ESE 601 Week 4 - Discussion

docx

School

Ashford University - California *

*We aren’t endorsed by this school

Course

601

Subject

Communications

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by MajorParrot3359

Good evening, Dr. Up, and fellow students, Dear Mr. Franklin, I want to thank you for addressing the current challenge in your classroom and your willingness to seek solutions. However, I would like to point out that the response you have given seems to be more reactive than proactive. I will understand the scenario better and then suggest some proactive strategies to improve the transition process. There are clearly difficulties transitioning between activities in your classroom, leading to delays and frustrations for both you and the students. By subtracting lunch time because of this problem, we can consider this action a reactive response, as it addresses the problem after it has occurred, rather than implementing preventative strategies. According to NAEYC , “Difficulty with transitions can occur for several reasons, such as when children are tired, hungry, confused, or not ready to end an activity. Difficulty with transitions is also common when children have communication delays, limited social and emotional skills, or intellectual disabilities.” (2018) The importance of a smoother transition process in the classroom lies in its ability to optimize learning time and foster a positive educational environment. Smooth, well-planned transitions allow for a seamless transition between activities, minimizing interruptions and maximizing time spent on instruction. This not only improves efficiency in the delivery of academic content, but also reduces anxiety and stress associated with abrupt changes. Additionally, a well-managed transition process contributes to more positive student behavior by providing structure and clear expectations. Ultimately, it facilitates an environment conducive to learning, where students can focus on their tasks without unnecessary distractions. Proactive Strategies for a Smoother Transition Process - Clear Expectations “Simply sharing what teachers hope kids will learn may not be enough – constructing expectations together helps guide students to understanding.” (McDowell, M. 2021). Before beginning an activity, make sure students have a clear understanding of what is expected of them and how much time they will have to complete it. Establishing predictable routines can help reduce resistance to change and speed up transitions. - Temporal Environment “ Predictable schedules and routines create a sense of security, help young children to learn about their world, help them to adjust to new situations, and prevent challenging behaviors.” (IRIS Center). Implement visual cues, such as a countdown clock or visual timer, so students have a clear representation of the time remaining. This can help them manage their time more effectively.

- Providing Positive Feedback “ In addition to reminders, teachers should provide positive feedback - verbal or non-verbal (e.g., smile, thumbs-up) affirmations - to children when they follow the rules.” (IRIS Center) Provide positive recognition and reinforce transitions that have been made efficiently. This can motivate following the example and reduce resistance to transition activities. Comparison of Proactive and Reactive Strategies Proactive strategies address and prevent problems before they occur, while reactive strategies are implemented after a problem has occurred. Proactive strategies are more effective in the long term, as they work to establish a positive environment and prevent recurring problems. In terms of evidence-based classroom behavior management, proactive strategies, such as establishing routines and clear expectations, have been shown to be effective in several studies. (Parsonson, B. 2012). These strategies promote a positive learning environment and reduce the incidence of problem behaviors. I hope these suggestions are useful. I am confident that with your commitment and leadership, you will be able to improve transition efficiency and create a more positive environment in your classroom. Respectfully, Maria Gimena Cardozo References IRIS Center. (n.d). How can teachers encourage and reinforce expected behaviors? https://iris.peabody.vanderbilt.edu/module/ecbm/cresource/q2/p06/ IRIS Center. (n.d). What can teachers do to make the classroom environment more conducive to children’s learning and development? https://iris.peabody.vanderbilt.edu/module/env/cresource/q1/p04/ McDowell, M. (2021, March 10). How Students and Teachers can Develop Clear Expectations for Learning. https://www.edutopia.org/article/how-students-and-teachers-can-develop-clear- expectations-learning/ NAEYC. (2018, September). Reducing Challenging Behaviors during Transitions: Strategies for Early Childhood Educators to Share with Parents. https://www.naeyc.org/resources/pubs/yc/sep2018/reducing-challenging-behaviors-during- transitions

