Observing teachers is a powerful tool for improving teaching and learning as well as overall program quality. Watch this video to see the observation process for a teacher and pay close attention to what the observer is doing.
Observing teachers is a powerful tool for improving teaching and learning as well as overall program quality. Watch this video to see the observation process for a teacher and pay close attention to what the observer is doing. Explain the role of an observer before, during, and after the observation.
Describe how the observer in the video communicates with the teacher and list three ways that the observer and teacher worked together to assess and document the teacher’s techniques and the children’s individual performance in order to plan for effective future instruction.
Compare the observation strategies that you have seen your Cooperating Teacher use with the observation strategies in the video. If you have not experienced observation at your site yet, ask your Cooperating Teacher about observation techniques used at the site and share what you learn.
In response to your peers: Compare the observation practices that you each noted in the video and that you learned about or experienced at your practicum sites. How were these practices used to improve teaching, learning and overall program quality?
CHS298 Practicum II
Unit 2 Discussion
Embracing Similarities and Differences
Embracing and accepting cultural differences is essential to valuing and respecting culturally diverse children and families. What are practices that teachers use to demonstrate acceptance of diversity? What active steps can teachers take to ensure they are being respectful of diverse cultures? Watch the video Multicultural Lesson: Embracing Similarities and Differences in Preschool Education to hear a literacy coach and teacher share how they approach multicultural education in their early childhood classrooms. As you watch, take note of how they embrace cultural differences and compare these examples to what you have observed in your practicum classroom.
Describe two examples from the video and two examples from your practicum classroom that illustrate practices that value and respect cultural differences and that demonstrate how culture shapes child guidance. Drawing on what you learned in the text, briefly summarize (in your own words) how prejudice, racism, and discrimination damage child development.
With a peer, compare your practicum examples and share two examples each of how you plan to embrace and accept culturally diverse families and children.
CHS298 Practicum II
Unit 3 Discussion
No Bullying Tolerated
In this discussion, we will explore what is known about bullying among young children and its prevalence in early education and childcare settings. We will focus on what educators must do to prevent bullying and stigmatizing. To prepare for the discussion read the article about the roles of ECE and childcare professionals in bullying prevention.
In your initial response, share something that you learned from the article about anti-bullying program design. Describe at least one instance that you witnessed at your practicum site where bullying occurred and how it was addressed. Were the techniques used to address the situation effective, and why or why not?
With your peer discuss effective techniques to prevent bullying and stigmatizing. Compare the instances of bullying that you and your peer shared and how they were managed.
CHS298 Practicum II
Unit 4 Discussion
Play in Early Childhood
Think about a time you observed young children playing. Did you notice that some children were playing in groups while others played individually? Young children engage in different categories of play as they are learning and developing. In this discussion we will explore the different categories of play and the benefits of each type. Watch this video to learn about the four categories of play. As you watch, note the types of play that you have seen in your practicum classroom.
For your initial response, in your own words provide a one-sentence description of each of the four categories of play. Describe examples of two of the types of play that you have observed in your practicum site. Comment on whether and how the physical space and social environment enhanced the play in your examples.
With a peer, discuss how knowing the different categories of play help teachers to design developmentally appropriate environments and share examples.
CHS298 Practicum II
Unit 5 Discussion
Communicating with Infants and Toddlers
As early childhood professionals our methods of communication with young children provide a model for positive effective communication. Understanding the communication capabilities of young children helps us to plan for developmentally appropriate positive communication. Read the chapter and watch the video to learn more about the development of toddler communication. Think about what an infant or toddler can understand and how their early positive communication skills can be fostered.
In your response, describe how the teacher in the video fostered positive communication skills. Provide one example from the video of productive communication and one example you have observed at your practicum site that illustrate characteristics of both productive and nonproductive communication. In your own words, describe how crucial conversation, as defined in the chapter, can be used to resolve conflict.
With your peer, compare your methods of communication with toddlers and discuss how you can use crucial conversations to resolve conflict and leave children feeling valued.
CHS298 Practicum II
Unit 6 Discussion
Sorry or Not Sorry
When you are working with or around young children, negative behaviors are guaranteed to arise. However, not all negative behaviors require adult intervention. What behaviors warrant immediate attention? Watch this video to learn more about positive guidance. Think about how positive guidance is described and what behaviors require an adult to provide positive guidance.
