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Introduction of class rules in the first week. Explaining and teaching how we will be developing different ways of communication by being respectful of other classmates and their belongings. To teach and help each child comprehend that using hands to hit, push shove and take is not acceptable. Encourage students to work cooperatively without too much intervention and class distractions. Engage students in a task that helps them to understand how sharing, caring, and working together can make school time productive and fun.
Students will think of ways they can use their hands for sharing. Remind students about listening skills and begin to explain that sharing is a skill that will help all of us to get along in the classroom.
Students will use crayons, markers, pencils, scissors, and construction paper
The students will be using their hands to help others complete an activity by making outlines of one another’s hands. I will model the activity by choosing a child and placing his or her hand on construction paper, tracing an outline. There will be groups of three to interact with eac...
Explain why effective communication is important in developing positive relationships with children, young people and adults
Explain how to adapt communication with children and young people for the age of the child or young person. The context of communication and communication differences.
When dealing with children, parents and educators usually have a hard time in understanding kids in order to help them follow guidelines. It is a great achievement to be able to adhere to children and keep them on the right path. When one has to deal with a child it is very difficult to communicate, understand, and listen in order to get a feel of how to guide the child. If all these components are obtained then it can lead to a positive relationship with the child all the way to adulthood. If the parent and educators want to truly create an open communication and stable environment they should utilize the book, How To Talk So Kids Will Listen & Listen so Kids Will Talk by Adele Faber and Elaine Mazlish. It can guide you to establish communication skills and help better in dealing with children. “The Science of Raising Courageous Kids” by Martin Brokenleg and Steve Van Bockern is proof that validates Faber and Mazlish’s practice.
Effective communication is a key principle for developing positive relationships with children, young people and adults. By ensuring that communication is effective it provides clarity on what behaviour is expected and a clear understanding of the tasks. In providing this children and young people will feel they are able to join in and it also provides positive experiences in variety of situations. The result is children will feel more at ease within the school setting and with those around them. By listening to what a child, young person or adult has to say a sense of value and self-worth can be achieved, which forms another factor in developing positive relationships, trust.
On in the second day of school, they make the students come for an assembly to talk to the students about new and old rules. This school is so strict about the rules that they even-handed
Good communication skills form a critical element of early childhood education. Communication consists of two main styles: Verbal and non-verbal. These styles of communication form the foundation of effective teaching and learning within the early childhood forum. A good early childhood educator will enhance learning and development with an extensive knowledge of both the verbal and non-verbal elements of communication. An early childhood educator will understand what constitutes good communication and the positive impact this can have on effectiveness of a successful learning environment. This impact extends to personal affective traits such as self esteem, self belief, desire and motivation. Relationships between the educator and child, child and parent, educator and parent, form an important part of early childhood education. The practice of using high quality communication skills are essential to the development of trust, respect and facilitating a unified learning approach where all parties are active and engaged participants. Through the use of these skills which are essential, the early childhood educator possesses the necessary tools to influence elements such as the learning quality, affective attributes and positive relationship development.
The second most important factor in the development of a child’s healthy brain is communication. Communication can happen in the mesosystem or the exosystem. In the mesosystem, communication may be taking place between parent(s) and child, caregiver and child, parent and teacher, or teacher and student. All of these examples are very crucial. Parents have to make it a number one priority to keep communication open with their child. As infants, they need to talk to their child because it helps them learn and bond with them. That bond will continue to grow if the communication does not stop. It is also necessary that parents make a habit to check in with their child’s teacher. This will keep them up to date on what they need to work on at home,
I try imparting into them the importance of an education and how they contribute to the growth of our society. In my classroom, I am in control. I draw a clear line between what and how much my students are allowed to do in the classroom. In the first week of school, I establish my authority and I clearly and explicitly express my classroom and outside the classroom procedures that will be followed and the rights that every student has in the classroom. Some examples, all students have the right to learn, all students have a right to be heard, and all students have a right to be respected. There are consequences for those that chose not to abide. This set the tone for my classroom environment for the entire year so, that learning may take
The stages of language knowledge develop by stages, and it is suggested, each successive stage approach more approximates the grammar of the adult usage.
