The classroom I was in for my field experience does not use a set curriculum. They use the ISTAR-KR as a guide for the goals they should meet by the end of the year. While observing this for 8 weeks it was not very clear to me what the children were learning and building on. It seemed to me that the lessons each day and week were not connected. After observing this for 8 weeks I think using a set curriculum would fix this problem by starting at basic lessons and then building off of them. This way the lessons would seem more connected and the children would be able to review what they have learned in the past. Following a set curriculum in preschool is very important for this reason. The children are learning basic knowledge so having a clear starting point, then lessons that build off of them, and a clear end point would be very helpful for the children to understand why they are learning what they are learning, make connections between lessons, and review what they have learned.
My advice to someone starting their first day at their field experience would be to jump right in. You're only there for 8 weeks, which seems like a long time at first but it flies by. Jumping right in will let you make the most of your time. Watch what your host teacher does and how she handles the classroom and start doing it. Don't be afraid to do something wrong, your host teacher accepted you into her classroom and understands she is there to teach you too! So if you make a mistake when you're jumping in, don't worry, your host teacher will let you know and it shouldn't be embarrassing or awkward because you and your host teacher know that you have never been in her class before and that you don't know yet how the class completely works. Jumping right in, you might make a mistake or two, but it's the fastest way to learn what to do. You can spend 2 weeks observing the children and how the teacher handles the classroom and ask a 1000 questions, but that is just observations and information... that's not experience and this is called a field experience for a reason.
Sunday, April 17, 2016
Sunday, April 10, 2016
Community and culture
Community and culture are important parts of anyone's life, especially in the lives of young children who are learning who they are and the acceptable behaviors of members of the society they live in. Culture and community start with family members as children experience their culture and community at home through their family.
I think it is important to understand the importance of family and culture when working with children because... every child is an individual and comes from different families with different backgrounds. Because every child is an individual, they learn differently as well. As a teacher it is important to know each of your students and understand their cultural backgrounds so you can teach them to the best of your ability. Children are more interested in lessons and learning when they find the topic relevant to their own lives. So as a teacher, knowing each child's family life and culture can help you make those connections between a lesson and the children's daily lives. Without this connection, a lesson may seem irrelevant to a child or boring, causing the child to become distracted during an activity or unwilling to discuss the topic... issues teacher's often describe as challenging behaviors. Overall, knowing and supporting each child's family, culture, and community, helps you become a better teacher, helps the children enjoy learning, and helps parents teach their children how to be well functioning members of their society.
I think it is important to understand the importance of family and culture when working with children because... every child is an individual and comes from different families with different backgrounds. Because every child is an individual, they learn differently as well. As a teacher it is important to know each of your students and understand their cultural backgrounds so you can teach them to the best of your ability. Children are more interested in lessons and learning when they find the topic relevant to their own lives. So as a teacher, knowing each child's family life and culture can help you make those connections between a lesson and the children's daily lives. Without this connection, a lesson may seem irrelevant to a child or boring, causing the child to become distracted during an activity or unwilling to discuss the topic... issues teacher's often describe as challenging behaviors. Overall, knowing and supporting each child's family, culture, and community, helps you become a better teacher, helps the children enjoy learning, and helps parents teach their children how to be well functioning members of their society.
Sunday, April 3, 2016
Week 6 writing in field experience
One thing that I have noticed in my field experience classroom is that there are barely any labels around the room. The months are labeled above the board but they are so high the children can't really see them and only a few of the centers in the room are labeled, math center for example. So the lack of labels around the room seems strange because I've always imagined that a preschool room should have labels on everything. Of course, most 3 and 4 years old can't initially read these labels so they may seem pointless, but preschool is when children are learning how to write their letters and to recognize them. So the 3 and 4 year olds may not be able to read these labels but throughout their time in preschool they should be starting to recognize the letters in labeled words. Having labels on as many things as possible in the room is a simple way to reinforce the letters the children are also learning. Labels can also support site words. In kindergarten, first, and second grade children learn words that can't be sounded out very well, like 'of' for example. Site words are words that the children must learn just by recognizing the letters. The way the labels in a preschool room can support this is by talking about the labels. Since most 3 and 4 year olds cannot read, when you say, this label says, 'chair', the children know what a chair is and see that this word represents the object. They may not actually be able to read this word yet, but every time they see the label they are building a base knowledge of site words. The preschoolers probably can't write the word chair yet, but if they saw the word in a book or somewhere else they could recognize it and say they know that word is chair.
