Description
Introduction:
Having read Chapter 3 in your
Student Teaching
text, answer the following prompt based on what you learned.
Prompt:
Read the “Student Teacher Scenario” on page 51 of your textbook. ?After reading, answer the 3 “Questions for Discussions” on page 52
Peer 1 & 2:
by Geneva Stafford – Sunday, January 23, 2022, 12:02 AMNumber of replies: 3First of all, I would like to say that Morgan had an excellent idea replacing the planned outside activity with one could be done inside of having to go out in the rain or rescheduling the activity. Morgan though about the needs of the children and how the activity would be beneficial to the need of physical activity for each child. The stepping activity is also a great way for children to learn how to count as well as how to recognize and say their letters and sounds. While thinking about the needs of the children in the classroom, Morgan is also thinking about and taking into careful consideration, the learning opportunities that can come from the experience for both the student teacher and the children at the same time. While the activity was a great idea, I believe the activity was created on the spot and not thought of before as a backup activity in case of a weather setback. I think the activity was created on the spot as an easy activity that could replace the old activity while still giving the children their time to be active as well as take participation in the activity. As a lead teacher myself, I know plans can change in an instant. While Morgan is not counted in ratio with the children, she was able to recognize that her lesson plan activity would have to wait and that she would have to figure something out quick. This showed that Morgan is able to make adjustments and changes in an instant while still taking in the needs of the children. As the college supervisor, I would inform Morgan that I saw some excellent aspect of teaching skills such as quick thinking and the ability to remain calm in unsuspected situations. She was able to remain calm and think about an alternate activity in an instant while still meeting the needs of the children and promote their development and growth at the same time. by Imani Ward – Thursday, January 27, 2022, 12:27 PMNumber of replies: 1I think morgans activity was very creative. It incorporated every area the child needs. They were exercising their brains as well as their bodies all in one activity. Even though the children were able to go outside because of the weather they still were able to effectively get some type of physical activity while having to stay inside. When Morgan thought of this Idea it was great because it satisfied all the children’s needs of being able to do an activity that exercises their brains and bodies. it incorporated their brain because the children had to think if their name starts with the letter “B” and they also had to be able to think of a type of steps. She picked an activity to ensure the constant engagement of the children considering their age groups. I feel that the idea wasn’t planned and was created on the spot. I feel this way because she seemed to be still planning on going outside until the teacher asked her to look at the activity she had planned on that day. Hearing the two plans they don’t really correlate with each other if it was planned I would think they would have something similar to what they were planning to do outside. ??The activity is very created though. And I feel she will be a wonderful teacher considering she’s able to think on her feet. Not everything will always go as planned so you either always have to have a backup plan or have to be able to think on your feet. When doing something outside I think it’s always safe to plan a backup activity because the weather can be tricky. As a college supervisor, I would tell Morgan that she had some amazing ideas and it was great that she was able to think of activities on the spot. Then I would continue to say I love that way she incorporated the children and like them to give their own ideas. And I also like how she was able to do an activity that exercises that body and mind while keeping the children engaged.
Peer 3:
by Madeline Hawkins – Tuesday, January 25, 2022, 1:51 PMNumber of replies: 1 Morgan’s alternative activity seems like it would be a lot of fun. It’s very creative and helps with providing social and emotional development, physical development, gross and fine motor skills, and helps keep the children entertained. The activity seems like it would be spur of the moment but it also seems well thought out to be spur of the moment. Considering that the text says that she remembered that physical activity seemed necessary for that time of day so she started a substitute activity, it could be a on the spot activity but it is also a good idea to plan activity as a back-up in case the weather keeps the class from going outside. We typically always plan for inside days ahead, in our classroom. We will typically do an art activity, play musical chairs, “doggy, doggy where’s your bone”, or have stations. The stations include painting, chalk, magic erase board, doll house, closet toys, watercolors, art (coloring, cutting, gluing, etc.), playdough, housekeeping, books, puzzles, etc. The kids will pick a station and stay there until a certain time period has passed. As the teaching supervisor, the teaching skills I would commend, would be that it was a great idea to keep the kids moving in different ways around the room and also helping them with their letters. Children get bored very easily so it was good that Morgan kept their attention the whole time and they didn’t become bored with the activity and act up. It’s a plus that she was able to keep them moving and entertained and keep everyone under control.
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WalSource Bookshet Student
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<
UDENT
ACHER
ENARIO
Setting: Morgan is a student teacher in a four-year-old class. Her
college supervisor has just arrived to observe.
Morgan’s cooperating teacher suggests she take a quick look at her
activity plan, which includes collecting leaves in the play yard and returning
to sort the
Unfortunately, rain has made the plan unusable. Remembering that physical
activity seemed necessary for the group at this time of day, Morgan starts a
substitute activity
She gathers the group and initiates a discussion of children’s names. Morgan
draws the letter B on a chart-sired piece of newsprint, and a child offers that
his is a B name. ” is the first letter of your name, Brent. I see the B on your
name tag.”
Morgan then asks the group to watch where she puts the B chart. She quickly
crosses the room, tapes the chart to a wall, and returns. She then discusses how
she can go and touch the chart using baby steps, and then return and sit down
She demonstrates
“Can anyone think of another way?” Morgan asks. A child suggests using
clephant steps, which he demonstrates, followed by the rest of the children. The
game proceeds with other names and other suggestions about different ways to
cross the room. The activity holds the children’s interest and encourages them
to create dever ways to cross the room.
51
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52 SECTION 1 ORIENTATION TO STUDENT TEACHING
Questions for Discussion:
1. What do you think of Morgan’s alternate activity?
2. Do you feel the alternate activity was planned as a back-up or created on
the spot? Why?
3. Acting as the college supervisor, what teaching skills would you commend?
Why?
As more discoveries are made about the process of human learning, and as our
society changes, teachers examine existing teaching methods, try new ones, and
sometimes combine elements of both new and old methods Observation is impor
tant to this process. The student teacher begins by being watched and ends up
watching herself as a practicing teacher
Teaching competency can be viewed as a continuum–you can have a little of it,
some of it, or a lot of it and there’s always room for more competency growth
As student teachers gain experience, they may feel teaching is more of an art and
craft than a science Beginning teachers are problem solvers, who experiment by try
ing one action and then another. They learn from mistakes and overcome embarrass
ments. Many things can be taught and loured by practitioners of any craft, along with
experiencing intuitive insights. The act of teaching involves the heart and the mind
An early childhood practicum course offered by a college or other training pro-
ram has identified counc objectives and student teacher learning outcomes. One
objective universal to all training programs is providing a quality practice class
room for its student teachers and a concurrent lecture
seminar experience. One
udent learning Outcome common to all training programs is the development of
student teachers ability to use and evaluate his or her own teaching stren
and professional skills and many training programs also expect student teachers
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