms. Felkins was walking around the classroom assisting the students if needed. While the other students were working, I individually worked with a student who recently started third grade. First, the student read a short story book to me, and I assisted her with any words or sounds she was struggling with. She practiced her numbers by matching one through

In today 's ever changing world teachers need to understand the importance of a multicultural education. It’s becoming essential to provide opportunities for their students to learn about the many cultures represented in america and the world around them. Studies have shown that by the year 2040 as surveyed by the U.S. census bureau, that “white non-hispanics will make up less than half of the school aged population” (Smith) Our country is ever growing and it doesn 't seem right to exclude cultural education to students when our nation was built by immigrants. Building curriculums that acknowledge different cultures,

Hirsch begins his argument by defining what it means to be culturally literate. He further explains that being culturally literate is not confined to any defined culture or even to one specific social class. Hirsch states that cultural literacy is the only sure way to provide disadvantaged children the ability to rise out of the same social and educational conditions as their parents. He moves on to explain how cultural literacy relates to the current theories of education with Jean Jacques Rousseau, John Dewy, and Plato. Hirsch elaborates that they all were half way correct in their assumptions, but that when put together, their teaching ways equal literacy.

Gaining learning and experience about other cultures background will enrich my multicultural knowledge. Therefore, as an educator I must learn about others culture. As I begin to learn about others cultures I will understand how values influence the ways families interpret the instruction that feels right to them. A close study on Figure 3.1 implies that a teacher’s point view or the way the students are treaty can affect their learning. It keeps narrating the story of a teacher that had to learn her students’ roots, their culture values, to get to know them in order to reach them in an academically level. The cultural values are very important and cannot be overlooked, they shape our intrinsic motivation. Many families try to keep their values and belief intact at home, so their children when they step in a classroom. Monica Brown, is the Department editor of Diversity Dispatch, argues in her article, Educating All Students: Creating Culturally Responsive Teachers, Classrooms, and Schools, that nowadays it is noticeable the diversity growths in schools, however, this is not the problem. The problem is the way teachers have responded to the diversity growth. (Brown, M. 2007). Therefore, this will affect the students learning. Brown cross with a strong point in regarding the lack of sensitivity some educators show towards their students’ culture. As educator I don’t want to be one of many teachers Monica Brown speaks on her article. I will understand that I must respect my

An unannounced monitoring inspection was conducted on 1/6/2016. I arrived at the operation which is located at 3422 Richmond Rd, Texarkana about 12:57 pm. I was greeted by Comekia Island, the person in charge while director was at lunch. I handed her business card and then explained the purpose of my inspection and reviewed the subchapters I would be observing. Roshonda Epps the director arrived approximately a hour later. When Epps arrived I handed her business card and then explained the purpose of my inspection and reviewed the subchapters I would be observing.

Today’s classroom is very diverse and the activities should represent the classroom culture. The development of children is centered on what is taught in the classroom. Therefore, the language, intellectual, personality, social and moral, and aesthetic and creative development of preschool age children should be enhanced through multicultural activities and lessons.

E. D. Hirsch, founder of Core Knowledge Foundation and leader of the cultural literacy movement, “argues for giving every student a broad body of general knowledge… in order to function effectively in modern society” (Giddings, p. 109). Hirsch’s work stand in stark contrast to Dewey’s. Hirsch’s ideas can be seen in today’s nationwide standardized Common Core, although he did not participate in its writing. However, “cultural literacy must be accompanied by critical literacy” (Giddings, p. 112) such as Bloom’s taxonomy, which has also gained popularity.

Teachers are aware of what they should do in the classroom when teaching young children. Teachers should provide opportunities to develop positive dispositions toward learning when working with young children to make sure they are using their knowledge and skills. Teaching young children, the skills that need to learn about is the big key of understanding what the information that you will need when you are assessing the young children. In this paper, the reader will read about observation and documentation as assessment and why is it important? The reader will also read about the difference between looking at and authentically or genuinely observing a child, the types of documentation, two types of documentation that relate how teachers use the documentation in the classroom and how documentations would be useful as assessments.

This observation was conducted in a class of the after school program at Hope Gardens Community Center in Brooklyn. The class consisted of five to six-year-old children. Two children aged six and eight children aged five were in the class with one teacher and two middle school student volunteers. The class proceeded to do homework, coloring, outside activity, and dancing. This paper focuses on observation of ML who was the one of the children in the class.

In the preschool, snacks for the children are provided 'buffet style' in an open kitchen area furnished with two connecting child-size picnic tables. Snacks and juice are accessible to the children in this area for a 45-minute period followed by free play time. Children are free to sit with one another as they please.