Preschool Teacher Reflection

The goal in every math classroom is for students to achieve automaticity, flexibility, and ultimately accuracy. For each student to excel in the classroom, he or she must first have strong foundational skills in place. This process was challenging for me, but not because I did not understand the needs of the student or how to remediate. The challenge for me, was that I was placed in a kindergarten classroom and struggled to find someone that would provide me with student errors to complete this assignment. Therefore, my reflection is one of an outsider, who has not had the privilege of working with the students or seeing the teacher in action in the classroom. My experience consisted of receiving weekly texts of student work to review, analyze, identify errors, and provide insight to how I would remediate in the classroom.

Throughout my course work I have learned how essential Early Childhood Education is to the proper growth and development of young children. Without quality care young children can be limited socially, emotionally, and cognitively. Personally, my reasons for choosing ECE as my field of study has matured into responding to the need to provide quality professionals that produce quality care to every child regardless of ethnicity, ability, culture, or gender. However, looking back on my prior experiences I have worked with children in all capacities within my community. I have coached soccer of various ages, taught Sunday School, ran preteen Bible studies, and taught character building classes for young girls. Even though these experiences motivated me to enter this field, I now see child development from a totally different perspective.

What I learned about being a teacher assistant for financial fitness is that there is always more to learn about money and your financial issues, strengths, and weaknesses. after taking financial fitness last semester I learn different methods of saving and learning about interests and APR. I think a different experience to put yourself in a teacher position and think what do I want my fellow peers to learn what I didn’t learn from the semester. What are way I can enhance their learning about money and as well help my professor understand what college students might need to hear about financial problems or situations before encountering them. What I also learning from a teacher assistant was I been to start applying the methods from the financial

I chose to look into Wyoming because it’s one of the states I’ve wanted to move to when I become a toddler or preschool teacher. Wyoming also boarders South Dakota, so I wondered about their similarities and differences.

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

Children have the right to be listened and heard; it is critical that as educators we let the children know that their opinions in matters concerning them, such as what experiences they would like to engage in, is valued. These positive outcomes will extend to the children reciprocating this with other peers, as they begin to interact positively with others.

For this task, I watched my mom's preschool class and the three kids which she keeps an eye on ends of the week. The majority of the children that are in the preschool class were three years of age, however, there was one five years old. The children I helped keep an eye on two twin three-year-old young ladies, and one five years old.

It has now come to my understanding that as a trainee teacher, it is vital that I become a reflective practitioner when fostering the role of a teacher. In support of this, Tripp (2012, p.12) adds that being reflective is an ‘essential’ part of the ‘development of professional judgement’. He continues to state that one must be able to examine and critique their teaching to build on their own professional values and ideas.

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.

This unit was created with my class from the 16-17 school year in mind. My class last year, as a whole performed above average on almost every indicator. I found myself running across a problem I know that many teachers don’t often come across. I found that for about half of my class the curriculum was not challenging enough, for about one-fourth of the class, it was just right, and for the other fourth it was a little more challenging. I know typically this is the other way around, but I designed this unit specifically to meet the needs of all of my learners.

After discussing with family members about my toddlerhood, I have concluded certain qualities about myself as an infant that closely relates to many psychologists’ developmental theories and observations. As a child, I enjoyed sucking objects like my finger, pacifier, mother’s breasts etc. According to Piaget, I have developed that “sucking schema” that signifies a pattern in a certain behavior. Most schemas can be learned, but Piaget believed that newborn babies are born are capable of having schemas even without any knowledge of what is going on. Piaget also discusses the Sensorimotor Stage. While interpreting the book’s definition, I’ve correlated certain occasions in my life that I remember that justifies this stage of cognitive development. The book’s definition describes this stage as the stage where infants begin to construe a perceptual depiction of an item. For example, when my mother and father would hide an object behind their back, I eventually learned that the object still existed and continued to look in other places until the object was back in my possession. Previously, I would cry because I thought the object disappeared, but over time, my developmental progress helped me achieved this “object permanence” in order to familiarize myself with what lies in my surroundings. In early childhood, I began to pick up on certain actions and classify them as right and wrong. This helped when I did a certain activity and was punished for it so over time, this signified

During May 2016, School of Visual Art and Design Professors Amanda Wangwright and Mary Robinson led a group of Honors students on a ten day Global Classroom Program to Japan. Professors and students travelled to the historic city of Kyoto and the modern metropolis of Osaka in addition to day trips to the smaller cities of Nara and Uji. While in Japan, the class visited World Heritage Sites and studied firsthand Japanese cultural and religious practices and architecture. Furthermore, the class produced their own art while abroad at a washi papermaking workshop at the Kyoto University of Art and Design and at modern artist Haruka Furusaka's printmaking studio.

With the new requirements of this lesson in adding a focal point in the arts, I feared this would produce a challenge for my host teacher’s students. She had warned me on their lack of ability to deal with change as a group. In trying to balance time for an art piece, my plans were to add a small group activity and make a page of their portfolio apart of the assessment. I believe most of the students understood the lesson, but many only seemed to understand parts of the directions alone, and I think that inhibited their quality of work for the pretest, post test, and activity.

While all my courses at the University of Northern Iowa are important and have taught me a great deal, there are three classes I feel prepared me the most for student teaching and as a future teacher. One of these classes is Classroom Assessment. This course taught me how to create assessments that are as fair as possible and to relate them to the exact content that is being taught. I also learned to incorporate the eight multiple intelligences into assessment. Not all assessments have to be pencil and paper and they should not because some students cannot show their learned knowledge this way. One idea that was stressed in this course is that fair isn't always equal; this is something that has stuck with me ever since.

Scenario: I’m teaching a third-grade class of 20 total students. The class consists of the following population: