Elementary aged children are experiencing new things everyday, and I see the excitement, wonder and curiosity arise in the Kindergarten students I work with each Thursday. Consequently, emotions in the classroom can help or hinder student learning. Students learn and perform better when they feel secure, happy and excited; however, their cognitive performance is inhibited if students feel distracted or negative emotions toward the subject matter. (Bohlin, Durwin, Weber. 68) Schooling needs to go beyond the curriculum and guide students to be prepared to deal with real-life problems, challenges and emotions. As a future educator, I wonder how I will be able to include character education (based off students' emotional impulses impacting their behavior and their emotional intelligence levels) in my daily curriculum. Emotional intelligence involves students' understanding of their own emotions, as well as emphasize with others and acting accordingly. Ed Psych Modules offers insight on how to foster emotional intelligence in students, through various dimensions. In my internship, I witness these practices being applied daily. To promote emotional understanding in the classroom, students have "Share Time" during their calendar studies. The class sits on the carpet in a circle and passes a stuffed animal around clockwise. Whoever is holding the stuffed animal is encouraged to share how they're feeling or what they did throughout the week. Students love the opportunity to share their personal life with their peers. In dealing with behavior, emotional intelligence is fostered by teaching appropriate responses to the emotions of others. Ms. J frequently models ways to be caring and considerate of others' feelings when students report a rule has been broken. For example, Tamara* was upset when Lucas* pushed her while making his way to the water fountain. Tamara instantly reported the incident to Ms. J, who asked Lucas why he would be so inconsiderate of Tamara's personal space. Lucas is guided to realizing that his actions impact others, and he is led to apologize to Tamara. To promote emotional regulation by providing training in conflict resolution skills, Ms. J takes an opportunity to turn the disruption into a lesson. The class is reminded of their procedure for when something like that happens, to ask the person kindly not to do the undesirable action and to apologize for misbehavior. While doing letter study, multiple students frequently feel frustrated with their handwriting. I hear countless "I can't do it!"'s throughout the day, and nothing breaks my heart more. Each time a student doubts their own capability, Ms. J and I are sure to lead them by encouragement to continue to try their best. Lucy often is frustrated by her inability to master the curves of a capital G, or the strange line work in an S. Through individualized instruction and a little positivity, Lucy is quick to be prideful of her accomplishments and I'm happy to celebrate with her. Sharing enthusiasm and encouraging students to persevere increases their self-motivation and builds emotional intelligence. While continuing my internship, I hope to uncover each student’s behavioral cues, and find ways to help them grow their individual emotional intelligences. I wonder how to group students in ways in which they could balance each others behavioral weaknesses with their own strengths. For example, would sitting Tamara, who is more motherly, next to Abel, who has frequent behavioral out lashes, allow for peer comfort and help them achieve? Or would the mismatch of behavioral levels cause further disruption and impede their learning process? (* = New pseudonym) ReferencesBohlin, L., Durwin, C., & Weber, M. (2012). Emotional Development. In Ed Psych Modules (2nd ed., pp. 68-69). New York, New York: McGraw Hill.
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An effective teacher is constantly applying inquiry by analyzing data and differentiating instruction to meet the needs of students in the room, applying data-driven decision making.
"Data-driven decision making is embedded in teacher inquiry as teachers use assessment data and background information to inform decisions related to planning and implementing instructional strategies at the school, classroom or individual student levels." (Dana, 2014) During my observation, I saw data being analyzed to inform instruction decisions at multiple levels. For the past two weeks, all of the kindergarten teachers meet with the Principal in the morning for a conference. I was able to listen in on the meetings. The teachers discussed their students' assessment results and enacted data-driven decision making to create a school-wide response. In response to low Kindergarten Reading Test scores, they created focus groups based on specific problem areas students were struggling in. Intervention teachers were assigned groups of five or less to focus on skills for a few weeks, then students will be tested for mastery and the data will be reexamined to consider placing students in different focus groups. Later in the day, while going over the class' scores on their Position Words Test, Ms. J and I noticed trends in the students' scores. Seven of the 15 students did not obtain a perfect 8/8 on their tests. After analyzing individual student responses, it was clear that the concepts of Left and Right need to be clarified. Ms. J noted that she will include further practice on those key aspects of math in her later lessons. At an individual level, I developed instructional decisions that will help Lucy in her literacy education. Based on her results from the Elementary Reading Attitude Survey, and additional follow up questions, I brainstormed three options for enhancing her academic achievement. In previous research, book-centered activities involving family participation have shown great gain for low-achieving students who began with low language skills and strong home literacy support. (Jordan, Snow, Porche 2011). With pre-established consistent parental involvement at home and low initial reading scores, Lucy is an ideal candidate to benefit from a family literacy initiative that involves her parents in meaningful ways to support her literacy development. Also, Lucy prefers spending time outdoors. In order to involve her environmental preferences, academic activities outside will engage her and increase her willingness to learn. Finally, Lucy revealed that Art is her favorite subject in school. Incorporating art in literacy responses, as well as other curricular areas will allow further connection and engagement in the learning process. By collecting data through assessment and interviews, analyzing the results and applying instructional alterations students are given the resources and support they need to achieve academically. These data-driven decisions are made at all levels that impact a student's education. During letter study in my internship classroom, aspects of constructivism were at play. While learning the process of writing new letters, students were reminded of letters they could already construct. They were able to make sense of new information, like how to write a proper P, by organizing and integrating it with other, prior knowledge. Also, Ms. J applied Vygotsky's technique of scaffolding in instruction. First, children learned about the letters and how to write them in a whole class discussion by Ms. J's demonstration. Then, they moved to their small groups and practiced in individual books with peer support. Finally, in the process of fading, students were able to write the letters on their own without teacher or peer assistance. In science, students were given tools like a magnifying glass and forceps to provide hands-on learning. They used their tools to examine beads and feathers, then journaled their experience. This process of active exploration of their physical environment by interacting with the objects around them holds true to part of Jean Piaget's theory in children's thinking, |
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