Reflection To Return To The Classroom Culture As A Preschool Teacher

Establish equity in the classroom can be hard work, and would mean that the entire team is committed to achieving equity for all students. However, it is with small changes we can go step by step to reach the goal. That is why, one change that I can in my classroom is to teach differently each day. “Just as heterogeneous grouping engages all levels of students, differentiated instruction engages all types of learners.” (DiMartino & Miles, 2004, p. 47). How will I set this change?

This movie, The Classroom, which was very interesting to watch, discusses all that goes on in the school system, the good and the bad. But it also shows how things at home can affect the way the student acts during the school day. This movie definitely makes you look at students that act out differently, instead of punishing them maybe we should all look deeper into the issue and find a way for the student to thrive and use school as an outlet.

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.

During the semester, I had the opportunity to work in a Montessori classroom for grades first through third grade in subjects, language arts, reading, math, social studies, and science and a functional academics classroom for grades first through fifth for all subjects. The Montessori classroom was set up to benefit students who are hands on learners. There were manipulatives all around the room and the classroom allowed for independent work time, small group lessons, and a few whole group lessons. In the classrooms, I had the opportunity to lead many of the classroom activities such as instructing whole group and small group lessons.

I scanned my room and noticed that Bobby was not bothering other students, but was diligently working at his desk on the assigned task. I thought back to the beginning of the school year when it was a challenge to get him to be motivated to work on his own or with a group of peers. I was in awe of the changes he’d made to be motivated about learning and controlling his mood, attitude, and behavior when redirected. Looking at my students, I was elated, knowing that I’d poured my passion into educating them, helping model for them ways to be productive citizens both inside and outside the classroom. It was my hope that my students would reflect on the year and the many things they’d learned by applying the strategies we’d practiced on a daily basis. As I thought about some of the challenges that I’d faced personally and professionally during the year, I was content with knowing that I’d grown and learned much more about myself and my students because God afforded me a spectacular experience. Forging ahead in anticipation of another school year, I planned to take some time to grow professionally, as well as, take the necessary time to reflect on my experiences while spending time with those who mean the world to

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

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.

Below I have listed a little about our class set up, but I wanted to address your specific concerns first. Quincy and I spoke a couple of times over the week in regards to his grade, tests, and the difference in explaining his work versus showing his work. He took the test online and had a scratch paper to show his work. I require students to show their work for all problems so after he finished the test he went back and began the process of explaining his work. We talked about how showing his work as he goes might allow him to recheck his work prior to submitting it. His explanations were great they helped him identify errors after the fact. Your email spoke directly about a question where he missed a negative sign, the question was about understanding integers and using integers to represent situations. The question did have two parts and I believe he earned partial credit.

To start off, one of my favorite methods for building background is the is the “Insert Method” and the other one that I really would like to utilize is the “Signal Words”. Method. Both of these methods help students learn about new content and how the content is used in the correct context. In any event, I believe both of these methods will be adaptable to my hypothetical classroom teaching style.

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

For this assignment, I used my lesson plan I wrote this semester for my Teacher Work Sample. I had already taught this lesson for my first placement in Waco, TX. The lesson plan was based on third grade TEKS and was taught as a unit plan. This lesson was the end of the unit plan on the third day after the first two days focusing on weathering and erosion and landforms. After seeing an example of the UDL lesson plan, I realized how much my lesson plans could benefit from UDL and I chose the lesson plan that could benefit the most from these improvements. All changes made were focused on various learners that need specific accommodations and modifications for their learning.

“The most distinctive characteristic of these very good teachers is that their practice is the result of careful reflection... They themselves also learn lessons each time they teach, evaluating what they do and using these self-critical evaluations to adjust what they do next time.” (Why Colleges Succeed, Ofsted, Paragraph 19). This excerpt from a paper published by Ofsted resonates with me and I feel it explains the concept of and outlines the importance of reflective teaching well.

Coe writes that spiritual formation involves “[joining] in following my example, and [observing] those who walk according to the pattern you have in us” (Phil. 3:17). In other words, through relationships with their parents, children learn spirituality first from their parents, observing and copying how they deal with issues, walk in a spiritual journey, and more. The parent’s role is to awaken the God-given capacities and desires as they interact with their children so that they can form healthy attachments to God as well.

Session five offered insight to feedback and goalsetting as well as the steps of authentic assessment. In addition, we gained a better understanding of what steps should be taken to respond to FELE promps. We also reviewed and discussed several articles pertaining to classroom inclusion.

This semester was my first time working with 3rd graders at an IB school. This type of school is structured much differently than all the other elementary schools in Jefferson County. The curriculum at this school is a concept driven curriculum that helps students construct meaning through improved critical thinking skills. This means that the lessons taught are inquiry based. Inquiry based instruction is centered on posing questions and establishing facts through exploration rather than simply presenting the facts to the students.