I think this is the most simple way to help children start reading. Just by exposing them to words that they can relate to an object.
I think this is the most simple way to help children start reading. Just by exposing them to words that they can relate to an object.
Sunday, March 27, 2016
Week 5- What I am experiencing and what it has made me think about
What I have experienced...
I have met numerous great people in my placement, staff and children.
The staff environment outside of the classroom is one that I hope I have when I begin my career. They are very helpful and supportive of each other and communicate well.
I have seen good days and bad... and by that I mean days when the children in my class are "on" and days when the children in my class are "off". I did expect this because everyone has a bad day... but my experience so far is that when the children are having an "off" day, I have to be "on", whether I showed up like that or not. The "off" days are the days the children need my attention and care the most and if someone would have showed me what an "off" day looked like before I began my experience I probably would have said, "No thanks. I can't do that. I am not strong enough". As it turns out though, I am. "Off" days make me feel stronger, more patient, accomplished, and happier for pushing through the day one activity at a time and not just giving up on the children and saying, "Fine. Drink your milk through your nose while you're running down the hallway". That example was a little extreme, but still.
I have found what seems like will always be my biggest struggle; enforcing rules that I don't believe in. Just a few examples...
During circle time, the children must sit crisscross apple sauce. There are some cases in which I understand why this would be a rule... like one child does not have very much core strength and sitting crisscross helps build that strength. It is when the children get excited about something so they sit up on their knees, or the kids that need to move more want to stretch their legs out in front of them, that I find it difficult to enforce the crisscross applesauce rule. I honestly do not see a reason why a children should not be allowed to sit on their knees if they are listening.
During recess when we go to the gym, the rule is that the children must run 4 laps on the blue line. The blue line I understand to be a safety rule so the children don't run over someone else playing. However, the 4 laps rule is strict. I assume the idea that the children should run about 4 laps to release some energy and help them stay calm throughout the rest of the day but at some point the reason for running laps became lost and the rule stuck. So all of the children must run 4 laps. Period. They cannot play until they have ran their 4 laps. Some children are very calm and don't need to release so much energy just to sit still during circle time after recess and some kids could probably run 10 laps and still have a crazy amount of energy.
The topic I have chosen for my final project is about how children with incarcerated parents are effected academically and ways a teacher can help. I'm working on this with Karen. I chose this topic because a few of the children in my class have one or both parents that are in and out of jail. However, these children don't usually act the same. Some lash out in anger for small reasons and others don't seem to be physical when they are angry. I wonder if it has anything to do with when their parents get out of jail or when they go back.
I have met numerous great people in my placement, staff and children.
The staff environment outside of the classroom is one that I hope I have when I begin my career. They are very helpful and supportive of each other and communicate well.
I have seen good days and bad... and by that I mean days when the children in my class are "on" and days when the children in my class are "off". I did expect this because everyone has a bad day... but my experience so far is that when the children are having an "off" day, I have to be "on", whether I showed up like that or not. The "off" days are the days the children need my attention and care the most and if someone would have showed me what an "off" day looked like before I began my experience I probably would have said, "No thanks. I can't do that. I am not strong enough". As it turns out though, I am. "Off" days make me feel stronger, more patient, accomplished, and happier for pushing through the day one activity at a time and not just giving up on the children and saying, "Fine. Drink your milk through your nose while you're running down the hallway". That example was a little extreme, but still.
I have found what seems like will always be my biggest struggle; enforcing rules that I don't believe in. Just a few examples...