During the course of this semester; the variety of writing styles and essays assigned to me in my communication skills class encouraged the development of my writing skills, as well as provided me with more self-assurance in my abilities. My writing, research, and presentation abilities enhanced through practice, determination, and the understanding I gained during this course. With every single writing assignment, I learned new innovative approaches and skills, which enhanced my abilities to improve my thoughts logically, enabling me to write more clearly, and to organize my papers more effectively. At the beginning of this semester; despite the fact that I already knew the terminology MAP: message, audience, purpose; I never really understood the significance of MAP. For this reason, my writing lacked clarity, organization, and my writings appeared less focused on the topics. As a result my research papers and essays did not flow as smoothly from one passage to the next. Furthermore, I was unaccustomed with the precise procedures used when writing an essay. For instance, my previous classes before college, although requiring a reference page, did not require me to include proper citations in my writings. After evaluating the quality of my writing toward the end of the semester, I recognized vast improvements in several areas of my writing. By concentrating on the beginning stages of my writings, I could distinguish ahead of time my audience and my message. As a result, my essays are clear, and I remain on topic. In addition to that using transition phrases efficiently also helps my writing to flow smoothly. The proper use of transitions makes my writings easy to follow from one topic to the next. I also learned that pre-writing...
I am a believer that all students need to have boundaries set up and explained on the first day of school. I think that all students want to learn and a great environment for learning starts with the rules clearly defined. I will have my classroom rules posted for all to see and
The rule that was one of the first ones that I encountered being in this classroom was her noise level rule/chart. There was a chart hanging in the very front of the room that enforced and reminded the students of her noise level rule, and she frequently referred to it. This rule was one that the students new well and followed it without a problem, it is also one that I wouldn’t mind using in my own classroom. The rule is that the students have different noise levels that are expected from them, the level they are supposed to be at is given by the teacher after the students are given the rules of an assignment or test. The first level is level 0 it means that there should be absolutely no talking, then there is level 1. Level 1 means that the student can whisper to their neighbor (shoulder buddy) but the person that is sitting across from them shouldn’t hear them nor should the teacher. The next level is level 2, it means that you can quietly talk to your group, this would be used if there was any group work going on, but the tables surrounding you should not be able to hear you. Then there is a level 3, level 3 is the classroom discussion level meaning that anyone in the room can hear what you are saying. I really like this classroom management technique because I personally think that the noise level and talking of students is the hardest classroom management to maintain. She also uses a
Discipline plays a key part in education. Respect from your students will make the classroom a better atmosphere. Rules should be established on the first day. Rules should be a thoughtful process so they can be carried out to be affective, but logical consequences. We do not want the students self esteem to be damaged.
The effectiveness of one’s communication can significantly impact one’s ability to initiate, develop, and maintain personal, therapeutic, and interprofessional relationships. According to Casey and Wallis, “Without it, people cannot relate to those around them, make their needs and concerns known or make sense of what is happening to them,” (2011, p.35).
The most effective way to support our rules and encourage the appropriate behavior is by creating logical consequences for when the student’s behavior or learning go off course. One strategy for logical consequences mentioned in the book is time-out. One of our consequences in our class is having the students walk outside when they don’t follow the rules during recess such as playing in the dirt or going up the slide instead of down. We have them walk down a sidewalk and back to reflect on what they did and could do next time instead. Once they get done walking they will tell us what they will do better next time and then they get to play. We believe students should be able to play and enjoy their free time, but they also have to learn there are consequences to not following the rules. Another logical consequence that I have seen is taking away the privilege of sitting on the big rug in the class. My kindergarteners know that when they sit on the rug they are suppose to sit on their own square and keep their hands to themselves. If we are working on phonics, teaching a lesson, or anything else that requires the students to sit on the rug and the students don’t follow the rules they are asked to move from off the rug and sit behind it. The students love sitting on the rug because