Post 5: Participation Self Reflection

If I were to give myself a score for my participation in this course so far I would give myself a 93. After reflecting on the past 4 classes, I feel like I have had a lot to contribute in the open discussions but held myself back from sharing my own experiences I have had in the classroom. However, I had a lot to contribute when were broken off into small groups. I am more comfortable talking to a group of 2-3 students than I am in front of the whole class. This is probably because I’m scared of saying the wrong thing in front of the group and I do not have a lot of experience talking in front of others because I was never willing to voice my opinions. As the classes go by I am feeling a little bit more comfortable expressing my ideas and sharing examples of my own experiences teaching in early childhood. Also, it’s encouraging when others like to hear how I address certain situations or needs in early childhood. It’s also helpful to know that there’s never a wrong answer when responding to the questions in class because we all have different views and ways of learning. In this particular area I would deduct points for not contributing to the in-class discussions as much as I should.

I believe I have responded to the tickets out the door fairly well. I try to formulate well thought out ideas or questions in the time that is given. I also try to keep up with the readings by either reading them the day before or scheming them before class. I also refer to the readings to pull out quotes that are relevant to the CSEL and PLT posts. I feel as though I could do a better job on the readings by jotting down notes as I read, highlighting on information that I think would be relevant to my field of teaching. With this said, I would deduct points for not following the readings in an efficient way. In terms of questions to consider, I try to logically think about how I would approach different situations based on my own experience and knowledge I’ve acquired. My attendance in the class has been really good so far. I have not missed one class and arrive to class on time. I plan on keeping a perfect attendance throughout the rest of this course. Lastly, I try to advance and strengthen my practice by pulling information from outside resources. I have referred to older textbooks I have used in my former child and family study courses and enjoy reading scholarly journals about early childhood education. I also like to refer to the Responsive Classroom website on how to manage the classroom behavior and environment more effectively.

Post 4: Constructivist and Social Learning Theory

The learning theory I can relate to the most is Piaget’s theory of learning by doing. Piaget's proposed that, "learners construct, rather than absorb, knowledge from their experiences" (Ormrod, 2011,  p. 28).  I, as a learner, typically learn best by engaging in the material that I am learning. I am better able to construct knowledge when I am able to get hands on experience through various activities. Through hands on experience, I am better able to internalize and apply the information being learned. It is hard for me to learn information when it is just tossed at me and it is expected to just rest in my brain. I like to learn through trial and error. As I experiment with my learning and make mistakes, I am more likely to learn from them. For instance, I was a competitive gymnast for several years and the way I was taught was by doing a skill repeatedly over and over again until it met satisfactory. As I completed each skill my coach was there to guide my performance by giving me tips to improve each skill that I was learning. When I made mistakes I was aware of them because they either did not look or feel right, especially when I landed on my side on the balance beam. But as I was given the opportunity to experiment with the skill I was better able to internalize what I was learning and adjust it to my own ability level.

It is also helpful for me to learn by watching others perform certain tasks. This type of learning corresponds closely to Vygotsky’s Social Learning Theory. Vygotsky emphasized how “culture and social interaction guide cognitive development” (Santrock, 2008, p. 26). Through modeling and interactions with others, I can observe how to properly execute a skill more than I would just trying it on my own. By watching others I can also closely observe certain ways people perform the skill and reflect on why they performed a skill the way they did. When I student taught in a special education preschool classroom the teacher always modeled for the children how to complete a skill before trying it independently. The teacher would sit down in front of the class with all of her materials and think aloud to herself, “hmmm, I wonder what I am going to do with all of this stuff? I have a cotton ball and paper. What could I do with those two things?” Then the teacher would allow the children to contribute their own ideas and the teacher and the class would work through the activity until it was completed. I thought that this was a great way to appropriately model activities in the classroom while engaging each student in the process. In elementary school, I found it helpful when my teachers would model how to complete a skill in a variety of ways. For example when we were adding, my teacher would always use objects that could be found in the classroom to represent our math problems. The teacher would show us how we could add by putting two things together to equal a whole. This type of teaching guided my learning and gave me confidence that I, too, could achieve the task after observing how to do it.

Forming an Intervention Plan and Conductive Learning Environment

A conductive learning environment for young children includes one that ensures students are safe and secure. Students Maslow’s theory states that children need to feel safe and secure in one’s environment (Ormrod, 2011, p. 373). When children are provided with a safe and secure environment that are more likely to engage in activities and discussions in the classroom. A conductive learning environment also entails one that meets the individual needs of the students. Every student has unique abilities and learning styles that should be met appropriately through facilitation and interactions with each student. It is also important that students are aware of and are provided with several opportunities to practice procedures and routines in the classroom so that they can transition from one activity to the next more efficiently. The case study I have chosen to focus on identifies several ways to promote a more conductive learning environment for young children. The group of 25 kindergarteners have been in school for one month and a majority of the students already know the classroom procedures, schedule of events, where they are suppose to be in each learning activity, where materials belong in the classroom, and how they are to transition from one activity to the next. However, there is one child in particular who has a hard time following classroom procedures and knowing where he is suppose to be at certain times of the day.