In your initial response discuss whether the teacher’s intervention in inappropriate behavior is authoritative or authoritarian? Explain why you believe it is authoritative or authoritarian. Evaluate the choice the teacher in the video made regarding requiring children to say they were sorry. Provide two examples of positive guidance techniques that you have observed your Cooperating Teacher use to handle misbehavior.
With your peer, compare the examples you shared of positive guidance and discuss your responses to what you think might have happened if the teacher in the video had been permissive and had simply walked away from the two children who were fighting.
CHS298 Practicum II
Unit 7 Discussion
Promoting Positive Social Behavior
In this discussion we will explore methods to guide young children toward positive social behaviors. In this video, watch as an early childhood teacher describes the various techniques she uses to help children develop these behaviors. How did she determine what rules to establish with young children and when to apply them?
In your initial response, describe in your own words two positive guidance methods the teacher in the video employs and two positive guidance methods you have observed your Cooperating Teacher use. Include in your description when and how each method was used. Reflect on how your understanding of a teacher’s role in promoting positive social behavior has changed because of what you learned in the video or in your practicum classroom.
With your peer, compare strategies your Cooperating Teacher uses to remove causes of problem behavior. Share examples of when your Cooperating Teacher intervened. Was the intervention appropriate, and why or why not? Discuss techniques you would each use to promote positive social behavior in the same situations.
CHS298 Practicum II
Unit 8 Discussion
Supporting Emotional Development
In this discussion, we will explore how young children learn to express their feelings appropriately. We will also look at positive guidance methods that facilitate children’s positive emotional development. In this video, watch an early childhood teacher use various strategies to help children learn to express their feelings in appropriate ways.
In your initial response, describe in your own words two positive guidance strategies the teacher in the video employs and two strategies you have observed your Cooperating Teacher use to support children’s emotional development. Based on what you have read in the text or observed in your practicum classroom, identify two additional positive guidance strategies that the teacher in the video or your Cooperating Teacher could have used to help facilitate preschoolers’ emotional development. Explain your reasons for suggesting these other positive guidance strategies, including details about the situation that informed your selections.
With a peer, compare the strategies used by your Cooperating Teachers or the teacher in the video. Were the strategies effective or ineffective, and why? Share ideas with your peer about planning an activity that you each might do to help children develop mindfulness behaviors. Positively “critique” and share advice/ideas about one another’s activity approaches.
CHS298 Practicum II
Discussion Course Reflection
After having the opportunity to complete the course, what would you change and why? What topic particularly caught your interest and what do you want to know more about? Last, but not least, if you could share with the next class one piece of advice about this class, what would it be? Please note that this pertains to the class, the materials, flow/organization, etc.
CHS298 Practicum II
Unit 1 Assignment
Practicum Arrangements & Goals Assignment
If you are doing your field experience in a practicum site, you will review the CHS298 Practicum Handbook with your Cooperating Teacher. You will also provide key information about your site arrangements and describe three SMART goals that you would like to accomplish at your site during your time in this course. See the attached document for complete instructions and grading rubric.
CHS298 Practicum II
Unit 2 Assignment
Weekly Record Sheet – Or – Virtual Observations and Reflections
Each week you are required to complete a Weekly Record Sheet showing the days and times you were at your practicum site and specific ways you assisted in the classroom. Your Cooperating Teacher will have the opportunity to comment and to request a phone conference with your course Instructor. Campus students who are taking CHS298 as a semester-long course should complete a record sheet for each week but submit two together at the end of each unit, which is every two weeks.
CHS298 Practicum II
Unit 3 Assignment
Weekly Record Sheet – Or – Virtual Observations or Reflections
Each week you are required to complete a Weekly Record Sheet showing the days and times you were at your Practicum site and specific ways you assisted in the classroom. Your Cooperating Teacher will have the opportunity to comment and to request a phone conference with your course Instructor. Campus students who are taking CHS298 as a semester-long course should complete a Record Sheet for each week but submit two together at the end of each unit, which is every two weeks. See the attached documents for complete instructions and grading rubric.