During circle time, the children must sit crisscross apple sauce. There are some cases in which I understand why this would be a rule... like one child does not have very much core strength and sitting crisscross helps build that strength. It is when the children get excited about something so they sit up on their knees, or the kids that need to move more want to stretch their legs out in front of them, that I find it difficult to enforce the crisscross applesauce rule. I honestly do not see a reason why a children should not be allowed to sit on their knees if they are listening.
During recess when we go to the gym, the rule is that the children must run 4 laps on the blue line. The blue line I understand to be a safety rule so the children don't run over someone else playing. However, the 4 laps rule is strict. I assume the idea that the children should run about 4 laps to release some energy and help them stay calm throughout the rest of the day but at some point the reason for running laps became lost and the rule stuck. So all of the children must run 4 laps. Period. They cannot play until they have ran their 4 laps. Some children are very calm and don't need to release so much energy just to sit still during circle time after recess and some kids could probably run 10 laps and still have a crazy amount of energy.
The topic I have chosen for my final project is about how children with incarcerated parents are effected academically and ways a teacher can help. I'm working on this with Karen. I chose this topic because a few of the children in my class have one or both parents that are in and out of jail. However, these children don't usually act the same. Some lash out in anger for small reasons and others don't seem to be physical when they are angry. I wonder if it has anything to do with when their parents get out of jail or when they go back.
Sunday, March 20, 2016
Field Experience Week 4
I have three goals that I am currently working on.
1. Use a more neutral tone with the students
2. Be more proactive to prevent behavioral outbursts and issues
3. Relate what the students are doing during recess and choice time to their lives outside of school.
I created my first goal because I have noticed that I use a different tone with the students than I do with adults. The tone that I use is higher pitched and to me it seems like when I talk to the students that I am degrading them and what they do when I use this higher pitch. For example, "You picked up all of your materials the first time I asked, I really appreciate that". In a normal tone that I would use with an adult would seem fine but when I use a higher pitch it seems like I am actually saying, "Wow you actually picked up your materials. It's about time"! This is not how I mean to sound when I talk with the children, because I really do appreciate their work. Lately, I have been working on this by thinking about what I am going to say and how I should say it in a neutral tone so I don't offend the students or degrade what they are doing. It is harder than I thought it would be because my natural instinct is to use a baby voice... the voice that everyone has when they talk to babies, young children, and cute pets. I have been able to make some progress though but I am still working on it.
I created my second goal because many of the students I am working with have behavioral issues and the majority of the time they are being punished for their outbursts. To try and lessen the punishment the children receive I wanted to be proactive. I have noticed some routine outbursts that happen almost everyday as a reaction to the same triggers. Therefore, I have started using reminders for these students about what they will be doing, should be doing, and what to expect so they don't get so overwhelmed by their emotions. For example, one child likes to talk in the hallway, but the rule is there is no talking in the hallway. If the children talk in the hallway they have to sit out of recess or choice time for a minute. To prevent this one specific child from loosing minutes during choice time, I walk next to him in the hallway and whenever he wants to start talking I quietly remind him about the rule and that he can tell me when we get back to the classroom. This has helped the child a lot and is just one example of how well my second goal is going.
My third goal has not progressed very well yet. To achieve this goal, I have created blank booklets with the students' names on them and sent them home with a letter about family engagement, asking the families to create a booklet about their child and their lives. I wanted to start with this activity so I could see what and who is important to each child so I can relate what they are doing at school to their home lives. So far, none of the booklets have been returned.
