Each different classroom has different rules and behavior settings in their classrooms. The atmosphere of the classroom has a lot to do with student behavior. The setting of the classroom should be appealing to the teacher and in some cases the students. All teachers should let students know specific do’s and don’ts of the classroom. Which behaviors are expected or desired and which will not be tolerated in the class‚ Ms. Colombara?s rules are fair and respectful to the class. They insist of no food
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This observation was made in the preschool class at Lincoln Circle Head Start Center. The lead teacher was Cecelia Pace. My observations began on February 22‚ 2016 the attendance total was 15 children. Children came to class at 8:00 in the morning. Cecelia welcomed the children and parents. Both parents and children signed at the entry‚ and then children chose a free play and Cecelia joined them. Cecelia asked questions such as: “How does rain get up in the clouds?” “Where does the rain go?”
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“In an effective classroom students should not only know what they are doing. They should also know why and how.” Harry Wong is an educational speaker that tries to help teachers be able to not only educate their students‚ but also teach them how to comprehend and logically think. Even at Tell City Jr.-Sr. High School‚ there are a variety of different types of teachers; moreover‚ this affects the atmosphere of their classrooms. Many outsiders may see our school as boring and being the same as
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YMCA as a Teacher Assistant in the Toddler Room (potty training room). We share all room duties‚ lesson plans‚ cleaning and all the functions of the room. There are 4 of us 3 Teachers Assistants‚ 2 Group Leaders and our Director is hands on in our classroom as well. There are 20 toddlers. We are not different due to title we all are trained and the expectations are the same as Group Leaders. I am so excited about this class as our toddlers can be a challenge at times. I feel this class will benefit
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REMEMBER: To use pseudonym (not real name) Age of *Child (ren): 3 Sex of Child (ren): male Section One: Little “Bob” walks across the classroom and grabs the peg board. He then sits down in the chair at the left corner of the table. He puts every blue circle peg in its place‚ then he places two of the dark green pegs‚ then all of the yellow triangles‚ then three of the red square pegs‚ then the last rectangular peg and finally the last square peg. He then leans against the
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Observation Report Toni Kaminski ECE 205 – 020 Patrick Lewis November 22‚ 2007 Observation of a Child in a Preschool Setting (Ages 3 -4) Westhill Church Preschool (Happy Heart?) November 1 2007 Thursday‚ P.M. Running Record Sample – 1 hour This is an observation of child A.‚ a young three-year-old
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SETTING The date of my observation was April 27th‚ 2010. It was about 9:30 in the morning when I began my study. I went to Grossmont College’s Child Development Center. The first thing I began looking for was if the child-teacher ratio was correct. The child ratio was 2 teachers to about every 8 children. The ratio was good. As I entered there was one large room that almost looked as if it could be two rooms they way it was set up. One half consisted of a large bookshelf with numerous
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and what will happen next. We don’t take the time to look around and try to make sense of the things we see. We need to slow things down‚ just watch‚ and then think of why we do the things we do or why we interact in the ways we do. As I did my observation‚ my goal was to see how individuals interacted with others through the use of their space. The main entrance has a ramp and two newspaper dispensers outside; a Christmas tree is in a window. There is a main dining area to the left and a larger
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A Pleasurable and Educational Preschool Observation: Option E I observed a 4 year old preschool class during playtime in Staten Island‚ New York. The class consisted of eight children‚ and one certified preschool teacher. There were 4 boys and 4 girls in the class. During my sixty minute observation I noticed several instances of dramatic play‚ peer relationships‚ relationships with adults‚ and self-control. Dramatic Play During my observation‚ I witnessed a group of two- one boy and one girl-playing
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product‚ we will then be able to teach our students effectively. In essence‚ there isn’t one perfect way to teach all students; instead‚ we must adapt different contents‚ strategies‚ and assessments to better educate our students. Often time our classrooms will be filled with students of vastly diverse ages and grade levels. When I was teaching Chinese at a local Chinese school‚ due to the limited resources‚ I had a class with 20 students between the ages of eight and 14—from 2nd graders to 8th graders—all
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