Dispositions: “Consistently listens attentively and receptively to feedback and is process/solution oriented. Responds to feedback by implementing suggested changes. Seeks ongoing feedback. “
INTASC: 9 & 10
Being open to feedback from your collaborating teacher (CT) is one of most important disposition to develop as a student teacher. Every student teacher regardless of their background in education has the chance to be a good listener and implement suggestions in the classroom. Student teaching is a great time to try out ideas, and new teaching strategies in a safe environment. Here are some ideas to cultivate this disposition: Continue reading
Water Bead Transfer: Fine Motor Activity
- Handy Scooper, spoons, large tweezers etc.
- Multiple bins cups or containers for scooping
- Water beads (follow directions on the bag)
Water Beads or “orbits” as I have heard them called are small, spherical, jelly-like beads which have endless uses in the early childhood classroom. I came across water beads when I was working with students with autism. I put the water beads into plastic bottles which I called “sensory bottles” for students to look at, shake, and watch as the beads move around in the bottle. Students marveled at the way the orbies danced around the plastic bottle. Continue reading
The story is about a young boy who visits a library and learns about all of the fun and unique things he can do at the library. This is a recent book from Anne Rockwell (2016) and Lizzy Rockwell the illustrator, embeds some of Anne’s older books in the illustrations. After reading Library Day by Anne Rockwell, visit your public library and complete the “treasure hunt” and see if you can find the following items/areas of your library. Continue reading
- Spiral bound composition book with blank pages
- Child size scissors
- Initial Letter identification
- Fine Motor Skills: Cutting & Gluing
A great way to start letter identification is by making this ABC book with your child or students. Spend time together looking through magazines or catalogs. When you see a picture that catches your eye, ask your child to identify the picture. Ask him or her “what letter does it start with?” Continue reading
Children with Autism Spectrum Disorder in the Mainstream Playground
When we think about inclusion, we typically think about the classroom setting. For many students with autism, social skills are a known area of deficit and an area for IEP teams to write goals and objectives. In the article, Children with Autism Spectrum Disorder (ASD) in the Mainstream Playground, the authors do a nice job detailing the value of the playground as an important area for inclusion. With schools placing an increased importance on academic instruction and minimizing the importance of play, early childhood practices need to advocate for the importance of playground time, especially for students with ASD.
Physical Improvements: Students with autism typically have slower motor development compared to their typically developing peers. Continue reading
“The match between a teacher candidate’s personal attributes, values, and dispositions and the demands of teaching.”
Many of us remember when we were children and played school with our siblings and friends. We imitated our teachers and early classroom experiences hopeful that one day we could be the teacher standing in front of the class. Others don’t know until much later that their personality, interests and passions line up well with the profession of teaching. Regardless of the starting point, let’s look at what makes a person destined to become a teacher? When we talk about “goodness of fit” what qualities do we possess that match the demands of teaching?
At my kindergarten parent teacher conference, my teacher told my mother that I have been a good “teacher” to my twin brother who needed extra support at a young age Continue reading
As a teacher, one of my biggest pet peeves is when my staff would text on their cell phones while the students were present. I was perpetually the “bad guy” asking them to please not text while the students were present. The time the students are with us remains, and will always be, the students’ time and never our personal time. Many of our students come to us with so much need, requiring all of our attention and focus; maintaining a safe classroom, facilitating play, working on their IEP goals and objectives and teaching them. There is simply no time for texting during the school day. There are some schools that have a no-cell phone policy for staff such as Head Start classrooms. The staff’s cell phone must be put away during the school day and if they are seen using the cell phone, disciplinary action may be taken. Besides not texting here are some guidelines pertaining to cell phone use by teachers and staff in schools: Continue reading