Examples Of Guidance Discipline Approach Observation

Working with children requires us to build positive relationships with them quickly, but also in ways that are professional.

To be able to create a positive relationship with a child for example, we need to use words and gestures that, the child can understand, we need to use body language in such a way that the child doesnâ€TMt feel threatened or uneasy. If a child feels uneasy this will have a negative effect on the relationship and will influence their work and growth, whereas a child who feels comfortable with another person will find it easier to have a positive relationship.

Harvey always listens to the students, attempts to understand what they are saying. The only weakness is the staff do not always address the children in a respectful manner and will sometimes call them names like brat to another staff member. On page 215 the readers are told fostering resiliency in a person and showing respect are approaches that share the same goal of healthy emotional development. The teachers not always being respectful may have an effect on the children’s emotional development. When it comes to interaction children are always supervised during play. The children interact with each other nicely. The Mrs. Harvey and her teaching assistant are sometimes quick to put a child in time out when their behavior is the same as everyone else’s as a way to calm the class. The interaction with the parents is good too, the parents are constantly informed about their child and what is going on in the

One of the teacherâ€TMs role within the school is to plan, monitor and assess the achievement of children. The lesson plans need to be set so what the children are learning is in line with the

Another interaction was when the teacher was reading a story, two kids were taking during she was reading. The teacher said to them to stop and listen and they did. Another interaction between the teacher and the children was encouraging the upset child Kayln. He liked to be alone all the time, and he wasn’t an active child. When the time of the outside activity was done, the teacher asked him to enjoy the group in music area, but he refused and kept being alone and then the teacher asked him to draw something then he did. I noticed there were many redirections to the children. For example, one child was drawing and colored all over the paper and the table got messy, then I told him the paper is used for drawing and the tables are for toys. Then he drew again and wasn’t messy like the first time. The teacher was using effective technique to teach the children when one child tried to be alone and was shy, and the teacher changed the environment of the child and he became less shy. During my lab time I learned many important things, like I learned the best thing which was to wait first and see if the children can solve problems by

When comes to teaching children, patience is more important than knowledge. The teacher has to handle every student with care and humor, and be patient when describing certain things to them. Children develop and learn smoothly through humor and positive vibe. During their learning and developing period, children will face a lot of obstacles. It is the teacher’s job to see that each student can overcome those challenges smoothly. It is very important for an educator to keep a positive attitude in front of the children. Children understand and learn more when they feel comfortable and friendly. It is the teacher 's utmost responsibility to see that every child under his care feels at ease when developing knowledge. An ECE must understand that there is a significant amount of difference in every child (Mellinger, 2017). They think differently and they develop differently. He must have to patience to face the challenge every day without losing his cool and staying calm. He also has to be an effective problem solver. He needs to assist his students in not only academic problems but also in any sort of challenges.

While there are “people” around the world working in childcare centers that serve as poor role models whom are only there for the paycheck, there are amazing human service workers that serve as teachers that have a significant impact as a role model to provide appropriate skills needed for social and cognitive development to last a lifetime. In an article from the Early Childhood Education Journal (2013) the author states that “Quality teacher-child interactions in early childhood classrooms have repeatedly been paired with positive, emotional, behavioral and cognitive outcomes for children” (Thomason & La Paro, 2013). Indeed, a caregiver whom has a sincere, warm, and understanding heart will be more effective in teaching and will have more of an impact on how and what

It is important to use small groups in early childhood care because it gets personal with the child and the teacher. Some children tend to learn better during small group activities. The teacher can take her time with the small group. Complying with small groups calls for dividing children into groups is just the first step toward reaching a quality program. The rest of the journey depends on chances for interactions between the teacher and children. The teacher’s ability first, to observe the children and foster learning and growth in the major domains of development, and completely, to support the creation of not merely a group of learners, but also a learning group that has the power to enhance the knowledge and understanding of all of its

The Early Childhood Education program at Carlow University focuses on educating children from birth to grade four in any context—school, family, or community. As a signature mark of the program, students learn how to honor diversity and form strong inclusive relationships between child and caregiver/teacher. They learn that a child’s environment needs to be rooted in trust; physically and psychologically safe. They learn that the caregiver/teacher relationship needs

There are three teachers in the classroom, one does reading/lesson circle with a small group of students, another does arts and crafts, and one of them circulates throughout the room helping students with their work-plans. The teacher that circulates around the room all the time appears to be the head teacher and when a conflict arises she is the one to mediate it. The way that the teachers speak with the children is as if they are equals, they aren’t talked down to and the students give the teachers complete respect.

needs are met and they feel as if they are respected by the teacher. Mutual respect is once again

Constructive working relationships between teachers and parents can enhance adults knowledge and understanding of children and children’s learning opportunities, and so contribute to children’s learning and wellbeing at home and in the setting. Children who see their parents working closely together with their teachers “gain a sense of continuity and of being cared for” and experience a “trusting

learning to cooperate with others are important qualities. They are able to be in a safe environment rich in learning and play experiences, supervised by an adult. A preschool gives children endless opportunities to practice speaking. Teachers involve them in storytelling, creative dramatics, and other experiences that will teach them new words and offer a chance to communicate with eachother. Preschools are spacious enough to allow a lot of movement and play indoors and out. The teacher encourages children to be more independent of adults by providing them with choices. They are able to choose what they will do and for how long. They are responsible for materials and their own behavior within the limits of the teacher. Children learn social, interaction, and manners in

According to (REF) positive teacher-child relationship permits pupils and teachers to undertake teaching and learning in a safe and secured learning environments. It serves as a means to scaffold children potentials for important social, behavioural and academic skills (Baker et al., 2008). O’Connor, Dearing, & Collins, (2011) corroborates this with suggestions that, teachers are mentors and their supports to students in the learning environment can positively determine to a considerable degree, the extent of social and academic outcomes/ achievement of students, which is linked to a long-term trajectory of the goals and aims of the school and eventually, an important area regarding employment. In the same vein, (Hamre & Pianta, 2001) asserts in a comprehensive terms that, preschool classrooms are oftentimes supportive and conducive

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