A Guidance Approach for the Encouraging Classroom, Essay Example

Summary of Findings and Recommendations for Mrs. Sharee’s classroom

It is well understood that children cannot engage in self-regulated learning (SRL), for this reason it is important for teachers and or caregivers to offer enhanced support during their process of learning and cognitive development and adaptability (Helm & Beneke, 2003). It is also common knowledge that the early years of human life form a Critical period for cognitive, social, linguistic, emotional, and physical development (Gartell, 2013). This study offers a report of an observation of teacher-student relationship in learning center for children. One preschool teacher in the learning and care center is observed in her class. Mrs. Sharee and the young children in her class form the participants in this study. The institution on the other hand is a multidimensional educational center.

As of this report, observations were aimed to review the day-to-day interactions of the teacher and pupils based on several important aspects. The ultimate aim however, is to evaluate the effectiveness of the social mechanisms and methodologies used in teaching young children, and to make recommendations for the betterment of the same.

Overall, the observation of the teacher-child interaction in Mrs. Sharee’s class yielded good quality or positive results. On a normal class day, it was observed that the teacher a remarkable social position with all the children in the class. She knew and called all of them by name, a trend that serves to solidify their pro-social behavior (Rush, & Shelden, 2011). What is more is that she maintained flowing and steady conversations with all the children. She takes her time in communicating with every child, having not less than six exchanges with each encounter. Without a doubt, this aids in building the confidence in the students.

As an Early Childhood Development (ECD) professional, Mrs. Sharee was observed to be an excellent participant in child plays and games. She consistently remains on the floor, supporting and guiding the interactions of the children. Despite offering praise for any acceptable action by the children, Mrs. Shree actively engages in problem solving occasions among the young learners. For this reason, she makes the children see and acknowledge her as a leader, a mentor, and a friend at the same time (Emmer, et al. 2013). This is also true since the children always smiled back at her throughout the day.

To make the children participate actively in class activities, Mrs. Sharee asked them questions. Occasionally, and during play activities, the teacher introduced additional toys, colors, and obstacles. These were activities were initiated to trigger their cognitive capacity. Intermittently, the teacher engaged in conversation (mealtime talk) about the children’s ideas and interests. Yet, it was notable that she engaged sign language repeatedly as an alternative communication language.

One cannot decline to note that not all children at the same in the context of the learning environment. Some are quiet; others are just delayed or conserved (Gartell, 2013). In Mrs. Sharee’s class, it was observed that she strived to reach out to these children. She went to extents of having them sit on her lap or asking other children to help, still, she somewhat engaged them with constant eye level.

When the children in Mrs. Sharee’s class communicated to her directly, she gave them an undivided attention. It is understandable that this also goes a long way in boosting morale and confidence of the learner. She talks to them about their family lives too, all with great enjoyment.

Overall, no significant negative impacts were observed in the teacher-child relationship of Mrs. Sharee and her young students. Even so, it would be better for her to emphasize about their lives at home and outside the classroom in general. Finally, this paper recommends that Mrs. Sharee should focus in achieving development for Self Regulated Learning (SLR), giving the children independent tasks occasionally (Helm & Beneke, 2003). Nevertheless, the Social Cognitive Theory asserts that children can achieve SLR if they become motivationally engaged in their learning experience (Gartell, 2013).

References

Gartrell, D. (2013). A Guidance Approach for the Encouraging Classroom. 6^th Ed, Cengage Learning.

Emmer, E., Sabornie, E., Evertson, C. M., & Weinstein, C. S. (Eds.). (2013).Handbook of classroom management: Research, practice, and contemporary issues. Routledge.

Helm, J. H., & Beneke, S. (Eds.). (2003). The power of projects: meeting contemporary challenges in early childhood classrooms–strategies and solutions (Vol. 87). Teachers College Press.

Rush, D. D., & Shelden, M. L. L. (2011). The Early Childhood Coaching Handbook. Brookes Publishing Company. PO Box 10624, Baltimore, MD 21285.