The case study I focused on was about a child participating in a kindergarten classroom who had a hard time following the procedures and routines in the classroom, as well as engaging in inappropriate behavior that distracted himself and other peers from learning. The case study mentioned that Willard asked the teacher several questions about when they would transition to certain events in the day. This particular child was also found off task and wandering around the classroom. Several times throughout the week, Willard attempted to leave the classroom without permission from the teacher. The children in the classroom also began making fun of Willard and found his behavior as a distraction. After reviewing this case study and thinking of ways to solve these particular issues, I was able to come up with several ways the teacher could intervene in this situation. 

Jeanne Ormrod also tells us that, “young children tend to focus on other people’s concrete, observable characteristics and behaviors. However, they do have some awareness of other people’s inner worlds” (2011, p. 82).  The children in kindergarten class are probably more likely to make fun of Willard because they already have an idea that Willard’s behavior is not typical or socially acceptable in the class. The children’s way of interacting with Willard is by commenting on his behavior and making comparisons to theirs. In this particular case, I would intervene by teaching Willard how to engage in more socially acceptable behaviors in the classroom. I would teach Willard more appropriate behaviors by modeling them and commenting on appropriate behavior that the child engages in. I can also encourage the students in the classroom to set a good example for Willard in the classroom. Jeanne Ormrod mentions that, “They[peers] serve as socialization agents that help to mold children’s behaviors and beliefs… They serve as role models and provide standards for acceptable behavior, showing what is possible, what is admirable, what is cool” (2011, p . 76).  Since some feel that they are distracted from learning, they can use words to express how Willard’s actions are affecting their ability to attend to certain activities. For example, when Willard is engaging in inappropriate behavior, the children can tell Willard either to stop or express how it makes them feel when he behaves a certain way. This will be beneficial for both Willard and the children who are being distracted. Through their expressions and modeling, Willard can gain a better understanding of how his behavior affects others in the classroom.

In order to intervene in this particular situation, I must first identify what the behavior is. The gain a better understanding of what the behavior is, I could take anecdotal records that provide detailed notes stating the behavior the child is engaged in. Then I would analyze the information and identify how this child’s behavior is affecting his or others learning. Through data collection, I am better able to see what factors might be influencing the child’s behavior. For instance, Willard might wander around the room because he does not fully understand his role in certain learning activities or he might wander around the room to escape certain tasks.

After collecting data on Willard’s behavior I would design an intervention plan to help shape Willard’s behavior into a more desirable one while still meeting his needs appropriately. I would start shaping the child’s behavior through modeling and social support from peers in the classroom. When Willard engages in inappropriate behaviors, such as walking around the room or leaving the classroom without permission, I would model how to attend to a task. For instance, I might think aloud as I attend to a task stating what my job is and how to perform the activity or skill. After Willard observes me engaging in an activity, I will provide several opportunities for Willard to complete activities or skills independently while providing Willard with encouragement and academic feedback. It’s also important that I encourage others to set a good example for Willard and ensure that he is an active participant in all learning activities. I might assign one particular student in the class who is capable of following routines and procedures in the classroom to help Willard attend to the activities performed in class. This student could be Willard’s guide and someone he can refer to when he is not sure of his role in the classroom.   

In this particular case I plan on monitoring Willard’s success in performing socially acceptable behaviors or attending to a task through frequency charts. The frequency charts can be used to record how many times the child engages in a particular behavior overtime. It is important, however, that I record the child’s behavior before the intervention is implemented, during intervention, and after intervention to see if the behavior decreases overtime. As the child engages in more socially acceptable behaviors the teacher should provide Willard feedback on his efforts to attend to tasks or engaging in positive behaviors.

Motivating Students

The one thing that challenged me the most when I was student teaching was how to motivate students in the classroom to learn and want to do the right things in the classroom for themselves and not for external factors and rewards. When I was student teaching in a kindergarten classroom a child came up to me and said, “I cleaned up two piles of beans. Now can I move my star up?” This particular incident along with many others made me wonder, “Are the children doing these things because they want to be a good helper or are they just seeking rewards and recognition from the teacher?” As I begin teaching in my own classroom, I want children to find internal motives for completing tasks and helping others in the classroom. My job as a teacher is to help children find that motive and what drives them to learn in the classroom. It’s also important for me to build a strong relationship with each child so that I can get a better understanding of what interests them and how they learn so that the content I am teaching aligns with what they know or want to know. Another way I could help students build on intrinisic motivation is by allowing children to make choices. Students are more likely to be involved and engaged in an activity when they have the ability to make decisions on their own. When they make decisions for themselves they are more likely to set goals for themselves that can be reached. For example, when I student taught in preschool our theme for two weeks was zoo animals. At the beginning of the week we discussed what the zoo was, what animals could be found at the zoo, and our own experiences at the zoo. Then, I gave the children a list of zoo animals that they could choose from to research. The children became the experts of each animal and were happy to share with others what they learned about their animal. The children were so excited because they had the freedom to choose and could select an animal that struck their curiosity. I know I will not always be able to let children freely choose topics in the classroom, but I can always encourage them to take ownership of their learning and care for their work in the classroom. I can start by setting an example for children, showing them how passionate and interested I am in teaching lesson that I implement.