Setting the stage for success week2
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CUNY College of Staten Island *
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EDE-673
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Communications
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Feb 20, 2024
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pptx
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Uploaded by ChefGorilla5898
Setting the Stage for Success Jasmin SIlva
EDU673: Instruct. Strat. for Differentiated Teach & Learn Stefanie Lassitter January 19, 2021
Demographics
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Head Start UPK (4 & 5 year olds)
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18 students ( 9 girls & 9 boys)
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9 African American, 8 Hispanic students, 1 Asian
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3 ELL students
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No advanced learners ●
No special needs students
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1 Head teacher & 1 Assistant teacher
Classroom Environment
My classroom includes centers such as rug area (meeting area), science, art, blocks, kitchen, technology, math and reading/writing. “Classroom differentiation flourishes most readily when students have available the variety and quantity of the tools adults have in the real world.” (Yatvin, Joanne, 2004). I have option to captivate students preference in learning. Within each center everything will be labeled with a picture plus the name of the center in. I also have a classroom pet preferably a fish and class plant. The class will also have a quiet corner where students that need time to themselves can feel free to relax for a moment. “In diverse inclusive classrooms learners must understand that “fair” does not mean that everybody gets exactly the same thing, but rather that everybody gets what they need”(Voltz, D.(2005)
. All of the materials inside of the classroom is at the child’s eye level and it is in their reach. Around the classroom the children's art work will be displayed at eye level since they will be allowed to hang it up by themselves. My classroom is equipped with several big windows which allow in natural sunlight and all furniture is positioned in a safe place where students can’t hide nor hurt themselves. (figure 2.2, Phukett, 2013)
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The classroom layout observed below has more than enough room to accommodate 18 students. This layout allows me to be able to keep an eye on all children no matter what area of the classroom that they are in. It also allows a safe space for students to move around. “Kids need to move around, regardless of their age” (Voltz, D.(2005).
The Dunn and Dunn Model states students react to stimuli in different areas. Classroom environment set up is fundamental when considering differentiated instruction. “Environment describes a student’s comfort in the areas of temperature, light, sound, or seating while learning” (Puckett, K. (2013)). In my classroom I also provide different working areas and seating comfort. Children who would like a quiet space may use the quiet cube or library area. Students who prefer working in large groups, I have tables set up with 6 chairs. “Effective room arrangement can enhance efficiency, minimize distractions, and help to accommodate variance in students’ learning styles” (Puckett, K. (2013)).
Classroom Rules
My classroom is a fun and learning environment, a place where my students learn structure and independence. One important factor in this is establishing the classroom rules since day one. On the first day of school, my students and I will come up with rules together. Rules are written down and posted on the wall. By doing so my students will feel part of the classroom right away and would know that I acknowledge their thoughts, ideas and different levels of meeting those rules. In a differentiated classroom it’s okay to have different levels of rules for different student” (Yatvin, Joanne, 2004). For the students that need more reminders they would be reintroduced to the rules as needed. “Classroom is managed with firm consistent, loving control” (JCPSEmployee. 2012). When working in small groups students will remember to work quietly and respectfully with one another in order to have academic success.
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Resolving Conflict
Students inside of the class will take full responsibility for their actions and the consequences that can result from that action. I go over the rules on a daily basis so that they know what is expected of them. Any conflicts that occur in the classroom will resolved. “Preschool children learn best from the everyday experience solving problems which are meaningful to them. As a teacher, it is helpful to observe those moments when children have problems and help them think about ways to solve their own problems. Anticipate problems before they escalate and help children identify possible solutions” (ecmhc.org). These solution cards would be available in the bookshelves of every center in the class. I will also model conflict resolution behavior and encourage it as well.
Self Management Being a able to self manage is a goal I set for all students. Students will learn for follow rules routines, procedures and signals that I will develop throughout the year. Because differentiating in a classroom will require me to work in small groups or one on one, other students will “have the opportunity to make any changes they think are necessary to suit their needs, learning styles and personality” (Yatvin, Joanne, 2004). This mean that all students will learn to use their time efficiently, such as working with peers quietly so others do not get distracted by noise. “There is no need for noise to become oppressive or distracting” (Puckett, K. (2013))
Value Individual Differences My 5 years in a classroom has taught me to value every single students as an individual. Individual differences comes in many styles such as physical characteristics, home culture, perception, gender, ability, and learning styles. In order to value my student learning style I address every type of learning style in my classroom by providing flexibility with my lessons. “The Universal Design for Learning emphasizes the importance of providing flexible methods of presentation of content as a benefit to all learners.” (Puckett, K. 2013). For example I incorporate books and even audio books for the linguistic learners, for kinesthetic learners I use many hands on tools, and for logical-mathematical learners I use many strategies such as logical questioning or even math games. For those spatial learners I use visual tools such as pictures, timelines, and graphs, and for those learners that engage through nature I use my outdoor surroundings to engage them. I will constantly try out new strategies to improve my students’ learning.
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Routine
Planning is key in my classroom. Keeping a routine Classroom daily schedule will be posted in my class for children to see with pictures, so they can have a visual to what is coming next. Schedules and routines are so important for the students and for the teachers as well. “Routines are the way that the everyday business of a classroom gets done. They are based on efficiency and common sense.” (Yatvin, Joanne, 2004). Routines and rituals help students feel safe and secure because they know what is coming next and what is expected. “Both emphasize and strengthen learning through everyday practice, rituals are designed to bring students together and make then feel useful, confident and successful members of the classroom community.” (Yatvin, Joanne, 2004). In my classroom students feel safe to learn in and I provide different learning experiences during different types of activities they are engaged in.
Emotionally Safe Environment
My strategy in promoting an emotionally safe environment is taking every opportunity to model kindness. Taking cultural diversity to differentiate in a classroom is very important. “When teachers do not take cultural diversity into account, students may feel unaccepted, may feel that their ethnic characteristic makes them different or even embarrassed because of their english language skills.” (Puckett, K. 2013) In my classroom lessons include content that relate to the students culture outside the classroom. “Students are affirmed in their culture connection.”(JCPSEmployee. 2012) Students will always be praised for their motivation and effort, and their “development will be reinforced” by such praise. (JCPSEmployee. 2012)
references:
https://www.ecmhc.org/TTYC/index.html
JCPSEmployee. (2012, September 13). Seven Principles for Culturally Responsive Teaching and Learning (Links to an external site.)
[Video file]. Retrieved from http://www.youtube.com/watch?v=IptefRjN4DY
Puckett, K. (2013). Differentiating Instruction: A Practical Guide
[Electronic version]. Retrieved from https://content.ashford.edu/
Voltz, D., Sims, M., Nelson, B., & Bivens, C. (2005). A framework for inclusion in the context of standards-based reform
. Retrieved from http://teachingld.net/pdf/m2ecca.pdf
Yatvin, Joanne. (2004). A room with a differentiated viewPreview the document. (Links to an external site.) Retrieved from http: www.nrcs.usda.nj.gov_www.fountasandpinnellleveledbooks.com/shared/onlineresources/E00669/ch
apter2
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