CD 22CHAPTERS 3-6

FALL 2013

PROF. GALLEGOS

LET’S KICK IT OFF

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GOALS OF ASSESSMENT, EVALUATION, & DISCUSSION

• KNOWING THE NAEYC ASSOCIATE STANDARDS SUMMARY P. 53

• OBSERVATIONS

• INFORMAL

• CO-EDUCATOR

• FORMAL

CONT. OBSERVATIONS

• DIRECT OBSERVATION-DURING THIS TIME A SUPERVISOR WILL USE DIFFERENT TYPES OF TECHNIQUES

• TIME SAMPLING

• SPECIMEN DESCRIPTION OR NARRATIVE

• EVENT SAMPLING

• CRITERION-REFERENCES INSTRUMENT

PRE- & POST- CONFERENCE SUPERVISOR MEETINGS

• ACCEPTING CREDIT AND COMPLEMENTS

• PEER OBSERVATIONS

• REFLECTIVE BEHAVIORS

INSTRUCTIONAL PLANNING

• USING CHILD INTERESTS

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• CURRICULUM “MEANINGFUL”

• GOAL STATEMENTS

• IMPORTANT COMPONENTS

• PLAY

• LITERACY

LESSON PLAN GOALS AND OBJECTIVES

• OBJECTIVES-SERVE AS THE BASIS FOR PLANNING, PRESENTATION, AND ALL OTHER FORM SECTIONS

• INSTRUCTIONAL OBJECTIVES –ARE MORE GENERAL IN NATURE AND MAY DEFY MEASUREMENT

• SPECIFIC BEHAVIORAL OBJECTIVES

• EXAMPLES-

• SBO: WHEN GIVEN 4 CUBES OF DIFFERENT COLORS (RED, BLUE, ETC.), THE CHILD WILL POINT TO EACH COLOR CORRECTLY ON THE FIRST TRY WHEN ASKED

• IO: THE CHILD WILL KNOW 4 COLORS: RED, BLUE, GREEN, & PURPLE

DEVELOPMENTAL SKILLS

• PLANNING FOR SKILL ATTAINMENT

• SKILLS CAN BE DIVIDED INTO:

1. INTELLECTUAL

2. SOCIAL-EMOTIONAL

3. MOTOR SKILLS

4. AND OTHERS WILL OVER LAP

LESSON PLANNING

• INTRODUCTION

• ATTENTION GETTER

• EXPECTATIONS OF THE LESSON

• TRY TO TIE IT INTO SOME TYPE OF SHORT STORY

• STEP BY STEP INSTRUCTION

• DISCUSSION ON WHAT TOOK PLACE

• CLOSURE OF LESSON

PITFALLS OF THE LESSONS

• ROOM ENVIRONMENT HAS CHANGED

• NOT ENOUGH SUPPLIES

• NEW CHILD OR FUSSY CHILD/BIG GROUP SIZE

• NOT ENOUGH SUPPORT

• TOO MANY NERVES

THEMATIC TEACHING

• WEBBING (P. 106)

• CONSTRUCTING A THEMATIC UNIT

• SATURATED ENVIRONMENT

• PROJECT APPROACH

• OUTDOOR ACTIVITIES

• WORK ETHIC ACTIVITIES

BEYOND DISCIPLINE

• PHYSICAL ARRANGEMENT OF CLASSROOM HTTP://YOUTU.BE/FM7HIWLXUTU

• TIME MANAGEMENT

• CLASSROOM ROUTINES

• CONFLICT ARISE

• OUTCOMES:

1. LACK OF RESOLUTION

2. MUTUAL SOLUTION

3. SUBMISSION

4. ADULT INTERVENTION

MANAGING ROUTINE BEHAVIOR PROBLEMS

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• THE 4 C’S: CONSISTENCY, CONSIDERATION, CONFIDENCE, AND CANDOR

• CONSISTENCY-YOU UNDERSTAND YOURSELF WELL ENOUGH TO RESPOND TO CHILDREN IN A FAIR AND IMPARTIAL MANNER

• CONSIDERATION-YOU ARE CONSIDERATE OF THE CHILDREN YOU TEACH AND OF THE ADULTS WITH WHOM YOU WORK WITH

• CONFIDENCE-MAKING DECISIONS THAT ARE FREE OF BIAS AND BASED ON ALL EVIDENCE

• CANDOR-YOU ARE OPEN AND HONEST IN YOUR ACTIONS WITH CHILDREN

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ROLE OF FAMILIES

• AS A PRACTICUM YOU ARE NOT TO SHARE WITH THE FAMILIES HOW THEIR CHILD IS DOING AND WHAT ARE THE INTERACTIONS WITH THE TEACHERS. ALWAYS REDIRECT THE PARENT BACK TO YOUR LEAD TEACHER/MENTOR TEACHER

CLASSROOM MANAGEMENT OR DISCIPLINARY TECHNIQUES

1. BEHAVIOR MODIFICATION-ACHIEVED BY APPLYING PRINCIPLES OF REINFORCEMENT TO CHANGE A CHILD’S BEHAVIOR

2. SETTING LIMITS AND INSISTING THEY BE KEPT

3. LABELING THE BEHAVIOR INSTEAD OF THE CHILD

4. USING THE CONCEPT OF LOGICAL CONSEQUENCES

5. TEACHER ANTICIPATION AND INTERVENTION

6. CONFLICT RESOLUTION

OBSERVATIONS

• KNOW HOW IT LOOKS AND HOW TO DESCRIBE IT

ON, TUESDAY, OCTOBER 1, 2013, AT 3:35PM ROXANNA WAS BEING MEAN TO ANOTHER

STUDENT. SHE WALKED AWAY AND STARTED PLAYING WITH ANOTHER TOY AND SHE WAS

HAVING FUN.

OR

ON TUESDAY, OCTOBER 1,2013, AT 3:35PM, ROXANNA WAS ENGAGED IN AN ACTIVITY WITH

DANIELA. SOME WORDS WERE EXCHANGED AND AS A RESULT FOR THAT ROXANNA

REMOVED HERSELF FOR WHERE DANIELA WAS AT AND BEGAN A NEW ACTIVITY.

LET’S PRACTICE

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