Recruitment Presentation

Examine whether the teachers’ actions in the case study provided an equitable and just learning environment for her students.

Yes, the teacher action in this case study provided an equitable and just learning environment for her students. When the teacher finally called on Keisha, she already was showing emotion toward the teacher. Soon as the teacher notice it, she wanted to see how they could solve the problem. Keisha can accurately identify her emotions; she knows how to let the teacher know what she is feeling and why she feels that way. Keisha even knew how to control her yelling out and her impulses. she didn’t shout to get to the computer area instead she directs her emotions in a healthy way. The teacher gave praised Keisha for doing a great job and solve an interpersonal problem with some support from her teacher. Keisha was so happy because the teacher advises her to tell Bahta to let you know when it is your turn.

Explain whether you feel the solution the teacher used in the case study was ethical by developing a coherent argument that is supported by the NAEYC Code of Ethical Conduct.

Yes, in my opinion, the solution used by the teacher in the case study was ethical as per rules of NAEYC. According to NAEYC Code of Ethical Conduct (Ideals): P.1-3- We shall not participate in practices that discriminate against children by denying benefits, giving special advantages, or excluding them from programs or activities on the basis of their sex, race, national origin, immigration status, preferred home language, religious beliefs, medical condition, disability, or the marital status/family structure, sexual orientation, or religious beliefs or other affiliations of their families. (Aspects of this principle do not apply in programs that have a lawful mandate to provide services to a particular population of children.). The teacher did not give Keisha special advantages or bias according to the NAEYC Code of Ethical Conduct because she wanted to go to the computer. She also saw how Keisha was willing to go and play in the block area. When the teacher told Keisha to tell Bahta to let her know when it is your turn.

Discuss how the strategies the teacher used were developmentally appropriate. Support your thinking with the text, developmental milestones (Appendix A of your textbook), and at least one additional scholarly source.

The developmental milestones in social skills are that Keisha knows how to raise her hand when she wants to talk instead of yelling out, (having manners). She also knows that taking turns with toys and etc. that include sharing. I think the teacher was using the model (DAP) in the case study. Model is attitudes, ways of approaching problems, and behavior toward others, showing children rather than just telling them (NAEYC, 2019).

Propose at least two things you would do next if you were the teacher in the case study in order to continue fostering the social-emotional development of the child(ren) in the case study. Support your decision with at least one additional scholarly source.

After Keisha talked to Bahta to let her know when it was her turn. If I was the teacher in the case study in order to continue fostering the social-emotional development to praise Keisha on sharing, give her a little positive feedback and stickers for making her emotionally comfortable to tell me what she wanted to say. Next, to resolve this situation is to set a timer and explain to the Bahta that when the buzzer goes off, it will be time for Keisha to have a turn on the computer. According to Jennings, P. A., & Greenberg, M. T. Teachers are role models who continuously induce and respond to the emotional reactions of their students (2009). However, teacher-student relationships and the teacher’s function as an important role model.

References

Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relations to student and classroom outcomes. Review of Educational Research. 79, 491-525

Developmentally Appropriate Practice | NAEYC Developmentally Appropriate Practice | NAEYC. (2019). Naeyc.org. Retrieved 8 August 2019, from https://www.naeyc.org/resources/topics/da