Chaya

Throughout the whole semester, I have been learning many new strategies as to how I can become a better teacher and student professionally.  Areas in my development include, being more observant when I am in the field.  Realizing questioning my surroundings is only enhancing my learning.  Followed by those questions is researching information about the questions that come about.  The most importantly, self reflection.  This course has shed light on how important is to self-reflect during your work.  Being an educator in the future, self-reflection is vital.  In order for me to grow as a teacher, I must first realize what I need to improve on in the future.

I believe my second blog, “Let there be light!”   was my strongest.  The topic that I chose to write about,  was one that I feel passionate about.

If i were to experience the R2P project again, I would liked to have shared my questions and research as a group discussion in class.  I am more of a, talk face to face person rather than sharing ideas and thoughts via online.  It would have been beneficial if the class had a chance to have a group discussion about our findings, and perhaps we could have learned from each other. Also, I would have lessen the amount of R2Ps we had to do.  Instead of five posts, I would have liked to do three, but those three had to be more thorough.  That way, this would give the class time to have a group discussion about our findings.  I also would have liked that at least one of our R2Ps were curriculum centered because I do not feel as though we learned enough about curriculum during the semester.

From the R2P project I am taking away with me, the importance of questioning, researching and self-reflection. The formula that we taught for R2P is a real-world formula that we can apply to the real world, especially as a future teacher.  In my future classroom, I will be reflecting on what teachings were effective and which need improvement.

The advice that I would give to students who are about to do the R2P project is to keep an open mind.  Anything is worth reading up on or researching.  Also, do not think you do not need any reflection!  Regardless of how hard you tried, there is always room for reflection!

They say pictures are worth a thousand words, and those words translates into meanings.  Pictures, visuals, whatever you chose to call them; they are highly used in classrooms because educators understand the influence they have on learners.

From the beginning of my time spent in my HeadStart placement, I have noticed that visuals are constantly used, and highly effective.  The students are in the preschool five days a week, from 8:30am to 2:30pm.  Every single day, the same visuals are used constantly throughout the whole day and whole week. I use to think it was extremely redundant but, isn’t that what young learners need?

Some of the classroom visuals include:

• washing hands
• how to behave during carpet time
• daily schedule
• clean up routine
• bucket filler reminders
• how to solve problems between another student
• tooth brushing
• emotional regulations

Everyone learns differently.  Some are more of an auditory learner oppose to visual learners, but it is important that educators connect all types of learners into their teaching.  As far as what I observed the students in the preschool classroom are accustom and refer to the visuals often.

Good teaching is modeling the expected behavior, especially with young learners.  Young learners may have limited vocabulary and language to express and comprehend, so they need to know what behaviors look like. There are several reasons why visuals are effective in the classroom.  Special Education Careers wrote an article on seven reasons why visuals are effective in early childhood classrooms.

1. Establish routines
2. Set Clear Expectations
3. Support Smooth Activity Transitions
4. Reinforce Desired Behaviors
5. Demonstrate Requests
6. Simplify Decision-Making
7. Build Social Skills

I would have to agree with all seven of those reasons.  I actually think that visuals shouldn’t stop being used once children enter older grades.  The older children get the less creative their classrooms are, and why is that?  Implementing simple age appropriate visuals into a classroom could be just as effective as they are in early childhood classrooms.

Resources:

“7 Reasons To Use Visual Supports in the Early Childhood ESE Classroom.”  Special Education Careers. 2017.  Accessed on: 04/30/19
Retrieved from: https://www.specialeducareers.com/resources/blog/7-reasons-to-use-visual-supports-in-the-early-childhood-ese-classroom

The Head Start classroom that I am observing is an overall positive experience.  I am observing many effective teaching strategies, classroom management strategies, and teacher-student interaction.  The lead teacher and teacher assistant are compassionate about their role in the classroom.  The classroom is set up with blocks, dramatic play, an art area, and technology area.  Everything seems to be great!  Even though the room is somewhat small, the children are provided with numerous resources and materials to promote their learning.  Just one thing seems to be missing!! Where is the sunlight!??

