The Success Of A Circle Time

When teaching a lesson about seasons I would have the students seat at the rug in a circle. I would start talking about the name of each season and what happen with the weather during that time. To help the ELL

When they were doing the activity I was watching them how to do the activity. Sometimes I asked them some questions to make sure that they understood completely. I observed all pupils in my group loved to play with the colourful shapes and they separated them in the right circle. This activity was very simple but through that the pupils can recognise the all type of shapes. When we finished Miss B suggested each group should check other group work and they should find if there is any mistake. While my group were checking other groups work I was with them and supported them with explaining more.

I learned the day before my visit, Miss Suzy threw a pizza party for the children. The day of my visit they were going to make their own individual pizzas (I did not get to view that part of the day). I noticed that during circle time, two children seemed uninterested had wandered off. Miss Suzy did not do anything about it, she just let them be. I thought that was wrong of her because the two children were not being involved. The children could of already known what they were speaking about. If that was the case she should of given them some work to do. When circle time was over, Miss Suzy asked each child which part of the room they wanted to play in. Students chose dramatic play, arts and crafts, reading, and playing on the computer. Miss Suzy walked around each group asking them questions, expanding their imaginations. Morrison states "that teachers work with gingival children, small groups" (2003, p.232). Watching Miss Suzy, you can see she really enjoys what she does. She never once ignored a student who went up to her. She seemed genuily interested when the children shared stories with her. She always welcomed them with a hug when walking into the room in the morning to begin their day, and the children would come in running to hug her.

For younger students, making a classroom visual may be helpful. Second, you want to teach the students the classroom procedures and cues to eliminate issues during any kind of transition. Thinking about the placement of furniture will be helpful too. You want to be sure that there are not areas that will get to congested. Third is to implement positive praise and reinforcement. It is important to be specific with praise, so that the student will know what they are doing well. Adding in a reward system can also be very motivating. The fourth practice is about the teacher. Active supervision is important. Moving around the room will give you different views of the room and let all of the students know that you are paying attention. This may also make it easier for students to ask questions. They will feel that it is easier to gain your attention if your floating around the room, rather then standing in the same spot the whole time. The fifth practice talks about the importance of consistent and fair consequences. Teachers need to first know when to react. Ignoring minor behaviors that are attention seeking is important. Also, make sure that you are using constructive redirection, so the student will know where they went wrong. The final practice is to keep the student engaged. Give them opportunities to respond and be a part of the lessons

Since first graders are generally energetic and eager to learn, it stands to reason that the classroom environment would also be active and alive. How? My teaching method would be focused on the students. For example, after sharing a story with my students, we would break into work centers. These work centers offer a variety of hands-on learning activities. For instance, after reading the book Little Puppy Saves the Day by Muriel Pepin, one science-focused center might be about the animals. Students would be allowed to play the board game Fur or Feathers, which teaches children to be kind to animals. The object of the game is to save one of each of the five animals, or whoever saves the most animals during this time wins. Children will roll the dice to move around the board by answering animal trivia. For example, “What is the red part on a rooster’s head called?” Another learning center would be to complete a comprehension quiz using the computer. The students would be expected to score at least an 80%. The center focused on math might consist of flashcards. Students would take turns holding up flashcards and answering. One student might say to another, “Mama Hen had 10 eggs. 7 eggs hatch. How many eggs are left? (10 -7 =

In this class I was able to assist with everything the students did. I helped with craft time where the students would create a craft depending on what the lesson plan was for that week. I helped students utilize their fine motor skills by advocating the individual task of using a glue stick without help, coloring in the lines, and using safety scissors. Each task was focused on the child performing at the best of his or her ability and using praise to promote the task and the child 's ability to perform the task. During story time the students would sit in a circle and either Mrs. Abby or I would read to them while asking questions about the story or about something pertaining to the story. During music time, the students watched educational videos about letters, numbers, colors, and how to count. I saw that the videos kept their attention while also allowing them to dance and sing along. In this type of class setting I was able to contribute to the development and advancement of each child by pouring my knowledge and experience into their lives. Having such a small class was helpful in that I could focus on each child individually to ensure that the students were equally cared for and valued.

Describe fully what happened when you tried to engage the children’s interest during the activity time? When the children first came to me I didn’t have any problem engaging them in the lesson. They were excited to do an activity that was new and on a topic that they don’t normally do during centers. The students like the game nature of the lesson. They didn’t necessary realize that they were learning while completing the center. The problem came with some of the children that have a harder time with self-control. They had a time waiting for their turn without goofing off. Also the children were the lesson wasn’t just not developmental appropriate had a hard time focusing.

Many elementary school teachers use fun activities to teach their students basic skills, such as: counting, ABC’s, and many other things. Students this young need activities to stay focus and many studies show that students who have activities along with their learning materials grasp the concepts better than a student with not activity or visual aid (“Kindergarten and Elementary school teachers.”).

After snack time the children just play with toys and just lay on the carpet. I wanted the children to explore more. So after snake time i put out my activity and many children showed interest in doing my activity.

1, Game. Then teacher use game let student talk and play with each different grade, some student found different grade student, some student not, just shake hand with next to them. First grade student just stand there look around. It’s look very shy.I think teacher use this game make everyone warm up, but I think in the different age and large group children may shy or feel uncomfortable, because they has different characteristics.

While sitting and observing circle time I noticed that the children were very directed. They all sat quietly and listened to the teacher. Before speaking they knew to raise their hands and they were called upon before speaking. If perhaps a student spoke without being called on they were redirected as they coped with that very well.

Students go to circle time, where the teacher leads songs and goes over the daily expectations

I would use the errorless learning model to teach the child how to draw a circle. I would use physical prompting to help the student achieve success. I would put my hand on their hand and say, “draw a circle” and then help them draw the circle. Then it would be followed by “Good job!” The next time I would lighten the amount of pressure applied by my hand to help the student draw the circle. Then I would follow it with “Way to go!” I would lightly touch the child’s

Circle time is when all the children come together and engage in learning. Yet J suffered she didn’t get much interaction from teacher. However, after circle time I had the opportunity to observe J and JA in different learning centers. These learning centers provided social interactions. The two learning centers I observed was dramatic play and blocks. The children where in different learning environments at separate times. J crawled to blocks at 9:13am, Which was located across from circle area.

I learned a lot about children’s development, whether physical, emotional or mental development this all depends on the child. Every kid is different and develop at own speed. We can aid the kid to acquire a lot more by merely having different learning opportunities for the child at different areas in the room. A room should be structured, offer to collaborate with others, and it affords the kid a chance playing with tangible targets. It gives children an active approach to learning this age group consist of preschool, kindergarten, and primary classrooms. (Marion, 2015). No matter what the age of the children should be able to talk to the adults that are skilled in teaching the children. This can deliver a positive impact on children’s behavior. The kids demand a sensory faculty of order and is comfy for work and fun. The social interaction of the children the room needs to be set up where the children can interact easily with others and with the instructor. There are three powerful steps for powerful interaction and it is being present, connect and extend the learning this will help build strong, caring relationships with your children and their families. Powerful interactions are the direction the teacher connects with a child and holds out their learning. Guidance helps to keep the room a positive climate. Making choices the children need to find out by learning to make smart selections. The need active learning which the room should encourage. Kids can benefit from