The classroom I have been observing does not use a set curriculum. My host teacher mentioned that she previously used Handwriting Without Tears as a curriculum but has drifted away from it. The Handwriting Without Tears that was used is not for developmentally delayed preschoolers so my host teacher believes it does not apply to her class very well. My host teacher does use direct instruction for all lessons the children learn however. This approach differs from what I have learned in the education program at IU. My first impression is that I am not completely comfortable with direct instruction all of the time with such young children. My experience so far has taught me how to implement direct instruction though, which I have not had much experience with at IU. There are a few areas in which I am struggling with. Reading for example, is somewhat degraded. A read- aloud happens once every few weeks and is very fast paced with no student interaction allowed. This is a struggle for me because read- alouds to me are supposed to be interactive and about discussion with the children rather than getting through the book as quickly as possible. I have had the opportunity to do a read- aloud with the students and I allowed as much discussion as possible and stopped frequently to ask questions that I thought would get the kids talking.
1. Use a more neutral tone with the students
2. Be more proactive to prevent behavioral outbursts and issues
3. Relate what the students are doing during recess and choice time to their lives outside of school.
I created my first goal because I have noticed that I use a different tone with the students than I do with adults. The tone that I use is higher pitched and to me it seems like when I talk to the students that I am degrading them and what they do when I use this higher pitch. For example, "You picked up all of your materials the first time I asked, I really appreciate that". In a normal tone that I would use with an adult would seem fine but when I use a higher pitch it seems like I am actually saying, "Wow you actually picked up your materials. It's about time"! This is not how I mean to sound when I talk with the children, because I really do appreciate their work. Lately, I have been working on this by thinking about what I am going to say and how I should say it in a neutral tone so I don't offend the students or degrade what they are doing. It is harder than I thought it would be because my natural instinct is to use a baby voice... the voice that everyone has when they talk to babies, young children, and cute pets. I have been able to make some progress though but I am still working on it.
I created my second goal because many of the students I am working with have behavioral issues and the majority of the time they are being punished for their outbursts. To try and lessen the punishment the children receive I wanted to be proactive. I have noticed some routine outbursts that happen almost everyday as a reaction to the same triggers. Therefore, I have started using reminders for these students about what they will be doing, should be doing, and what to expect so they don't get so overwhelmed by their emotions. For example, one child likes to talk in the hallway, but the rule is there is no talking in the hallway. If the children talk in the hallway they have to sit out of recess or choice time for a minute. To prevent this one specific child from loosing minutes during choice time, I walk next to him in the hallway and whenever he wants to start talking I quietly remind him about the rule and that he can tell me when we get back to the classroom. This has helped the child a lot and is just one example of how well my second goal is going.
My third goal has not progressed very well yet. To achieve this goal, I have created blank booklets with the students' names on them and sent them home with a letter about family engagement, asking the families to create a booklet about their child and their lives. I wanted to start with this activity so I could see what and who is important to each child so I can relate what they are doing at school to their home lives. So far, none of the booklets have been returned.
The classroom I have been observing does not use a set curriculum. My host teacher mentioned that she previously used Handwriting Without Tears as a curriculum but has drifted away from it. The Handwriting Without Tears that was used is not for developmentally delayed preschoolers so my host teacher believes it does not apply to her class very well. My host teacher does use direct instruction for all lessons the children learn however. This approach differs from what I have learned in the education program at IU. My first impression is that I am not completely comfortable with direct instruction all of the time with such young children. My experience so far has taught me how to implement direct instruction though, which I have not had much experience with at IU. There are a few areas in which I am struggling with. Reading for example, is somewhat degraded. A read- aloud happens once every few weeks and is very fast paced with no student interaction allowed. This is a struggle for me because read- alouds to me are supposed to be interactive and about discussion with the children rather than getting through the book as quickly as possible. I have had the opportunity to do a read- aloud with the students and I allowed as much discussion as possible and stopped frequently to ask questions that I thought would get the kids talking.
Friday, March 4, 2016
Coaching(Supporting) my Host teacher
Coaching/ supporting my host teacher means observing the classroom, the children's behaviors in it, and the methods my teacher uses with them to handle any issues that arise such as behavior problems, transitions and problem solving between students.
