Concept Of A Multiage Classroom And The Process Of Looping

I observed a classroom of four-year-old students who are enrolled at the Child Development Center on the George Mason University campus. This observation lasted about fifteen minutes with a total of twelve students in the classroom. At the time of my observation the students were engaging in free playtime where they are allowed to play games, make crafts, and interact with their fellow classmates. I was seated in the corner of the classroom where the children could not easily see me or get distracted by me. I stayed seated throughout the whole observation so the students would not be affected by my presence. Many different activities were happening at the same time, but a couple standout situations reminded me of many subject areas we

I think this book gives us the opportunity to reflect on our roles in our students’ lives, as a general classroom teacher and how we can best help our students develop into active learners and well-adjusted adults. Paley also made us think about how children’s story and classroom community play a significant role in helping children learn about themselves and

Setting : Observation took place in a classroom of Richmond Preschool . There were 18 children who are 4 years old, 3 ECE teachers and 1 volunteer during this observation.

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

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.

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

When I first started school my parents brought me a chalkboard easel. I would line up my teddy bears and act like I was their school teacher. I didn’t realize it then but I have a deep affection for young children and my heart fills with joy when I see them learn something they didn’t know before. That’s why I am attending Tuskegee University and majoring in education. I want to continue to see the spark in their eyes and I want to guide them through the early stages of school with your help that could become a reality.

One strategy provided is to create “Safe Place” in the class where children can feel safe and release their emotions (Hoffman, Hutchinson & Reiss, 2009, p. 37). These Safe Place can have objects such as stress balls to help relieve anxiety. Similarly, teachers can establish a “We Care” area, where children can create letters for their friend. Ultimately, this would help support students’ social expression. These two strategies would be appropriate for preschoolers and K-3 setting. However, it would not be appropriate for infants nor toddlers because it is difficult for them to comprehend what to do in the Safe Place nor in the We Care

Young children learn and grow everyday. Especially, young children, the ages three years to five years old, learn important skills while they play with friends and interact with their teachers. Janice J. Beaty (2014) states that for young children, “play is their way of learning” (p. 167) Thus, teachers need to observe children while they play and assess the development of the child because “Knowing the development of a young child helps a teacher to plan the curriculum, to set up activities for individuals, or to ask for special help when necessary” (Beaty, 2014, p. 3).

Many elementary school teachers use fun activities to teach their students basic skills, such as: counting, ABC’s, and many other things. Students this young need activities to stay focus and many studies show that students who have activities along with their learning materials grasp the concepts better than a student with not activity or visual aid (“Kindergarten and Elementary school teachers.”).

When diving into the world of teaching, there are many important aspects that are essential in order to create a successful classroom environment; one in particular being, classroom management. Understanding what classroom management, classroom discipline, teacher characteristics, behavior management, and teacher organization are all crucial components of what makes a successful classroom. Of course, with every grade level comes a different style of classroom management; however, for this particular paper the targeted grade - level is lower elementary school.

I examined five areas of Cambourne’s Conditions of Learning in the language arts block in the kindergarten classroom that I am in for my placement. The areas consisted of immersion, demonstration, engagement, expectation, and responsibility. There are 24 students in the classroom. The language arts block is directly after recess and right before lunch. The student I chose to do this study on is a 6-year-old girl named Laney who is very smart and always wants to learn more. The purpose of this study was to help me recognize techniques that ensure full engagement of students so I will be able to implement them in the future with my own students.

Looping is an alternative teaching practice that may also be known as multiyear placement or continuous learning. This is an effective strategy which permits students of any grade level to remain with their present teacher for two or more years. For instance, a kindergarten teacher and her class of kindergarteners all move to the first grade together. The practice of looping can increase student achievement through expanded learning time, develops a stronger sense of community by strengthening student-teacher bond, and parent connections. The major points I wish to make in this paper are: looping increases academic achievement in students, develops a stronger learning community, and can be implemented with little cost and training regardless of grade level.

The first is where one teaches and one observes, a useful model when observation and data collection is necessary, but it does not give both teachers equivalent responsibilities. Station teaching breaks students into small groups and has them rotate to several teacher-led and/or independent work stations, a model which involves both teachers but can be noisy and distracting for both teachers and students. In parallel teaching, students are divided into two equal groups and each partner teaches the same material; this method ensures diversity and lowers teacher-student ratio, but requires that both teachers have similar content knowledge and teach at a similar pace. In alternative teaching, one teacher works with a small group of students who need additional instruction, while the other teacher works with the remaining students; this benefits those students who need more intensive instruction, but it can stigmatize them if they are always placed in this small group instruction. One teach while one assists is a method that allows for students to be supported during a lesson, but it can be over-used with the eventual result of having little benefit over a one-teacher classroom. The final and possibly the most effective method is team teaching, where both teachers equally share planning and instruction. This method allows teachers to draw off one another’s strengths and provides greater diversity of teaching, but it may be difficult for

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is