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SEDN 683: Practicum II- Birth-Grade 2

SEDN 683: Practicum II- Birth-Grade 2

Some Issues of Particular Importance in Work with Young Children

 

  1. What kinds of activities have you used to provide the young children with whom you have worked the opportunity to solve problems of various kinds?

a.

b.

c.

d.

Comments:

 

 

 

  1. What methods and materials have you used to appeal to various learning styles and modalities? Were any of them particularly effective or ineffective?

a.

b.

c.

d.

Comments:

 

 

  1. Which typical early childhood behaviors or problems have been more difficult for you to deal with than others? How do you plan to work on these difficulties?

Comments:

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  1. What did you learn about creating a safe, comfortable and appropriately stimulating environment for young children that you did not know before taking your Practicum II course?

a.

b.

c.

d.

Comments:

 

  1. What did you learn about creating an emotionally safe and secure environment for young children that you did not know before taking your Practicum II course?

 

a.

b.

c.

d.

Comments:

 

  1. What are some of the ways you have learned to build constructive relationships with parents of young children with whom you work?

 

a.

b.

c.

d.

Comments:

 

  1. What are some ways you have learned to develop a caring, respectful way of relating to students?

a.

b.

c.

d.

e.

 

Comments:

 

  1. What is the place and importance of socio-dramatic play at the pre-K and K level?

a.

b.

c.

d.

e.

Comments:

 

 

  1. What are examples of data-supported (or data-driven) instruction which you have observed in your Practicum? How might you use data-supported instruction in your future teaching?

 

a.

b.

c.

d.

e.

Comments:

SEDN 683: Practicum II- Birth-Grade 2

Some Issues of Particular Importance in Work with Young Children

  1. What kinds of activities have you used to provide the young children with whom you have worked the opportunity to solve problems of various kinds?
  2. Let the children brain storm and encourage them to express themselves. This enables them to develop interpersonal skills necessary for problem solving and dialoging with others without resorting to violence, they also recognize and respect views of different people and develop listening skills which are important in handling problems.
  3. Provide a variety of problem solving experiences like games and puzzles. These help children by allowing for mental activity to engage with real problems in the games and try to come up with solutions in a practical manner beyond the theoretical discussions.
  4. Give stories that have a problem solving theme .The stories allow the children to read about how other people solved their problems and adopt the same; they get to learn different viewpoints and approaches to problems at the same time having expanded mental capacity and will to take on problems.
  5. Ask the children questions and give them suggestions letting them choose the right one. These helps the children gauge their capacity in problem solving and also allows me to see which areas are avoid or chosen by most of them to decide on the parts to strengthen. The children also get to know how different colleagues solved respective questions they picked thereby expanding their capacity.
  6. Help the children understand and internalize the problem by giving hem real life examples (moral dilemma).Real life examples on how issues have been tackled move the children form the confirm of classroom to understand reality and appreciate the importance of the lessons being taught.

 

 

Comments:

Problem solving skills are necessary in all areas of life, and classroom problem solving activities can be a great way to get students prepped ad ready to solve real problems in real life situations. In any life situation, whether at work, school, or in their social relationships, the ability to criticize and analyze a problem, map out all the elements and prepare a workable solution is one of the most valuable skills that one can acquire in life (McLaren, 2015).

  1. What methods and materials have you used to appeal to various learning styles and modalities? Were any of them particularly effective or ineffective?
  2. The discussion groups are essential in the sense that a wide range of opinion is brought forth for deliberation among various participants, thus having a consensus on strong points which would not have been with only one participant.
  3. Lecturing provides a set up through which tutors make presentations to the audience on various important and informative areas that need to sink into them. This is one of the most important approaches in training.
  4. Learning by a way of practicals is majorly encouraged as the learners not only receive information but also puts the very information into action. Practice by doing thus encourages believability and ownership on the concept ad you are not only a mere participant but also an active audience.
  5. Teach others encourage interaction among learners which translates into information sharing. It’s essential that you reach and meet the need of various respective learners having understood their knowledge gap.
  6. Audio Visual learning process provides a platform for the learners to actually see what is at hand as well as hear. Adoption of this approach enables the learners to better under the concept and retain for longer duration.

Comments:

There are many different ways a person can learn something. Some learning methods work better than others. The bottom line is, you can learn anything you want with the possibilities being endless.

I found the practice by dong and things and Audio visual being most effective since it is easier to learn and understand since it is easier for a learner to understand especially if they practice and see what they need (McLaren,2015).

  1. Which typical early childhood behaviors or problems have been more difficult for you to deal with than others? How do you plan to work on these difficulties?
  2. Moments of melt downs as so frustrating to the extents of giving up. This emotional detachment negatively affects the learners and learning environment and requires emotional intelligence in managing.
  3. Children being unable to stay awake in class have proved to be a hindrance in information sharing; it results to low or lack thereof of concentration hence little or no information passed to the intended audience. However, having realized this, it thus requires that students are engaged in breaks with exercises that make them awake such as stretching and also ensuring that you become a lively presenter.
  4. Distractions by other students or what is outside is one of the major challenges for the learners; this slows down the learning process as attention of the learners is diverted to the other things and not the learning. To curb this, making presentations lively and engaging everybody will not give them room to pay attention to others things.
  5. Some learners may also not express themselves in a learning environment for varies reasons such as fear of giving wrong answers or asking what I may appear stupid question. The teacher should thus create atmosphere that encourages questions and session from the participants and developing a policy of every answer is right. Participants will be motivated to ask burning questions and as well answer questions without fear of exposing what may be perceived as ignorance.
  6. Bullying is a form of intimidation, it results into forcefully enacting an action to another. The form of bullying mostly in school is when senior students forcefully engage the juniors into activities that are demeaning to them. This sets a prejudgment of a poor learning environment and makes the students switch off their minds. Strict policy to curb this vice should be advocated that will hinder this occurring.

 

Comments:

The goal of each educational institution is to teach better behavior over the long term and design a classroom environment where students are more likely to behave. However, you will always act out (Entwistle and Ramsden, 2015).

Overtime, I will teach children on how to deal with emotions and how to regulate them, have a predictable daily schedule and always be ensure that misbehavior consequences are understood

SEDN 683: Practicum II- Birth-Grade 2 Works Cited

Entwistle, N., & Ramsden, P. (2015). Understanding student learning (Routledge revivals). Routledge.

Kraft, M. A., & Rogers, T. (2015). The underutilized potential of teacher-to-parent communication: Evidence from a field experiment. Economics of Education Review, 47, 49-63.

McLaren, P. (2015). Life in schools: An introduction to critical pedagogy in the foundations of education. Routledge.