8080mod2 assgn3
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EffectivePractices1.pptxEffective Practices
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How To Make Children Feel Valued And Respected As Members Of The Classroom Community.
Recognizing the strength each child brings to the community.
Developing individual relationships with the children.
Encouraging positive relationships among the children.
Developing behavior accountability.
Recognizing each child's strengths in the classroom community and how those strengths are helpful to the community makes the children feel valued. It helps them realize their vital role in the community (Naeyc, n.d.). Also, the children can appreciate the strengths of others in the group which leads to mutual respect amongst them. Educators should also cultivate individual relationships with the children and facilitate positive relationships. Small group interactions can enhance positive relationships among the students and make them feel their input is valued (Naeyc, n.d.). Accountability among the classroom community is vital. Educators should cultivate self-regulation and responsibility among the children.
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Building A Community Classroom To Enhance Children's Individual Strengths And Meet Individual Needs
A sense of belonging.
Recognizing children's strengths.
Meeting the children’s emotional needs.
Meeting the children’s learning needs.
Children have an innate need to feel a sense of belonging to a group of peers. Building a classroom community can cater for this need as the children realize they belong to a bigger community of their peers (Ahmad et al., 2015). Since a classroom community offers the opportunity for all the children's strengths to be identified, children can be given roles based on their strengths (Ahmad et al., 2015). This facilitates further development of their strengths. Emotional needs can be met in a classroom community through shared experiences and goals. This develops trust among the children, which creates a safe space for children to express their emotions. Children learn at different paces, building a classroom community helps foster peer learning. Peer learning may be beneficial to children who are less expressive and active during classroom lessons (Ahmad et al., 2015)
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Using Classroom Communities To Create A Culturally Responsive Environment
Assessment of teacher’s personal biases.
Getting to know the students.
Elevating the children’s cultures.
Ensuring the involvement of community and family.
The first step to using classroom communities to create a culturally responsive environment is for the teacher to assess their own biases and address them (Ahmad et al., 2015). By being aware of their own biases, teachers can identify existing institutional inequalities and ensure that students are not subjected to them. It is vital that the teacher gets to understand their students on an individual basis and intentionally learn more about their cultures (Ahmad et al., 2015). Children's cultures should be elevated during lessons and visibly in the physical classroom through tokens or art forms. The teacher should also ensure that the children's families are involved in the learning to ensure a culturally responsive environment (Ahmad et al., 2015).
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Promotion of A Strong Academic Environment Through Community?
Shared responsibilities and learning goals.
Using group activities and projects.
Using the right learning approach.
Continuously making improvements based on data.
Classroom communities can promote a strong academic environment because learning and knowledge are constantly shared among the children through shared goals and responsibilities (Ahmad et al., 2015). Group activities and projects can facilitate peer learning and enable a strong academic environment for the learners. The teacher should use the right learning approach. By using the right learning approach for the classroom community, the teacher can build a strong academic environment. To create a strong academic environment in the classroom community, educators must strive for continuous growth and learning. The teacher must make specific improvements based on data that will impact academic performance within the community (Ahmad et al., 2015).
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Using Classroom Communities To Strengthen Partnerships With Families And Children
Inviting families into the classroom.
Empowering families to be partners.
Delegating duties to the children.
Shared responsibilities.
Inviting the children's families into the classroom to participate in learning activities and practical projects fosters partnership. The families can also be empowered to take up their roles as partners in their children's education by enlightening them on roles they can play at home (Naeyc, n.d.). Delegation of duties to the children in a controlled way effectively strengthens the partnerships between them and the teacher. Sharing responsibilities with the children, such as empowering the fast learners to help other children struggling with a concept, also strengthens partnerships.
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How Educators Can Positively Affect Children’s Social-Emotional Growth
Coaching on the spot.
Positive reinforcement.
Modeling the right emotional behavior.
Using classroom communities.
Coaching on the spot helps the children understand their actions and their effect on others. It also offers a chance for the teacher to point out alternative options that the child could explore next time for better outcomes (Ahmad et al., 2015). Positive reinforcement makes the child strive for more positive social-emotional behaviours. Educators as role models to the children should also model the right social-emotional behaviours to enable the children's social-emotional growth. Educators can also use classroom communities to encourage the children to understand how acting on their emotions impacts their community and how to deal with their emotions better to foster unity in the community (Ahmad et al., 2015).
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References
Ahmad, I., Said, H., & Jusoh, A. (2015). Empirical evidence on the relationship between democratic classroom and social skills development of students. Mediterranean Journal of Social Sciences, 6(2 S1), 18-18.
Naeyc. (n.d.). NAEYC. https://www.naeyc.org/resources/position-statements/dap/creating-community
Speaker notes are not required for References
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