• Perspective Taking (4 Points) o Children want to stay on good terms with their friends, they have more reasons to try and understand where there friend may be coming form. Working out their differences provide a valuable practice that allows a child to see another point of view. o Empathy is a component of perspective taking. Perspective taking is much more complex than one would think. o An adult can best help a child in its growth of perspective taking by modeling it. Teachers can also have the children talk about differences they may see to help children think about others.
• Giving choices and redirection (4 Points) o Providing a wide range of activities will lead the child to grow in multiple developmental domains. Giving choices …show more content…
(9 Points)
• Tier 1: Prevention o Around 85% of children; understanding child development. The majority of children will learn social skills required to be successful in a school setting through prevention.
• Tier 2: Intentional Instruction o Includes around 10% of children. These type of children don’t respond to preventive guidance. Need intentional instruction to help them be successful in the classroom.
• Tier 3: Individual Instruction o Around 5% of students will need this type of guided instruction. They require one-on-one support to learn how to interact with children and follow classroom guidelines.
List at least 4 types of activities/mini lessons could you incorporate into your classroom to help with guidance? (8 Points)
1. Allowing the children to make their own classroom rules and let them make their own poster to hang in the classroom with those rules. This will allow the children to make their own decisions, which will encourage them to follow the rules of the …show more content…
Having a puppet skit during large group time. This will encourage children to see how what and how to make the best decisions.
3. Create a class social story. This will be a fun, interactive way for children to create their own story that deals with a problem-solving issues they see in their classroom. The children will be able to go back to it and review how they can solve a disagreement when a problem arises.
4. Reading Dr. Seuss’ book The Sneetches or The Giving Tree After reading the book discussing the meaning behind the book and do an activity where everyone writes on a star or an apple one thing they like about our their friends. It can be a one-time activity but also an activity that goes one over a period of team and students and write down positives about what their friends have done.
What would you do if guidance was needed over an extended period of time for the same child – what would your next step be? (4
• Giving choices and redirection (4 Points) o Providing a wide range of activities will lead the child to grow in multiple developmental domains. Giving choices …show more content…
(9 Points)
• Tier 1: Prevention o Around 85% of children; understanding child development. The majority of children will learn social skills required to be successful in a school setting through prevention.
• Tier 2: Intentional Instruction o Includes around 10% of children. These type of children don’t respond to preventive guidance. Need intentional instruction to help them be successful in the classroom.
• Tier 3: Individual Instruction o Around 5% of students will need this type of guided instruction. They require one-on-one support to learn how to interact with children and follow classroom guidelines.
List at least 4 types of activities/mini lessons could you incorporate into your classroom to help with guidance? (8 Points)
1. Allowing the children to make their own classroom rules and let them make their own poster to hang in the classroom with those rules. This will allow the children to make their own decisions, which will encourage them to follow the rules of the …show more content…
Having a puppet skit during large group time. This will encourage children to see how what and how to make the best decisions.
3. Create a class social story. This will be a fun, interactive way for children to create their own story that deals with a problem-solving issues they see in their classroom. The children will be able to go back to it and review how they can solve a disagreement when a problem arises.
4. Reading Dr. Seuss’ book The Sneetches or The Giving Tree After reading the book discussing the meaning behind the book and do an activity where everyone writes on a star or an apple one thing they like about our their friends. It can be a one-time activity but also an activity that goes one over a period of team and students and write down positives about what their friends have done.
What would you do if guidance was needed over an extended period of time for the same child – what would your next step be? (4