In regards to having a soothing and relaxing atmosphere with appropriate noise and activity levels are maintained throughout the day, I provide different lighting in my classroom, such as lamps and sunlight within the windows, which helps provide perfect lighting for some occasions. I had the janitor take one large light out of my classroom to help with the lighting. I also painted the back wall blue to help with the solid white walls and floor. Taking the light out helped relax some of my students that always ask to turn the lights off. During six-week testing times, I have placed clear colored tablecloths over a few of the lights, which can provide extreme help in lighting. Providing classical music calms the students during thinking time.
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Students in my classroom, all learn in different ways, and for me, as an educator, the learning of each child is valuable. I incorporate books on tape, and recordings for students with auditory learning styles. I use laptops, interactive whiteboard lessons, and power points to support children whom learn with technology. For visual learners, power points are supportive, along with modeling lessons or activities. We use kinesthetic movements when learning; also we use these for brain breaks. For children needing hands-on experiences there are manipulatives available throughout the day. According to Harder, Trevisan, Miller, Orlich, Callahan, and Brown (2014), “The highest-level teacher, the one who is intentionally inviting, strives most for student success, these teachers reinforce their own most powerful incentive” (p. 10). Working with colleagues and keeping lessons grade level appropriate is another way to generate lessons and strategies for individual needs (Harder et al., 2014). Motivating children helps embrace learning of all students. When children are motivated to learn and see the teacher excited to teach, they work hard and want to learn more (Harder et al., 2014). As learned in previous courses, Jean Piaget’s theory of Cognitive Development refers to children’s learning in stages. These stages are not complete and children cannot move further on in education until one stage is completed. Therefore, children need every opportunity to learn and to grasp new concepts. So providing different teaching strategies for each concept taught provides a mastery level of
Students in my classroom, all learn in different ways, and for me, as an educator, the learning of each child is valuable. I incorporate books on tape, and recordings for students with auditory learning styles. I use laptops, interactive whiteboard lessons, and power points to support children whom learn with technology. For visual learners, power points are supportive, along with modeling lessons or activities. We use kinesthetic movements when learning; also we use these for brain breaks. For children needing hands-on experiences there are manipulatives available throughout the day. According to Harder, Trevisan, Miller, Orlich, Callahan, and Brown (2014), “The highest-level teacher, the one who is intentionally inviting, strives most for student success, these teachers reinforce their own most powerful incentive” (p. 10). Working with colleagues and keeping lessons grade level appropriate is another way to generate lessons and strategies for individual needs (Harder et al., 2014). Motivating children helps embrace learning of all students. When children are motivated to learn and see the teacher excited to teach, they work hard and want to learn more (Harder et al., 2014). As learned in previous courses, Jean Piaget’s theory of Cognitive Development refers to children’s learning in stages. These stages are not complete and children cannot move further on in education until one stage is completed. Therefore, children need every opportunity to learn and to grasp new concepts. So providing different teaching strategies for each concept taught provides a mastery level of