Reflection Of The Regggio Creativation Observation

During the months of September and October this semester I spent time at two different schools in four different classrooms. Being able to observe different classes and teachers at Westside Junior High and South Live Oak Elementary was a very new and exciting experience for me since I can’t say I’ve always wanted to be a teacher. My experiences at these schools gave me a better insight into the differences between schools, classrooms, and teachers. The purpose of this field experience was to get 10 observation or tutoring hours in an elementary or junior high setting. I chose to observe a

Each day school children learn valuable skills and lessons from their teachers as well as through interactions with their peers. Although school, undoubtedly,

The rooms were inviting, and the students were engaged in learning. I quickly noticed that having a positive, and inviting classroom environment is of upmost importance for successful student learning. As the students walked through the second grade classroom they were greeted with a hug. When the students’ finished their morning work, the chimes signaled the students to line up, and transition to their first class of the day which is Science. This is where I was able to observe both Mrs. Stanford, and Mrs. Taylor

The school is testing ground for the brain. I believe that the student should be exposed to new ideas, experiences, techniques and methods so as to further develop their own capacities to adapt, change, learn, and grow as people. One of the most important goals of the school, if not the most significant, is to develop literate and productive members of society, who are able to converse with a variety of issues using varied methods of communication and media. All students should be encouraged to make thoughtful contributions to society, no matter how large or small they may be. Also, the school is not confined to a

Visiting Elizabeth Davis Middle will allow me to see the job being done. Being at the school will allow me to see the job being done from another perspective, the teacher’s. I will be able to see how a teacher plans their lessons from start to finish. This will allow me to see how a teacher decides what do with each of their classes. Not only will I observe the planning portion, but I will also see the teaching being done in class. Observing a class will allow me to see how a teacher handles classroom management and how they are able to perform engaging lessons for their students. Not only will this benefit me, but It will also benefit the teacher. It helps

Reggio Emilia is a child driven methodology where children are enriched within their environment as well as communication from their peers. Reggio Emilia schooling is an innovative approach for preschoolers and kindergarteners. Teachers are considered co learners with the children. The classroom environment is considered a “third teacher” while the children are seen as obtaining a “hundred languages”. Reggio Emilia schooling can be viewed as an out of the box and unorganized approach to learning due to excluding a written curriculum. Reggio Emilia has been viewed as highly unstructured with a high chance of bullying to develop. Reggio Emilia is an unconventional way of providing students with a manipulative environment including co-learners

First of all, when I first saw the building, I felt the school was only for medical people, and that it wasn’t going to have the best school environment. However, when I entered the building, I saw a world filled with open doors. I found the teachers to be as nice as pie, as well as to be quite educated, in their respective subjects. I also found that many of the students, who were applying here, came from my old school. I even met many new friends, and it all brought me happiness.

Once we arrived I was amazed at how big the school was. There where students

I was lucky enough to get to observe two of my children through this observation assignment. My three year old daughter who attends preschool at Temple Tots, here in Portsmouth. Also my youngest son, who is in second grade at Portsmouth West Elementary School. I really enjoyed the observations, and not just because my children were there. Reading and trying to imagine what a classroom is really like is more difficult than it would seem. Actually getting to be present during school and feeling the atmosphere created is a completely different experience.

As I walked in the class, I was looking for positive examples of the environment, interactions by the teacher, classroom climate, and the teachers respect for diversity. I immediately felt a

Similarly, in Reggio Emilia the teacher is seen as a “co-constructor of knowledge”, “creator of the environment as a third teacher”, “supporter of the competent child”, “documenter”, “researcher”, “listener”, “provocateur” and “negotiator of meaning” (Edwards, Gandini and Forman, 2012, p.149). In the teacher’s everyday responsibilities of working with children and families, the job role is seen as complex, fluid “responsive to the changing times and needs of children, family and society” (Edwards, Gandini and Forman, 2012,

I am so glad to hear about your passion and your eagerness to implement her philosophy. In an NAEYC article written by Biefmeir (2015), it states “recognizing that at the very core of creativity is our desire to express ourselves; Reggio Emilia schools create environments that inspire and support creative thinking and invention. For instance, when in the classrooms and the playground outside reflect Reggio Emilia’s approach this support a developmentally appropriate approach. It becomes a “part of the culture of learning, a process that is internalized within the group” (Biefmeir, 2015, p. 1). A way that I promote students in my classroom is by following their lead. Then, I base my lesson plan on their interest and needs. Our

Observing at Mahopac Middle school taught me a lot. I learned how important a motivating opening to a lesson was. It set the stage for the entire lesson and had students engaged from the very beginning. I also saw how group work allowed students to discuss ideas and help each other. I also saw how a teacher used different forms of instruction to teach a lesson. The teacher used group work, discussions, use of primary quotes, and a video to teach the lesson. The teacher also used effective questioning to get students thinking and brainstorming. I learned a lot about teaching Social Studies during my visit.

Teachers in Reggio Emilia classrooms are not seen as the instructors but rather as facilitators that enhance and encourage the child’s learning process. Teachers are seen as partners in this process and are actively observing and assessing the children as well as the learning methods. Children are not seen as lesser citizens and are allowed to lead the direction of their learning. Parents are not only expected to participate and enhance their child’s learning outside of the classroom but are also involved with decision making that typically would be executed by solely the teacher. These collaborations between student, teacher, and family helps shape the Reggio Emilia classroom into a calming, interactive environment.

The Reggio Emelia educational approach is characterised by progressive thinking and a firm commitment to research and experiment, sustained by on-going staff training. The key values of the approach include: relationships; creativity; the environment; time; learning and teaching and reflective practice. In addition, Reggio Emilia educators refer to the ‘Hundred Languages of Children’, demonstrating the ways in which children express themselves. Other features of importance include the co-participation of families and community members and the relationships with the outside community, as well as the organisation of work and the significance of the environment as an educational value (Thornton and Brunton, 2014). These aspects all join up to make the image of a child who has potential and who is the subject of rights (Gandini, 1996).