skit, the teacher would pause the video and ask questions, such as “how do you think the student feels coming to a new school?” and “have you ever experienced change like this? How did that make you feel, and how did you deal with it?” Recording the video would provide the opportunity to watch several times and pause to discuss important concepts. This would also provide time to act out several difference scenarios, such as the same situation from the eyes of the new student. 3. Another lesson on understanding change could be the change that goes on in each of the student’s bodies. Students in early childhood education programs are developing and growing quickly and experience changes every day. One project that could be worked on would be to take pictures of the students once a month. The students would write about things that are going on in their life, things they are learning, and things they want to work on. As the year goes on, the teacher would put the pictures and written works into a computer program that puts the pictures and descriptions into a video. The students will be able to see the changes take place through the video and write about the changes that they see and how quickly they happen. The teacher and students will engage in active discussions in large or small groups about the changes in growth and development they are experiencing and that they will experience in the future throughout life. 3
Part C Imagine that you are a teacher’s aide in a classroom of 2nd-grade children (7- to 8-year- olds). In each of the following situations, describe the following. a. What emotions the children involved might be experiencing b. How you would use the strategies presented in the textbook to help the children become more aware of their own feelings and the feelings of others c. How you would help them cope effectively with the situation Manual and Damien are playing in the sandbox. Manuel wants Damien’s shovel, so he takes it. Damien begins to cry, but Manuel continues to play, unaffected. Damien comes running to you, saying, “He took my shovel!” Manuel may be feeling left out, and unable to join in the play without the use of a tool. He may be feeling as though he is being treated unfairly and confused as to why there isn’t a shovel for him to play with. Damien is likely feeling frustrated that a toy was taken from him, without an explanation as to why. He may also be feeling like he was treated unfairly because he had the shovel first and was not able to finish his project. As discussed in chapter 14, I would try a 4 step system to resolve the problem.
- Fall '14