Teaching Children to Communicate in the Classroom Essay

In chapter five, by Cris Tovani, “Why Am I Reading This” explains how educators need to establish a clear reading instructional plan. In order to accomplish understanding students need to concentrate on main ideas from the readings. Tovani explains that it is vital for teachers to model how students should hold their thinking or slow down their reading. Throughout the chapters she gives examples as question strategies, highlighting text, or summarizing key points. As this will benefit students in their reading assignment. Tovani also explains throughout the chapter that teachers should model thinking aloud. This strategy will benefit students on how to negotiate difficult text.

During the first few weeks of school teachers should focus on teaching students appropriate classroom behavior, expectations and consequences. If they notice a student not interested in learning about the rules of the classroom, the teacher can take a little extra time with teaching the rules and its best that the teacher review the expectations each month, allowing the students to remember them. Following these guidelines will ensure a positive learning environment for every

She told me about her classroom rules which are mutual respect, attentive listening and appreciations no put downs. She spent the first three weeks of school going over these three rules and afterwards she had each student write their name on colored paper which is their contract, their signature on that paper means they will follow those rules throughout the year. She has another rule in her classroom called “Kelso’s Choices”. Kelso’s Choices are nine different choices they can make on how to solve their problems in class. When the students come to an issue they have to choose two of the choices on the poster before going to the teacher. Some of the choices on there include, walking away, talking it out, apologizing, telling them to stop, etc. I really liked the idea of Kelso’s Choices because it teaches them problem solving as well as social skills. Instead of being unfair or going to the teacher they have the opportunity to solve the issues and be fair towards each other.

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

This is a 1st grade class made up of 12 first grade students. There are 7 Girls and 5 Boys. There is 1 male student with general academic IEP that covers all subjects as well as 1 male and 1 female student that have speech IEPs. The classroom is arranged in table seating with a large carpeted area in the front of the classroom for group learning. This lesson will be taught in a group setting at the carpet.

When we ask the children to share their ideas orally using solid objects (teddies or animals), the teacher will be able to define their ideas and strategies. In addition, the children will have the opportunity to be involved in their learning process as part of their sense of agency.

Academically, there was a definite need for improvement in students across the nation and the Standards written. In fact, the Standards were created concentrating on students. Although, these Standards are desirable, a key component is missing. There are no suggestions to how an educator is believed to achieve these goals, especially in regards to how to reach the beginner readers. In particular, kindergarteners are at the beginning of their academic careers. Although there is undoubtedly a need for the introduction

fascination and interest in text can be kept up with daily reading sessions. This will spark their

To share ideas and thoughts – If you have questions, ideas and opinions about work sharing

• At the end of the questionnaire, the individual is given points in each category of learning

Students will learn sequencing and reading comprehension of nonfiction pieces of work. This will cover the learning outcome 2.RN.1 and the standard that we will be focusing on is 2.RN.2.1 for second graders. Learning outcome 2.RN.1 states that the students need to read and comprehend a variety of nonfiction within a range of complexity appropriate for grades 2-3. By the end of grade 2, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed at the high end. The standard 2.RN.2.1 states that the student will be ask and expected to answer questions about the main idea and supporting facts and details in a text to confirm understanding. To cover this standard the student will need

I will develop broad-based activities and open-ended questions to help students think about the topic in varied and divergent ways. I will select a culminating activity which is a project or activity that engages students in meaningful summarization of their discoveries and leads to new ideas, understandings, and connections. Last, I will choose a method for evaluating my students ' progress and growth throughout the unit such as conferences, logs, and student journal writing.

This particular book How to Talk So Kids Will Listen & Listen So Kids Will Talk by Adele Faber & Elaine Mazlish is a great book for parents and teachers to read to help develop good communication skills with children.

Instruction will focus on building comprehension strategies such as setting a purpose, previewing the text and comprehension checks to help support her independent reading.

Based on my own experience I would like to dive into my position on the issue of childhood communication that directly affects a child’s development and education. Communication is essential to human life. We learn how to communicate first and foremost from our parents, or those who raise us. These people whom we depend on are who determine how we learn to communicate with and understand others. When children are growing up communication is crucial to their innate human nature, and the way they develop as adolescents is a building block to the kinds of relationships they form later in life. Childhood growth and development are indefinitely affected by different environmental and cultural situations in which a child is subject to. When acknowledging the undeniable gaps in maturity between children many factors come into account; money and environment. More importantly my standpoint on this issue would be the idea that children who grow up in a relatively less affluent household/area are more likely to face much more problematic issues with learning and communicating. I argue that the more impoverished an area is the less advanced the communication is between parents and children, but I also believe that there is a disparity between the children who grow up in an affluent setting.