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.
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