Parsonson, B. (2012). Evidence-based Classroom Behavior Management Strategies. https://files.eric.ed.gov/fulltext/EJ976654.pdf Good evening, Anna, Thank you for your comments! Regarding your question about how to help Mr. Franklin incorporate the use of micro-transitions, “ For pupils with special educational needs (SEN), the numerous small or micro-transitions that happen throughout the school day can be particularly challenging to navigate.” (Inclusive Teach, 2023). For this reason, Mr. Franklin might consider the following: Model the Strategy Schedule an observation or training session where you can demonstrate how to implement micro-transitions in the classroom. It shows practical examples and answers your questions so you can better visualize the strategy in action. Provide Practical Resources In addition to sending links to resources, provide concrete, practical materials that Mr. Franklin can use. This could include step-by-step guides, specific examples, and hands-on activities he can do. Collaboration in the Classroom Offer your support to co-teach or collaborate in the classroom as Mr. Franklin implements micro-transitions. This will allow for real-time feedback and help address any challenges or questions that may arise during the process. Establish Reflection Sessions Host regular reflection sessions where you and Mr. Franklin can discuss experiences, successes, and challenges related to using micro-transitions. This will encourage continuous learning and constant improvement. Constructive Feedback Provides constructive feedback based on observation and implementation of micro-transitions. Highlight the positive aspects and suggest adjustments or improvements as necessary. “ With consistency and practice over time, transitions may even become second nature and less anxiety-provoking for students.” (Inclusive Teach, 2023). By combining hands-on demonstration, provision of concrete resources, and direct classroom support, Mr. Franklin will be able to effectively integrate micro-transitions into his teaching practice. Thank you and have a great night!

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

References Inclusive Teach. (2023, May 24). Micro Transitions and Support Strategies for Students with Special Educational Needs. https://inclusiveteach.com/2023/05/24/micro-transitions-and- support-strategies/ Good evening, Anayka, Thank you for your contribution to this discussion. You pointed out something interesting, “Classroom management is crucial for creating a positive learning environment for students to thrive academically and socially.” Classroom management plays a vital role in creating a learning environment conducive to the academic and social development of students. As Augusta University points out, the way the classroom is managed directly impacts students' ability to thrive. A well-managed environment not only minimizes distractions, but also encourages active participation, collaboration, and mutual respect. According to the IRIS Center, establishing effective routines and behavior management strategies contributes to a more positive environment, which in turn improves students' academic performance and emotional well-being. It is essential to keep these considerations in mind when designing and implementing effective classroom management practices to ensure an environment that supports the holistic learning of each student. How do you approach classroom management in your teaching practice to ensure the creation of a positive learning environment that promotes the comprehensive academic and social development of your students? Thank you and have a great night! References Augusta University. ( 2023, August 16 ). Why is Classroom Management Important? https://www.augusta.edu/online/blog/why-is-classroom-management- important#:~:text=Classroom%20management%20—%20the%20actions %20educators,engagement%20and%20better%20academic%20performance . IRIS Center. (n.d). How Can Teachers Increase the Chances that their Students will behave appropriately? https://www.augusta.edu/online/blog/why-is-classroom-management- important#:~:text=Classroom%20management%20—%20the%20actions %20educators,engagement%20and%20better%20academic%20performance . Good morning, Cynthia,

