I Had The Pleasure Of Visiting The Child Development Center At Vcu

I believe that each child is unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as an educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invite a sharing of ideas. There are three elements that I believe are conducive to establishing such an environment namely, the teacher acting guide, allowing the child’s natural curiosity to direct his/her learning, promoting respect for all the things and all the people.

On September 30th, 2016, I observed a class at Ramirez Charter School in Lubbock, Texas. I had the opportunity to observe a third grade class led by Mrs. Yu Kim Johnson. She was assisted by a student teacher from Texas Tech, Abby Crutcher. The main focus of this observation was to observe all areas of the school and analyze how each contributes to or distracts from a positive, productive learning environment. Throughout this experience, I was able to get an idea of what could make a classroom negative or positive.

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

In conclusion, observing in Lewis E. Wadsworth elementary school with Mrs. Poland was an amazing experience. As I said in the beginning it was my childhood dream come true. I have always wanted to work with children who struggle in academics and everyday life. It has always been a passion thriving inside of me. I have already made plans to continue volunteering with Mrs. Poland and Mrs. Byrne’s. Mrs. Byrne is the EBD teacher. I was able to meet her in person today Friday September 11th. She has such a heart for these children as well. I would like to add she has incorporated many calming techniques in her classroom to help keep the children relaxed and comfortable. She was explaining to me how she first started off a few years back

Children, for instance, are not always pleasant to be around. They are growing and developing into being an individual, which can look very messy as they learn how to communicate, to work with others, empathize, self-regulate, as well as not lick everything. In fact, as a developing educator I must first understand that this profession is not for the faint at heart. It takes dedication, commitment, time, attention, and continued professional development while utilizing evidence-based research to ensure I have the necessary tools to meet my students’ demanding needs. Loving children is certainly part of the job, however, there are elements in love that are necessary to produce effective care. For instance, guidance is an essential element of love as boundaries are another(Gonzalez-Mena, 2017,p.175). Without guidance or boundaries, a child will have a difficult time self-regulating and understanding the limits within their environments. Children need assistance to grow and develop through the various factors that are often at conflict with one another(Gonzalez-Mena, 2017,p.174). Therefore, to be an effective teacher, one must provide a responsive learning environment that will guide and encourage the child to develop to their fullest in every domain.

Classrooms environments are very important at the time of learning. According to our textbook, the environment is viewed as an established behavioral place that forms how we act and behave (Vukelich & Christie, 2016). The environment in the classroom I visited was adequate for learning because it has all the things a preschool classroom has to have according to the textbook. The classroom has a bulleting board, a dramatic play center, a writing center, tables for manipulative and games, whole group meeting area, a computer area and an art area. There was also on a wall a picture of every single child with his and her names. My visit was from 10:30 to 12:30. When I first arrived, children were in a transition from one activity to another. The next activity was to watch an ABC phonics video. All the children knew what they have to do. They had to sit nicely and quiet on the floor. Every single child knew how to sit. They crossed their legs and put their hands in their laps. When the teacher saw that all the children were sitting properly, she assumed that they were ready to learn. During this activity I observed that Matthew and Jose were not engaged with this activity because they were looking to other children instead to look to the screen. For the next activity the children had to take a tablet from a cabinet. I was surprise because every single child knew the number of the tablet they have to take. Later I noticed that it was because in the classroom every child has a

Over the Fall Break vacation, I decided to conduct my field experience at CC Spaulding Elementary School. I had the opportunity to work with Ms. Sarah Ashley and Mrs. Williams’ Pre-K class. I had previously shadowed with Ms. Ashley, so she was eager to welcome me back. Over the days, I got myself acquainted with her students to make them comfortable with my presence. Luckily, they welcomed me in with no hesitation.

Whether it includes word families, guidelines for reading and writing, a globe, pet pockets, alphabet letters and words, or shelves filled with books, establishing the right learning environment is a key component to reaching all learners. In Figure 1, you will see the décor of Mrs. Jackson’s domain, even including her humor about common sense. Despite the fact that she teaches a population of students with a small rectangular table and two desks, she also designates one of her walls with finished products of her students’ work—a sign of culturally responsive teaching (CRT), where students show their work and explain their processes to their classmates. With that inclusion, the wall art reflects that students make an

It is my strong belief that each child is entitled to a safe, secure, stimulating and caring learning environment. I always believed that each child is a unique individual with much curiosity and many academic, social and emotional needs. Children need our support in order to mature emotionally, intellectually, physically, and socially. As a teacher, one should aim to help students in fulfilling their dreams to become successful and educated individuals. We must provide them with a safe learning environment for their learning to succeed.

