[ ] For my first focus child, to succeed within a big group, she needs reassurance and one-on-one feedback and interactions. It is important to provide positive feedback just as equally as constructive feedback. She enjoys one-on-one interactions and works well with another child partner as well. By giving her feedback such as, “That’s a good prediction”, she is given positive reassurance that she is understanding the content and is doing what is expected. If feedback that wasn’t positive was given, she may feel discouraged. By understanding the need of this focus child, I was able to give her feedback that helped her learn more about the content and show her understanding of the key vocabulary and succeed with the content objective. When
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While within a small group or with a partner, he is observed being more vocal and engaged in the activity or lesson. When this focus child is one-on-one with a teacher, he tends to be a little shy and nervous. This is seen within the video clip with the one-on-one interaction with this child. After coming into this classroom, I tried to create a relationship with each and every one of the children within my classroom. Due to already having a relationship with this child, I was able to talk to him and help him open up to me during this video clip. He responds well when teachers or adults make connections to his everyday life or by providing examples that include examples with his sister or family members. This focus child also enjoys knowing why he needs to do something and the purpose for it. As teachers, we know there are reasons for the activities and lessons that we implement into our instruction but it is also important for our children to know the purpose as well. This is why I put feedback on his work sampling to ensure he knew why we were making and revising predictions. For example, I wrote, “This is what good readers do!” By providing him with a reason why we make predictions, he understood how it will help him become a better learner and why it is important. In this case, it is important because it will help him become a better reader.
c. Describe how you will
While within a small group or with a partner, he is observed being more vocal and engaged in the activity or lesson. When this focus child is one-on-one with a teacher, he tends to be a little shy and nervous. This is seen within the video clip with the one-on-one interaction with this child. After coming into this classroom, I tried to create a relationship with each and every one of the children within my classroom. Due to already having a relationship with this child, I was able to talk to him and help him open up to me during this video clip. He responds well when teachers or adults make connections to his everyday life or by providing examples that include examples with his sister or family members. This focus child also enjoys knowing why he needs to do something and the purpose for it. As teachers, we know there are reasons for the activities and lessons that we implement into our instruction but it is also important for our children to know the purpose as well. This is why I put feedback on his work sampling to ensure he knew why we were making and revising predictions. For example, I wrote, “This is what good readers do!” By providing him with a reason why we make predictions, he understood how it will help him become a better learner and why it is important. In this case, it is important because it will help him become a better reader.
c. Describe how you will