Thank you for your contribution to this discussion. You pointed out something interesting, “ A proactive response allows students to make the right choices while giving them more independence and leadership abilities. It is a far more efficient method of teaching and supporting students.” Encouraging a proactive response in students not only gives them the ability to make sound decisions but also provides them with a greater sense of independence and leadership. This approach not only teaches them efficiently but also empowers them by actively involving them in their learning process. By allowing students to take an active role in decision-making and problem-solving, we promote an educational environment that values self-determination and the development of leadership skills. The proactive response thus becomes an effective means of cultivating not only academic knowledge but also essential life skills, preparing students to face challenges with confidence and autonomy. The Wisconsin Department of Public Instruction notes that “A proactive and positive response to behavior that interferes with learning provides a far more effective process for teaching and supporting students.” (2023). How can a proactive and positive response to behavior that interferes with learning contribute to a more effective process for teaching and supporting students in their academic and personal development? Thank you and have a great night! References Wisconsin Department of Public Instruction. (2023, October 25). Proactive and positive behavioral interventions and supports: Why they work. https://dpi.wi.gov/sped/educators/behavior-supports/proactive-pbis Good evening, Dr. Up, Thank you for your feedback with so much information necessary to continue implementing it in my classroom. Regarding your question, in the context of preschool education, documentation and monitoring of behavior are essential elements in creating an effective and supportive educational environment. To carry out this task, various strategies supported by experts in the educational field can be implemented. An effective strategy involves the use of anecdotal records. These are detailed, objective reports that describe specific observations of children's behavior in particular situations. By incorporating date, time, and context, anecdotal records provide a comprehensive view of individual and collective behavior patterns. This practice is supported by child development

experts, such as the work of Louise Bates Ames, a “ child psychologist who played an instrumental role in the fields of child and human development.” ( Jacobson, B. 2023 ). Another valuable tool is the use of behavioral checklists. These lists allow teachers to record the presence or absence of specific behaviors over time. Using predefined criteria such as collaboration, participation, and respect, checklists make it easy to identify areas of strength and potential behavioral challenges. Authors such as Robert J. Marzano and Jana S. Marzano (Marzano & Marzano, 2003) have advocated the usefulness of checklists in behavioral assessment. Additionally, the implementation of frequency recordings can provide quantitative insight into behavior. This approach involves counting the occurrence of a specific behavior during a given period. By recording the frequency of positive behaviors and areas for improvement, teachers can identify patterns over time and adjust intervention strategies as necessary. In summary, the documentation and monitoring of behavior in preschool education can be carried out effectively with anecdotal records, behavior checklists, and frequency records. By applying these expert-backed strategies, teachers can gain a more complete understanding of children's behaviors and provide personalized interventions to support their social and emotional development. Thank you and have a great night! References Jacobson, B. (2023, October 27). Louise Bates Ames - American psychologist. https://www.britannica.com/biography/Louise-Bates-Ames Marzano, R. J., & Marzano, J. S. (2003). The Key to Classroom Management. Educational Leadership, 61(1), 6-13. https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/referencespapers.aspx? referenceid=1788898 Good evening, Kay, Thank you for your feedback, I am glad to know that my discussion has been of interest to you. Regarding your comment, I could say that understanding expectations and having an established routine are fundamental elements to mitigate anxiety and uncertainty in our daily lives. This concept is supported by the theories of psychologists and experts in the field of human development. Reducing anxiety through anticipation and familiarity with what is to come has been highlighted by psychologists such as Albert Bandura. Bandura, known for his social learning theory, suggests that people benefit from knowing the consequences of their actions, which reduces anxiety and improves self-regulation (Berkeley University of California).

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

The importance of an established routine to effectively plan your days and avoid feeling overwhelmed is supported by the work of developmental psychologists such as Jean Piaget. Piaget emphasized the need for stability and structure in children's lives to facilitate learning and emotional development. (Kurt W. Fischer & Daniel Bullock). By applying these ideas to the everyday context, understanding what to expect and having an established routine not only contributes to the reduction of anxiety but also facilitates the organization and effective execution of daily tasks. This understanding provides a sense of control and predictability in our lives, elements that are crucial to psychological well-being. Thank you and have a great night! References Berkeley University of California. (n.d). How Social Learning Theory Works? https://hr.berkeley.edu/how-social-learning-theory-works#:~:text=Albert%20Bandura%27s %20social%20learning%20theory,direct%20experience%20with%20the%20environment . Kurt W. Fischer & Daniel Bullock. (n.d). Chapter 3 - Cognitive Development In School - Age Children: Conclusions And New Directions. https://www.ncbi.nlm.nih.gov/books/NBK216774/

ESE 601 Week 4 - Discussion

Related Documents