Preschool Class Reflection

Children at the age of 3 ask ‘what and why ‘ questions frequently. They enjoy stories and rhyme. Longer sentence begin to be used and they can count to 10 and sort out certain object in to different groups for example size.

I spent the majority of the hours in Kindergarten, I observed different classes of children and

My time spent in the Clinical setting, so far, has been extremely inciteful as to how to become a better educator in a classroom setting. Through the data I collected I was able to connect Borich’s Seven Variables of learning to the students. By being in the clinical setting for nearly two months, I have been exposed to new ways of thinking when it comes to structuring a classroom and instructing a classroom. Within this reflection you will find out how I would better plan an effective lesson for the pupils in my future classroom. You will also discover what I will do about certain issues in the classroom and how I will address/fix them.

Children are beginning to recall 5 or more facts from familiar stories. Children are also now beginning to identify rhymes or things which don't rhyme in a set of 3-4. By the age of 5, the phonological process of syllable deletion and fronting are suppressed. Children begin to ask what/who/where or why do questions and why did questions. Children also begin to use has, had and does in sentences.

| 5 – 7 Years: * Is very curious and asks questions. * Continues to enjoy imaginative and creative play activities. * Develops interest in reading for themselves. * Enjoys jigsaws & puzzles.

This past week I conducted two false-belief tasks: the unexpected contents task and the Sally-Anne task, to the children of Rainbow and Rhymes. Theses task will help me observe the children if they have a Theory of Mind. Theory of Mind refers to whether or not children can understand that others have their intents and perspectives that are different from their intentions and perspective.

Running Head: JOURNAL REFLECTION 1: A CASE STUDY OF A HIGHLY EFFECTIVE, INCLUSIVE ELEMENTARY SCHOOL

“Oh, you want to teaching kindergarten? That will be easy”: Is Just Another Irrelevant Saying

These children believed that these creatures were real, but they just could not see them. But, the fun with the leprechauns had just begun. To test the children?s belief in the unrealistic, I had my mother and the kids make little pots, and then I had my mother tell all of the kids that if they were good, the leprechaun would leave them gold in their pot. While these kids were eating their snacks, I left and put gold candy in their pots, and then waited for their reactions and comments when they came back to see what had happened. I wish I could have recorded their reactions because some of them were hilarious. I noticed that one child jumped around and screamed that ?he was here, he was here,? and another child was looking around the room trying to find the leprechaun. Overall, I found that my animistic thinking project worked well. To conclude my observations on animistic thinking, I found that most of the kids seemed to have beliefs based on what they sensed to be true, rather than on what would be logic or rational.

The questions I must say were very interesting regarding the age level I currently work with, being that I work with preschoolers. My results I wouldn’t say surprised me, but rather gave me a better logic understanding of what I do in matters of teaching, though I have work I the preschool setting for the last ten years, it wasn’t until the last four years I really had a chance to design my own lesson and teaching strategies. When I think back on my elementary, middle, and high school years I think that we learned the basic skills to prepare us for college. Back in the nineties, I don’t think internet, for example was really used in schools. It was more about researching topics for paper reports by reading books and having interviews with people. While now we turn to look online for all the answers and questions. But now as a preschool teacher in the 21st century, we turn to technology to show images from all around the world. So yes, I think we do use 21st skills to teach our students. Personally, I think it is important to teach and show the students how their environment can affect or help their education. “Teachers must find equitable strategies to make the content accessible to students who often have considerable variation in their language abilities, background knowledge, and learning styles” (Blankstein, Noguera, & Kelly, 2016, p. 164). An important reflection I think in this discussion is that our environment though it can show where we came from, our skills learned

After observing in Jihan’s classroom for the Teach phase of this project, my group members and I met to discuss the strengths and weaknesses of the classroom and identify areas that needed support for our selected students. From the articles we have read in class, we know that in order to learn a language a child requires the opportunity to be exposed to the language and hear it used and the opportunity to practice using it. With this in mind, we used the Communication Supporting Classrooms Observation Tool designed by Dockrell and her colleagues to examine the language learning environment, the language learning opportunities, and language learning interactions supported by the classroom and teachers. Overall, we found that Jihan’s

After reviewing my selected article, taking notes and reviewing my old notes, the author's goal has remained consistent. I noticed that although the author gives brief accounts of what his peers experienced, the main focus is to emphasize how his experience is a big part of the reading. The author's use of words like "I", "I'm", and "I've", place further emphasis on his main goal of getting the reader to recognize his main ideas. Throughout the article, the author also provides the reader with distinct dialogue between the teacher, his classmates, and himself. While reading, I noticed that the author points out how the teacher seemingly spares no expense of being strict on any students, with the author stating that she "belittled" anyone, regardless of their background. However, the author personalized the article by explaining how the teacher would use his work as examples in the classroom.

While reading chapter 3 this week, there were three main concepts that stuck out to me more than some of the other did. The three major concepts which got my attention while reading were; literature as content, reading hypothesis, and question of transfer. To me, all three of these concepts have a major part in today’s education system and making sure that all children are getting the correct information and knowledge needed. Of course, everything that was mentioned in this chapter holds an important key to writing and reading in the education field. Although for me these three concepts listed made me really think about.,m;lpo9 what I will want to do within my future classroom. To give all students the best start to the rest of the school career and in later stages of life. I want to be the teacher who does everything possible to make sure every student feels like they are given the best care and aren’t stressed or overwhelmed with the things going around them. Reading and writing are one of the most basic life skills needed for everyone and starting at a young age and continue to expand the student's knowledge of information.

In some aspects, the twenty minutes I spent microteaching felt like some of the most awkward twenty minutes of my life. In some of former other classes such as MAT223 (Intro to Secondary Mathematics Education) we had done assignments similar to this microteaching activity. I remember our group had the responsibility of teaching another form of proving Pythagorean Theorem. That was a beneficial activity because it gave us teachers in training the opportunity to get in front of the class and solidify a mathematical idea in front of "students". Unlike the MAT223 activity, the microteach activity is a more accurate and beneficial setting; at least that is how I felt while in front of the class.

Teaching can be a challenge, you never know what to expect and each classroom will be unique. However, you will always have to be prepare for teaching in a situation you may not be comfertable with. Educating students and practicing proper knowledge on subjects such as race, class, gender, sexual orientation and disability are vital in creating a safe and respectful classroom for all. School is often looked upon as a place of security for students and it is our job as teachers to help maintain that status.