Ms. Geni's Inclusion Setting

What are the goals of Early Head Start? The goals or priorities of this is to provide safe and developmentally enriching caregiving. To support parent, mother and father, in the role as primary caregivers. The teaching of the children, and family in meeting personal goals. Being able to successfully achieve self sufficiency across a wide variety of domains. Communities being mobilized to provide proper resources and environment that is necessary. But also, to ensure the provision of high quality responsive services for the family. The idea of this topic, is to show the types of things that should be looked for when choosing a child care center. When choosing a child care center for whom it may involve it should be important to look for things like the quality of care, and the type of care and learning techniques that will be involved, while the child is there.

As a teacher when delivering any lessons planned we have to make sure that each students individual needs are met, so they will feel included in the lesson. “Inclusion is about creating interesting, varied and inspiring learning opportunities for all learners, ensuring all learners contribute and are never disadvantaged by methods, language or resources” Wilson (2008).

A supportive learning environment should be purposeful and task orientated, where the tutor emphasises the need to progress steadily. This can be done by starting lessons promptly, creating a smooth flow to the lesson, involving pupils and monitoring their progression and organisation. A positive effort should be made to ensure pupils have or build on self-respect and esteem by setting realistic opportunities for success and helpful support and encouragement whenever difficulties arise.

104-110). With these three features these will make a successful student not only in their K-12 years, but this will also be beneficial to the students in college and as they begin their careers in the work force. As teachers begin to change their ways of teaching to adjust to the common core standards it will create something fundamentally important in the schools system to create successful students. Not only does this take out the state creating state standardized assessments, but now the teachers are liable for that.

Andrew “Andy” J. Stoneridge is a 3rd grade student attending Michael Valley Elementary School in Pasadena, Maryland. His homeroom teacher’s name is Ms. Julie King and in her room, are approximately 28 students. Ms. King is a general education teacher teaching the subjects reading, writing, and social studies. Andy’s other core teacher, Mr. Baker, teaches Andy math, science, and health. Mr. Baker is also a general education teacher. In each of these rooms, there are two teacher’s aides and one classroom tutor.

When many people think of elementary education, they think of reading small passages and learning the difference between addition and subtraction in easy, creative ways. Now, with the new Common Core State Standards implemented, today’s kids will have more things to worry about. They are asked more challenging questions and expected to have more rigorous answers. This does not set a steady learning pace for the average child.

The lack of attention given to an individual child’s needs can be observed in the structuring of the classroom at Head Start. The program places

Now, with the recent implementation of the Common Core Program, more pressure has fallen on teachers to follow the guidelines with exactness. “Today, teachers are being forced to follow a script. They teach to the tests and fear job loss if they don’t see the expected results. The result of this test giving, job loss fearing style of teaching, is written all over the faces of the little kids caught in the transition” (Hurley). This new and improved “script” holds

Now, with the recent implementation of the Common Core Program, more pressure has fallen on teachers to follow the guidelines with exactness. “Today, teachers are being forced to follow a script. They teach to the tests and fear job loss if they don’t see the expected results. The result of this test giving, job loss fearing style of teaching, is written all over the faces of the little kids caught in the transition” (Hurley). This new and improved “script” holds

Engaging parents, carers and stakeholders in the learning practice is imperative and must be followed (AITSL, 2015). As professionals we should share knowledge with colleagues and always aspire to take part in additional developmental programs to better our professional performance and the general quality of education. The Standards (AITSL, 2015) support all of these areas and provide me with critical detail of what is expected to accomplish the levels of proficiency. The expectations the Standards set out are not only to provide teachers access to what proficiencies must be obtained, but also to help teachers learn how to continually incorporate gained knowledge by measuring it against the Standards. Zeichner & Liston, (1996) stated that, the ability of classroom scrutiny include careful personal reflection and well-structured evaluation, a welcoming approach toward an open and enquiring mind and a sense of responsibility and commitment to children’s learning.

The following plan was designed to teach new parents about how a child develops. The training will be broken up into three different parts. The first part will explain what developmentally appropriate practice is and the characteristics present when it is done successfully. The second section will discuss child development. The ideas of three different theorists will be presented to the parents. The final section will discuss various milestones their children will go through. The final section will include a hands-on component, allowing parents to see some of what they have learned first hand.

Upon walking into the classroom, I noticed the classroom setup. There was an art area right next to the door with a sink. On the same wall, there was little cubbies for each student with their names on it. Towards the middle of the room there was a big bright carpet facing the smart board. Also, there were two computers in the room with bean bag chairs. I found it fascinating that the students had five iPads for the classroom. Towards the window is her desk where students can sit around her for reading time. This reading center allows her to have one-on-one time with each student to evaluate their reading skills. The walls were completely covered with colors and pictures all labeled. As it approaches 8:30am, the students begin to enter the classroom. They all individually say “Good Morning” to their teacher then go straight to their cubbies dropping of their things. She had 22 students in her classroom, 11 boys and 11 girls.

During field, I am in a third grade classroom at Primos Elementary School in Upper Darby, PA. To maintain confidentiality as I write about my field experience, I will be using pseudo-names for the teacher and children mentioned. My field teacher is Mrs. Williams, and her classroom is home to about eighteen to twenty diverse third grades in terms of socioeconomic status, race, and ethnicity. When I am in the classroom, I am fortunate to see the children’s unpacking routine as they enter the classroom which consist of removing necessary materials from their backpacks, taking down their chairs from their desks, and for some students, eating breakfast which they paid for through the school. After the students’ finish unpacking, Mrs. Williams tries to implement a form of morning meeting, although she cannot always do so depending on the behaviors of her students. Typically, however, she finds just enough time to go over news and announcements with her class. After morning meeting, the students have math instruction from 9:15 am until 10:25 am. After math, her students go to their specials class, and then off to lunch. In this paper, I will be analyzing one of Mrs. Williams math lessons, to see if her lesson meets the elements of a lesson.

Every student has different needs within the classroom. As it is such, it is important that the teachers in charge of the students use a plethora of methods to ensure that every student is being challenged to their maximum ability. In an inclusion classroom, where there are such a variety of students, it is of paramount importance that regular assessments are given so that plans in order to further the children's educational goals are made and met. Regardless of whether a student is special needs or not, encouragement and support when failure is met is crucial to a student’s

On November 6, 2017, I had the pleasure to observe Mrs. Zuniga`s kindergarten class at Calderon Elementary. Mrs. Zuniga was a great mentor to observe, I learned many instructional strategies, classroom management skills, and positive learning motivation from the students. Thus, also many educational strategies that created an organized productive environment. Overall, Mrs. Zuniga has a remarkable spirit towards her students that is too contagious to neglect.