I know what your thinking, Spring just started!  Well, we have had some really nice sunny days throughout these past couple of weeks.  I noticed in the classroom, the blinds are always closed and not a shed of sunlight shines through!  Now, of course there is light in the room, but not natural light!  Where is the natural light??  Even though there were days that it was 30 degrees outside, there was still sunshine!  It baffles me, as to why the center chooses not to open the blinds, to allow the natural light come through.  Even on a cloudy rainy day, the blinds should be open! I am one that loves natural light so it something I noticed instantly.  I do think it is important for students to have natural light in the classroom that they are in all day.  I associate lack of natural light with the feeling of being confined.

Something as little as opening the blinds allowing the children to view the outdoors promotes learning experiences.  Allowing the children to view the outdoors promotes vocabulary, conversation, and questions.
For Example:
The teacher-  “How would you describe today’s weather? Sunny, cloudy? ”
“What do you see outside today, do you see birds, squirrels, bugs, insects?”
The questions the teacher can ask can be endless.

I also noticed that the students do not typically go outside.  The center does not have a park on property so use a nearby park that is walking distance from the center. The teacher uses, a walk to the park as an incentive for positive behavior demonstrated throughout the week. The last time I was at the center it was about 65 degrees and sunny.  The class was suppose to go for a walk to the park, but because the teacher thought the children’s behavior was not up to par, she took away the walk to the park.  Keep in mind, that they do not normally go outside.  They are inside all day, in the same room for the majority of the day.

I believe children should be exposed to the outdoors because it is essential to their learning.  Even if children do not have the everyday access to go outside they should be able to see the outdoors.  An article called “Thinking Outside the Four Walls of the Classroom: A Canadian Nature Kindergarten.”
written by Elliot Enid and Frances Krusekpof, is about the effectiveness and significance of outdoor exploration and the impact it has on a child’s learning.  This Canadian kindergarten classroom is half day outside and half day in the classroom.  The students are outside regardless of what the weather brings. This may sound scary to the American public schooling but it is actually very effective!  Imagine all the learning these kindergartners are doing just by being in tone with nature.  These little ones are actually in control of their learning, encouraged to wonder, and most importantly being able to be kids!  Another nature based kindergarten class in Victoria, Australia, actually does not allow toys, tools or art supplies on certain days because they want to enhance their student’s experience when they are in nature.  This may sound a bit extreme but they are actually on to something.  In the article “Place-based nature kindergarten in Victoria:Australia: No tools, no toys, no art supplies”, states that “contact with nature myriad benefits for young children” (Christiansen, et. al. 2018).

Now, I am in no way saying that the Head Start center that I am placed in should all the sudden switch to a nature based center, but I do think that this center could in fact implement nature into their curriculum.  If these children are struggling with behavior issues, and are not “quiet” enough, perhaps they need time to  be kids and run around and explore the outdoors.  Some outside time just might help their inside voices become quieter and increase their attention span.  Let’s allow these children get their hands dirty in mud, splash in puddles, and touch creepy crawlers to allow children be the natural explorers they truly are!

References:

Christiansen, A. amechristiansen@gmail. co., Hannan, S. siobhan. hannan. melb@gmail. co., Anderson, K. karena63@gmail. co., Coxon, L. lcoxon@woodleigh. vic. edu. a., & Fargher, D. dougfargher@aapt. net. a. (2018). Place-based nature kindergarten in Victoria, Australia: No tools, no toys, no art supplies. Journal of Outdoor & Environmental Education, 21(1), 61–75. https://doi.org/10.1007/s42322-017-0001-6

Elliot, E. eelliot@uvic. c., & Krusekopf, F. kuret@yahoo. co. (2017). Thinking Outside the Four Walls of the Classroom: A Canadian Nature Kindergarten. International Journal of Early Childhood, 49(3), 375–389. https://doi.org/10.1007/s13158-017-0203-7

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