This allow the students to feel my comfortable. All of us as a class will succeed by reaching our highest potentials and facing the academic challenges together as one. The students learned quickly because they felt “at home”. As a teacher, he learned from them and they also learned from him. Major companies donated to the Nest. For examples: books, typewriters, earphones, and cassette plays. The teacher encourages students to take home book to create their own library at home. The teacher allowed some students to act as monitors to get them to open to others; he call this the opening of dialogue. The teacher also put time to the side, because he wanted to have one-on-one time with the students. The teacher allowed each student to bring their native food, music, and costumes into class for a celebration. This allow each student to learn about everyone cultures. Afterwards, the teacher asked the children to write what they could about where they came from and what had brought them to the new land (p. 126). The teacher also did home visits to the students’ houses due to fact that he wanted to have a better connection with them. The teacher wanted students to embrace their new culture, but he didn’t want them to forget about their old culture either. Religion was part of students’ culture. Religious symbols and the importance of religion often came up their drawings and writings (p.136). Homework notebooks allowed a place for students to write down their daily assignment. Parents also had to sign it each night, who indicate the time students spent on homework each night. Immigrant children who have achieved second language literacy almost always identify the significance of friends in having helped them adapt to the “new reality” (p. 38). The teacher encourages students to have study groups and a buddy system. Towards the end of the school year students was begin to feel successful in

I conducted my observation on November 3, 2017. I observed a fourth-grade language arts class taught by Robin Smith. Mrs. Smith exudes a love of reading and knowledge from the very moment you meet her. Mrs. Smith’s classroom is a warm, accessible, print rich environment complete with anchor charts, a word wall, and alphabet chart. Mrs. Smith and her classroom environment inspire each one of her students to find a passion for reading and learning. Mrs. Smith demonstrates an understanding of the social-emotional environment, and its importance to the success of a child’s learning experience. Although the social-emotional environment is much harder to grasp and see it is just as important as the physical environment. Mrs. Smith’s approach for classroom management demonstrates how a positive social-emotional environment can lead to an effectively well managed classroom.

As a child, Samantha was taught to treat others as she wished to be treated, to show respect, be well-mannered, and never to make empty promises. These values have helped her excel through years of being mistreated, disrespected, and taunted for daring to be different. Life’s experiences further taught her to be kind, loving, and considerate of other people’s situations. Samantha’s personal values were and continue to be portrayed through the values of her workplace. Charlotte Mecklenburg Schools (CMS) value the power of commitment from staff members, parents, and children in the establishment of a positive learning environment. CMS values the need to “identify, nurture, and celebrate student

For the last month, I have been volunteering at St. Francis Xavier for my Child Psychology and Development class. I have been volunteering in Ms. Kulander’s first-grade class that consists of 19 children; each between six to seven years of age. The scheduled classroom time is from 8:30 am to 9:50 am. I have the chance to observe these first graders the whole time and learn many things about them. The physical environment of the classroom I am volunteering in is very school appropriate and inviting. When I walk through the door, there is a cabinet and sink in the left corner, and if one would continue down the left wall, there is a clock and white board. After I walk through the door, to the right, the teacher's desk is in the corner and right

It’s August 18th, the first day of school. Many children are not as eager to start classes, as they are to catch up with classmates after the summer. Students then begin to leave the courtyard and explore the route to their first class; memories of last year’s terrible lunch menus resurface, and schedules are then eagerly exchanged amongst friends in effort to revel in the success of the perfect schedule. Generally, first period comes equipped with the perfect group of friends, the easiest course, and most importantly, the laziest “pushover” teacher. Unfortunately, for students assigned to her classroom, this first day of school will leave a lasting impression on the minds of 30 multicultural/diverse students in tenth grade English. She opens her classroom door; the new 10th grade teachers’ walls are covered with things to look at, things to provoke inspiration. She provides an introduction, one of her person, as well as one of her classroom’s conduct and expectations; the new tenth grade teacher then asks a student to volunteer sitting in her eclectically upholstered Indian fabric bearing chair in the middle of the classroom,and with an impressionable smile says, “your turn”.

Upon recognizing that a primary course requirement of Orientation to Education 206 would ensue an opportunity to conduct field experience — my heart swelled with delight. I am genuinely appreciative of the opportunity to have gained veritable experience of teacher-student interaction and teaching in an actual classroom. Expressly, I primarily conducted my research and experience at the newly opened Michael R. Hollis Innovation Academy in Ms. Brewer and paraprofessional, Ms. Byrd’s pre-kindergarten class. I attended the school with an open, yet full heart willing and ready to take on the issues of the world. With this in mind, my initial impression of the school was comprised of a layered but greatly optimistic analysis. To illustrate, the environmental climate of the school appeared to be refined, clean, spacious, caring and warm. Due to the fact that the mission and visions for the school were visibly shown with great emphasis — them being: “Collaboration, Communication, Creativity, Empathy, Self-discipline, & Perseverance” — indeed, I felt that I was in the right place. Furthermore, the overall culture of the educators can be characterized as inviting and friendly. Likewise, the students were open to communication, well behaved, and operated as if they had frequent visitors.