CHS298 Practicum II
Unit 4 Assignment
Weekly Record Sheet – Or- Virtual Observations and Reflections
Each week you are required to complete a Weekly Record Sheet showing the days and times you were at your Practicum site and specific ways you assisted in the classroom. Your Cooperating Teacher will have the opportunity to comment and to request a phone conference with your course Instructor. Campus students who are taking CHS298 as a semester-long course should complete a Record Sheet for each week but submit two together at the end of each unit, which is every two weeks. See the attached documents for complete instructions and grading rubric.
CHS298 Practicum II
Unit 5 Assignment
Weekly Record Sheet – Or- Virtual Observations and Refelctions
Each week you are required to complete a Weekly Record Sheet showing the days and times you were at your Practicum site and specific ways you assisted in the classroom. Your Cooperating Teacher will have the opportunity to comment and to request a phone conference with your course Instructor. Campus students who are taking CHS298 as a semester-long course should complete a Record Sheet for each week but submit two together at the end of each unit, which is every two weeks.
CHS298 Practicum II
Unit 6 Assignment
Weekly Record Sheet – Or- Virtual; Observations and Reflections
Each week you are required to complete a Weekly Record Sheet showing the days and times you were at your Practicum site and specific ways you assisted in the classroom. Your Cooperating Teacher will have the opportunity to comment and to request a phone conference with your course Instructor. Campus students who are taking CHS298 as a semester-long course should complete a Record Sheet for each week but submit two together at the end of each unit, which is every two weeks. See the attached documents for complete instructions and grading rubric.
CHS298 Practicum II
Unit 7 Assignment
Weekly Record Sheet – Or – Virtual Observations and Reflections
Each week you are required to complete a Weekly Record Sheet showing the days and times you were at your practicum site and specific ways you assisted in the classroom. Your Cooperating Teacher will have the opportunity to comment and to request a phone conference with your course Instructor. Campus students who are taking CHS298 as a semester-long course should complete a record sheet for each week but submit two together at the end of each unit, which is every two weeks.
CHS298 Practicum II
Unit 8 Assignment
Weekly Record Sheet – Or- Virtual Observations and Reflections
Use this link to submit your final Weekly Record Sheet showing the days and times you were at your practicum site and specific ways you assisted in the classroom. This final sheet should reflect the final remaining hours of the required 100 hours.
CHS298 Practicum II
Unit 3 Assignment
Learning Experience Plan Part I
You will begin working on the initial steps of a Learning Experience Plan (LEP) designed to help children achieve identified outcomes. In Part 1 of this multi-part assignment, you will begin planning the LEP by providing basic information about the lesson and learners, identifying the early learning standards and objectives of the lesson, and selecting the lesson materials. These elements will be filled into the provided LEP Template.
You will continue developing the LEP during Units 4 and 5, then implement the LEP in your practicum classroom or at home in Unit 6.
If you are doing field hours at a practicum site, you will teach this lesson in your class during Unit 6 and submit a video of the lesson.
If you are doing the alternative option with the Virtual Observations & Reflections, in Unit 6, you will make a video of yourself at home reading the story and sharing the questions that you would ask children if you were reading the story to children. You may use an actual hard copy of a book of your choosing or use this link to find an eBook version of a children’s story that you can use for your lesson: http://www.magickeys.com/books/wolstencroft/index.html
CHS298 Practicum II
Unit 4 Assignment
Learning Experience Plan (LEP) Part 2
You worked on Part 1 of the LEP in Unit 3. In Unit 4, you will finish the LEP by completing Part 2, steps 5-10, including adding learning activity centers.
See the attached documents for complete instructions and grading rubric.
HEADS-UP: In Unit 6, you will submit a video of yourself implementing the LEP in your practicum classroom. If you are doing the Alternative Option with the Virtual Observations & Reflections, you will pretend that you are in the classroom and record a video of the reading portion of the assignment. See below.
FOR THOSE OF YOU AT YOUR PLACEMENT SITE:
For this video presentation, you will be sharing with us the actual reading of your lesson from your placement site classroom.
Share with us the age group of the children in the class.
Your video should be about 10 minutes in length.
Describe how you would reinforce the vocabulary after the story reading.
Share the HOT questions you would ask the children.
Show a sample of the finished product you did with the children as a follow-up language arts activity that extended the leaning.
Have your CT’s sign your final LEP
FOR THOSE OF YOU DOING THE ALTERNATE ASSIGNMENTS:
For this video presentation, you will be do all the same things you would have done if you were in the classroom.