Towards the end of the day we play a game about letters. One student has difficulty understanding that he cannot win the game every day and he expresses his anger in a violent way. This is a situation that my host teacher has tried to manage many different ways. All of which include her explaining to the child that he cannot win every day and that he will have another chance the next day. Unfortunately, this alone has not been enough to keep the student calm. As a coach, I would recommend using a reminder at the beginning of the game each day by talking about the class as a team and when the game is over, they all win. At the beginning of these conversations I would even say to try and dig deeper and talk about what a team means and how to cheer each other on and be proud of your team. This may help the child understand that even though he doesn't specifically get to chose the letter that wins the game, his team/ class still wins. During the game I would encourage my host teacher to make references to the team like cheering on each teammate at the board and celebrating when they win. If the child still has anger at the end of the game I would recommend my host teacher getting down eye level with the student and trying to calm him down. Once he is calm, she should explain why his reaction is not acceptable and how he can deal with his emotions next time.
Transitions normally go well for the students in the class except one child. Sometimes he will willingly line up but other times he refuses, especially after choice time. Instead of cleaning up the area he played in, he wants to continue playing. My host teacher has always rang a bell at the end of choice time to signify it is time to clean up and she announces it's time to clean up. This is a great method to use but because one student is having difficulty, I would recommend taking further steps to help him understand that choice time is over. Giving the children a warning before ringing the bell may help with this transition. 5 minutes, 3 minutes, and 1 minute before she rings the bell she could give a short reminder that it is almost time to clean up. This will allow the students to finish what they are doing and they will be more willing to put their toys up when it is time.
At the beginning of the day, the children come in and are expected to take their coats and backpacks off and put them in their cubby. Some students doddle around and take a long time before they decide to take their stuff off. This has just always been part of their routine and my host teacher usually just waits for them to get into the room. However, I believe starting the day off inside the classroom with a more engaging and fun activity would really encourage the kids to get their stuff put into their cubbys and come into the room without waiting a long amount of time.
Just as a reminder, I have only been in my preschool setting for 3 weeks and I am not certified as a preschool teacher or a coach. These are merely just recommendations that I have read about or seen work in other scenarios.
Towards the end of the day we play a game about letters. One student has difficulty understanding that he cannot win the game every day and he expresses his anger in a violent way. This is a situation that my host teacher has tried to manage many different ways. All of which include her explaining to the child that he cannot win every day and that he will have another chance the next day. Unfortunately, this alone has not been enough to keep the student calm. As a coach, I would recommend using a reminder at the beginning of the game each day by talking about the class as a team and when the game is over, they all win. At the beginning of these conversations I would even say to try and dig deeper and talk about what a team means and how to cheer each other on and be proud of your team. This may help the child understand that even though he doesn't specifically get to chose the letter that wins the game, his team/ class still wins. During the game I would encourage my host teacher to make references to the team like cheering on each teammate at the board and celebrating when they win. If the child still has anger at the end of the game I would recommend my host teacher getting down eye level with the student and trying to calm him down. Once he is calm, she should explain why his reaction is not acceptable and how he can deal with his emotions next time.
Transitions normally go well for the students in the class except one child. Sometimes he will willingly line up but other times he refuses, especially after choice time. Instead of cleaning up the area he played in, he wants to continue playing. My host teacher has always rang a bell at the end of choice time to signify it is time to clean up and she announces it's time to clean up. This is a great method to use but because one student is having difficulty, I would recommend taking further steps to help him understand that choice time is over. Giving the children a warning before ringing the bell may help with this transition. 5 minutes, 3 minutes, and 1 minute before she rings the bell she could give a short reminder that it is almost time to clean up. This will allow the students to finish what they are doing and they will be more willing to put their toys up when it is time.
At the beginning of the day, the children come in and are expected to take their coats and backpacks off and put them in their cubby. Some students doddle around and take a long time before they decide to take their stuff off. This has just always been part of their routine and my host teacher usually just waits for them to get into the room. However, I believe starting the day off inside the classroom with a more engaging and fun activity would really encourage the kids to get their stuff put into their cubbys and come into the room without waiting a long amount of time.
