Summary Of A Teacher Interview

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The Interview In this paper I will discuss two interviews, with two different teachers. One of the teachers teach two years old, and the other teacher teaches three year olds. I asked both teacher’s questions concerning their classroom and the students they teach. We discussed what I observed during my observation and the strategies I thought would be helpful. The main purpose of these interviews is to discuss the children who were observed in practicum one.
Interview Summary On July 11, 2016 I interviewed Mrs. Nicole who is a two-year-old teacher. She had a two-year-old who was diagnosed with cerebral palsy. During my observation, I was able to see Mrs. Nicole interacting with certain students, however she left others out. I asked
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Children learn through curiosity and explorations. When working with F teachers should encourage one on one interactions, which can include peers, parents or siblings. F liked to do most activities, especially the activities where he could see numbers and letters.
Assessment Tools Assessment tools that can be used on all students are anecdotal notes, observations, checklist, goals and objectives. Each child should have at least two anecdotal notes a week, and a time frame to complete each objective and goal. These assessment tools where designed to make teachers aware of how their students learn. The tools also assist the teacher with instructional decision making inside the classroom. Since J has cerebral Palsy, assisting her and seven others could be a challenge. Although to insure she is on track with her goals, the teacher can set times during the day to work one on one with her. This could be beneficial to her achievements in many areas of learning. Using these assessment tools will also assist parents and other professionals in making appropriate developmental strategies for each child. JA was on track with his development according to The Creative Curriculum Book. (Diane TristerDodge,
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J had cerebral Palsy which caused her to be delayed in physical strength. Finding different activities to encourage more physical movements. An example would be placing large knobs on puzzle pieces, which will make it easier to grab and pick up pieces. (Gould & Sullivan, 1999)This will encourage J to find puzzle pieces, and improve fine motor skills.
To assist the typical student JA teachers can try advance goals. Which could prepare him for the four-year-old classroom. When doing an activity with JA teachers can try and exceed the child’s expectations. JA didn’t show much weakness other than wining. F strengths where he knew certain numbers and words that a five-year-old could do, he is only three. Which is amazing however he struggled during snack and lunch, because he wouldn’t touch food unless he was throwing it. To promote better eating habits and better social interaction, the teacher can place F at the lunch table with a peer and herself. Making sure the teacher provides an assigned seat and keeping to the routine. Sometimes children learn from one another. Each student has their own strength and weakness. The teacher is responsible for making sure each child’s weak moment is a moment in which they learn something

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