The main focus will be for the students to work on their knowledge of verbs. The teacher will make cards with different action verbs on them such as run, walk, skip, hop, and so on. The class will be split into 2 teams so that the teacher can stand between the 2 teams with the cards containing the action verbs. The students will grab the card and consult with their group on what the word means. The student will then have to go from the start line and back, doing whatever activity was on the card. This will be a fun and exciting way to learn verbs, while keeping the students engaged and interested. In order to adapt this for gifted children, the teacher will place unusual and new words into the stack. When the team consults together, the gifted children will have an added challenge to learn new words that they have never heard of, or be able to teach the other 4
students in the group a new word. For an added challenge, the teacher could implement a rule that there should be no talking when the team consults. They will have to mentally sound out the word and act out that verb to the rest of their group. For students whom are hearing impaired, there would be a rule that there is no talking when the team consults together. The group will have to act out the action verb to the rest of the group. This would also apply to students with a speech delay. The students will be able to work on their mental thinking skills and transferring that to action, without using words. This will allow everyone in the class to be at the same level, and will not place students with special needs at a disadvantage. For students with asthma, or physical disabilities, the group could be spilt into different “jobs”. 2-3 of the students could be the runners, 1 students would be the student who receives the card from the teacher and brings it to the group, and 2-3 would be the “thinkers”. The “thinkers” would be responsible for reading the word and acting out what it means, in the place where they are sitting or standing. The “thinkers” would also have materials such as books or computers to investigate what the word means, if no one knows. There could also be a “helper” student, who has worked with the teacher and knows that all the words mean before starting the game. This student would be available a certain amount of times to help the groups if they could not come up with the answer. This delegation of tasks would involve all of the students equally and not single out certain students who may have a challenge performing some of the tasks in the game. 5
Scenario 4 As an early childhood educator, imagine that you observe each of the situations below. Fill out the chart below, identifying the most likely cause , the most appropriate preventative guidance technique you, as the teacher, could use, the most appropriate solution that promotes positive self-concept and prosocial behaviors, and the reason why you selected each technique and solution.
- Fall '14
- Angela, Connor, early childhood educator