Just as a reminder, I have only been in my preschool setting for 3 weeks and I am not certified as a preschool teacher or a coach. These are merely just recommendations that I have read about or seen work in other scenarios.
Sunday, February 28, 2016
Learning Letters in the Classroom
The classroom that I attend for my field experience is a 3-4 year old preschool class. They use Handwriting Without Tears Curriculum. Each week we learn a new letter and this week was V. My host teacher does a large group activity to introduce the letter and later does a small group activity with one or two children at a time to reinforce the letter they are learning.
The Handwriting Without Tears Curriculum offers many different activities to teach uppercase letters. It teaches to write letters based on big lines, small lines, big curves, small curves, and diagonals.
To teach the letter V, my host teacher began with demonstrating the two diagonal lines with magnetic strips on the board. Then, the children are given the chance to say words that begin with this letter. Once there is a list of words they have come up with, she gets out the V can of alphabet soup. The can contains different objects that begin with the letter. After that, a small booklet is used to show pictures of more objects that start with V. After they discuss everything they have that starts with V, they say goodbye to all of the objects.
Example: Violin.
Teacher: Who remembers what this instrument is?
Children: Violin!
Teacher: Let's say goodbye to our violin.
Children: Goodbye violin!
Once all of the objects are put up, they watch a letter video on the smartboard from ABCKids.
Later in the day my host teacher calls one or two children to a table at a time to work on the letter they were introduced to that week. She uses tracing worksheets provided by the Handwriting Without Tears Curriculum.
Example:
The children trace the letters referencing big lines, small lines, big curves, small curves, and diagonal terminology. After they trace the letters they can color the object and they are done.
There are numerous other activities this curriculum offers that would be more fun and engaging that I would use along with these activities.
Wet Dry Try for example would be an activity I would use to supplement the other activities. The children draw a letter on their small chalkboard with a wet sponge(the blue piece). Then they trace that with a tissue or towel to dry it. Finally, they try making the letter with chalk. Then they can keep repeating this process until they have accomplished their goals.
Overall, I think this curriculum is very beneficial and can work well with young children, if it is implemented often and reinforced with different activities that different children can enjoy.
The worksheet that the children in the classroom I am in rush through the tracing just so they can color the picture. That is why other activities need to be implemented to supplement this work.
The Handwriting Without Tears Curriculum offers many different activities to teach uppercase letters. It teaches to write letters based on big lines, small lines, big curves, small curves, and diagonals.
To teach the letter V, my host teacher began with demonstrating the two diagonal lines with magnetic strips on the board. Then, the children are given the chance to say words that begin with this letter. Once there is a list of words they have come up with, she gets out the V can of alphabet soup. The can contains different objects that begin with the letter. After that, a small booklet is used to show pictures of more objects that start with V. After they discuss everything they have that starts with V, they say goodbye to all of the objects.
Example: Violin.
Teacher: Who remembers what this instrument is?
Children: Violin!
Teacher: Let's say goodbye to our violin.
Children: Goodbye violin!
Once all of the objects are put up, they watch a letter video on the smartboard from ABCKids.
Later in the day my host teacher calls one or two children to a table at a time to work on the letter they were introduced to that week. She uses tracing worksheets provided by the Handwriting Without Tears Curriculum.
Example:
The children trace the letters referencing big lines, small lines, big curves, small curves, and diagonal terminology. After they trace the letters they can color the object and they are done.There are numerous other activities this curriculum offers that would be more fun and engaging that I would use along with these activities.
Wet Dry Try for example would be an activity I would use to supplement the other activities. The children draw a letter on their small chalkboard with a wet sponge(the blue piece). Then they trace that with a tissue or towel to dry it. Finally, they try making the letter with chalk. Then they can keep repeating this process until they have accomplished their goals.
Overall, I think this curriculum is very beneficial and can work well with young children, if it is implemented often and reinforced with different activities that different children can enjoy.
The worksheet that the children in the classroom I am in rush through the tracing just so they can color the picture. That is why other activities need to be implemented to supplement this work.
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