Draw A Circle: Discriminative Tireless Learning Model

Listening and Responding. It is important to listen and the pupil an opportunity to speak, so they can express their own thoughts and feelings. You should respond appropriately and you may need to repeat back to make sure of your understanding. This also makes the pupil aware that you are listening and are interested. For example in my setting I had a pupil tell me that his Dad hurt his thumb with a hammer when he was putting a picture up. I repeated the sentence back to him but also continued the conversation by asking questions like, ‘Did his Dad have a sore thumb’, and ‘Did he need a plaster’. This showed that I was interested and I was also listening. The pupil responded well and was very excited to be telling me about it.

Some children may not like to be “taught” new ideas, games, etc. They might feel stressed to have a key worker sit with them and explain how we will accomplish a new task. The same child however may sit and observe other children doing the task first and then will have the confidence to try it out for themselves.

When they were doing the activity I was watching them how to do the activity. Sometimes I asked them some questions to make sure that they understood completely. I observed all pupils in my group loved to play with the colourful shapes and they separated them in the right circle. This activity was very simple but through that the pupils can recognise the all type of shapes. When we finished Miss B suggested each group should check other group work and they should find if there is any mistake. While my group were checking other groups work I was with them and supported them with explaining more.

The teacher gathers students on the carpet and draws a circle with a dot at the center on the IWB and questions children about their feedback on it and expects for mathematical terms circle, round, one, center, radius, diameter and circumference. She concludes that a single picture represents more mathematical concepts.

demonstrating to a child, it is good to explain what is going on and afterwards let

Moreover, the teacher demonstrating the steps helps the children to understand more what they are meant to be doing in the activity so they are able to understand more and physically be able to do the activity. Ms. Smith also has one student who models each of the steps so that the other students can watch and ask questions. Once she is sure that all the students understand the project, she tells them they may begin. This gives every child the opportunity and does not allow any child to be left out this will help in there social/emotional development by giving each child an opportunity to be involved. Also, to help her students remember the steps, she has taped three large cards in the centre of each table. This helps the children to not forget the steps and helps the memory of the child which will improve on there cognitive development. The teacher also shows developmentally appropriate practice by allowing the children to use there sensory skills while they are being involved in the activity and cutting, pasting gluing and colouring.

Paint was used for the activity instead of having the children to trace their hands on a paper plates in order for the kids to tolerate the wet texture of paint, brush, pipe cleaner, and the plate. Tactile can be graded up by having the kids to mix powdered paint before they start the activity in order to feel the dried texture of the paint. Eye-hand coordination was another goal the activity was created to see how the kids were able to control their hands’ movement on the plate to create the turkey figure. Also, eye-hand coordination skill was demonstrated when they were putting the pipe cleaner in the hole to make a handle. It is an important skill that enables children coordinating body movements in response to what they are seeing, and the purpose for this goal was also met because the kids were able to coordinate their hands and body when taking their activity for drying. Moreover, finger isolation goal was facilitated by painting thumb and index finger to make helmet, wattle, and caruncle on the turkey. Finger isolation was also used when making turkey’s feet and toes. It is a very important skill in the development of fine motor skills. It contributes to the development of an effective pencil grasp, typing on a keyboard, tying shoelaces, playing musical instruments, and doing daily living activities. Furthermore, bilateral skill was used throughout the activity except for painting the hands. For

The child is able to follow straightforward instructions after demonstrating tasks of drawing a horizontal line, using child safe scissors illustrating up and down motion, and properly holding a pencil while drawing. The child had difficulty with a slight

Allow time to work and encourage them to draw their own illustrations. This will help them connect the image building with comprehension and to reinforce the concept of visualization.

To create art takes a lot of planning with the mixing of colors and shapes of different sizes. Children will learn decision-making, and will learn from their mistakes when something does not turn out as they plan. (Mincemoyer.)

Drawings and models can be used to teach the children various shapes, colors and their various names.

Clapping, smiling, and other forms of positive reinforcement will give your child the confidence to try new skills. Who doesn't love some great encouragement?

The children would slowly fix the parts of what they have acquired to form the big picture at the end of the day through repetition in various topics and settings and verbal discussions. For example, teacher can model to students on how to make visualizations of images as they listen to the story and students will follow suit after some practices.

Circle time is one of the most fun and creative times of the school day. Preschool children, typically ages three to around six, are very hands one and mobile. They want to move about and explore things around them. For any teacher struggling with circle time and keeping the attention of their students I would suggest multiple tips on how to keep students engaged. One is to make circle time interactive and get the students involved in the circle time. An example would be giving each student a part in a song or a story to act out. Another suggestion would be to start each circle time with a song and dance so that students can release some of the energy that they have and be ready to focus during circle time. It is also a great idea to have students move around during circle time so they are not getting restless and moving in anyway they want ().

One of the most important things to remember when dealing with children is that no one is alike, they learn at their own pace and on their own time. Some of the different teaching techniques that can be used to help strengthen children’s