Pretend you are in the classroom reading to children. You can read to real children or imaginary ones, favorite stuffed animals, or cooperative pets!
Share with us the age group of the pretend children in the class.
Your video should be about 10 minutes in length.
Describe how you would reinforce the vocabulary after the story reading.
Share the HOT questions you would ask the children.
Show a sample of the finished product you would do as a follow-up language arts activity that extended the leaning.
CHS298 Practicum II
Unit 6 Assignment
Learning Experience Plan (LEP) Implementation Video and Evaluation
FOR THOSE OF YOU AT YOUR PLACEMENT SITE:
In this assignment, you will implement your LEP lesson in your practicum classroom and record a video of the story reading portion, which includes the initiation, the vocabulary, and the questions that you created for the lesson. After your LEP implementation, you will complete a reflection and evaluation with your Cooperating Teacher. You will submit your LEP story reading video, your completed LEP Self-Reflection and Cooperating Teacher Evaluation Form, and the final draft of your LEP to the Unit 6 Assignment link.
See the attached document for complete instructions and grading rubric. Submit your completed assignment to the above submission link by 11:59 p.m. EST, Sunday of Unit 6.
Share with us the age group of the children in the class.
Your video should be about 10 minutes in length.
Show or describe how you would reinforce the vocabulary after the story reading.
Show or share the HOT questions you would ask the children.
Show a sample of the finished product you did with the children as a follow-up language arts activity that extended the leaning.
Have your CT’s sign your final LEP
FOR THOSE OF YOU DOING THE ALTERNATE ASSIGNMENTS:
For this video presentation, you will be do all the same things you would have done if you were in the classroom.
Pretend you are in the classroom reading to children. You can read to real children or imaginary ones, favorite stuffed animals, or cooperative pets!
Share with us the age group of the pretend children in the class.
Your video should be about 10 minutes in length.
Describe how you would reinforce the vocabulary after the story reading.
Share the HOT questions you would ask the children.
Show a sample of the finished product you would do as a follow-up language arts activity that extended the leaning.
CHS298 Practicum II
Unit 7 Assignment
Cooperating Teachr Evaluation & Student Reflection – Or – Guided Reflection
If you are doing the field hours at your practicum site:
Meet with your Cooperating Teacher to discuss their observations and written evaluation of your practicum work and their insights on how you can continue to grow as an educator. You will complete a self-reflection of your professional growth and progress toward your SMART goals (identified in the first week of this course).
See the attached document for complete instructions and grading rubric. Submit your completed assignment to the above submission link by 11:59 p.m. EST, Sunday of Unit 7.
If you have been doing the alternate version of the course:
Write a reflection of one or more pages on your experience and growth during this course, addressing the following:
Your reaction and attitude at the start of the term regarding having this opportunity to do a simulated field experience since COVID-10 pandemic forced the closure or placed limitations on practicum field placements in classrooms?
How do you feel about the simulated experience now?
What are the three key things that you learned from this course?
Were there parts of this course that you felt were especially valuable?
Did you like the textbook? Why or why not?
Did you enjoy or benefit from interactions with peers?
Did you find the videos and reflections helped you learn more about early childhood education?
Choose one of the following quotes and tell what it means to you:
“Every day, in 100 small ways, our children ask, ‘Do you hear me? Do you see me? Do I matter?’ Their behavior often reflects our response.” ~ L.R. Knost
“A child can teach an adult three things: to be happy for no reason, to always be busy with something, and to know how to demand with all his might that which he desires.” ~ Paulo Coelho
“Love is the supreme form of communication. In the hierarchy of needs, love stands as the supreme developing agent of the humanity of the person. As such, the teaching of love should be the central core of all early childhood curriculum with all other subjects growing naturally out of such teaching”~ Ashley Montagu
“Remember: everyone in the classroom has a story that leads to misbehavior or defiance. 9 times out of 10, the story behind the misbehavior won’t make you angry. It will break your heart.” ~ Annette Breaux
“If children feel safe, they can take risks, ask questions, make mistakes, learn to trust, share their feelings, and grow.” ~ Alfie Kohn
“It is easier to build strong children than to repair broken adults.” ~ F. Douglas
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