1. CD 22 CHAPTERS 3-6 FALL 2013 PROF. GALLEGOS

2. LET’S KICK IT OFF HTTP://YOUTU.BE/QNDEX_5XPLM

3. GOALS OF ASSESSMENT, EVALUATION, & DISCUSSION KNOWING THE NAEYC ASSOCIATE STANDARDS SUMMARY P. 53 OBSERVATIONS INFORMAL CO-EDUCATOR FORMAL

4. CONT. OBSERVATIONS DIRECT OBSERVATION-DURING THIS TIME A SUPERVISOR WILL USE DIFFERENT TYPES OF TECHNIQUES TIME SAMPLING SPECIMEN DESCRIPTION OR NARRATIVE EVENT SAMPLING CRITERION-REFERENCES INSTRUMENT

5. PRE- & POST- CONFERENCE SUPERVISOR MEETINGS ACCEPTING CREDIT AND COMPLEMENTS PEER OBSERVATIONS REFLECTIVE BEHAVIORS

6. INSTRUCTIONAL PLANNING USING CHILD INTERESTS HTTP://YOUTU.BE/82WIKSW8TFO CURRICULUM “MEANINGFUL” GOAL STATEMENTS IMPORTANT COMPONENTS PLAY LITERACY

7. LESSON PLAN GOALS AND OBJECTIVES OBJECTIVES-SERVE AS THE BASIS FOR PLANNING, PRESENTATION, AND ALL OTHER FORM SECTIONS INSTRUCTIONAL OBJECTIVES –ARE MORE GENERAL IN NATURE AND MAY DEFY MEASUREMENT SPECIFIC BEHAVIORAL OBJECTIVES EXAMPLES- SBO: WHEN GIVEN 4 CUBES OF DIFFERENT COLORS (RED, BLUE, ETC.), THE CHILD WILL POINT TO EACH COLOR CORRECTLY ON THE FIRST TRY WHEN ASKED IO: THE CHILD WILL KNOW 4 COLORS: RED, BLUE, GREEN, & PURPLE

8. DEVELOPMENTAL SKILLS PLANNING FOR SKILL ATTAINMENT SKILLS CAN BE DIVIDED INTO: 1.INTELLECTUAL 2.SOCIAL-EMOTIONAL 3.MOTOR SKILLS 4.AND OTHERS WILL OVER LAP

9. LESSON PLANNING INTRODUCTION ATTENTION GETTER EXPECTATIONS OF THE LESSON TRY TO TIE IT INTO SOME TYPE OF SHORT STORY STEP BY STEP INSTRUCTION DISCUSSION ON WHAT TOOK PLACE CLOSURE OF LESSON

10. PITFALLS OF THE LESSONS ROOM ENVIRONMENT HAS CHANGED NOT ENOUGH SUPPLIES NEW CHILD OR FUSSY CHILD/BIG GROUP SIZE NOT ENOUGH SUPPORT TOO MANY NERVES

11. THEMATIC TEACHING WEBBING (P. 106) CONSTRUCTING A THEMATIC UNIT SATURATED ENVIRONMENT PROJECT APPROACH OUTDOOR ACTIVITIES WORK ETHIC ACTIVITIES

12. BEYOND DISCIPLINE PHYSICAL ARRANGEMENT OF CLASSROOM HTTP://YOUTU.BE/FM7HIWLXUTUHTTP://YOUTU.BE/FM7HIWLXUTU TIME MANAGEMENT CLASSROOM ROUTINES CONFLICT ARISE OUTCOMES: 1.LACK OF RESOLUTION 2.MUTUAL SOLUTION 3.SUBMISSION 4.ADULT INTERVENTION

13. MANAGING ROUTINE BEHAVIOR PROBLEMS HTTP://YOUTU.BE/8OS0WLSME10 THE 4 C’S: CONSISTENCY, CONSIDERATION, CONFIDENCE, AND CANDOR CONSISTENCY-YOU UNDERSTAND YOURSELF WELL ENOUGH TO RESPOND TO CHILDREN IN A FAIR AND IMPARTIAL MANNER CONSIDERATION-YOU ARE CONSIDERATE OF THE CHILDREN YOU TEACH AND OF THE ADULTS WITH WHOM YOU WORK WITH CONFIDENCE-MAKING DECISIONS THAT ARE FREE OF BIAS AND BASED ON ALL EVIDENCE CANDOR-YOU ARE OPEN AND HONEST IN YOUR ACTIONS WITH CHILDREN HTTP://YOUTU.BE/HC1RUDCSJHU

14. ROLE OF FAMILIES AS A PRACTICUM YOU ARE NOT TO SHARE WITH THE FAMILIES HOW THEIR CHILD IS DOING AND WHAT ARE THE INTERACTIONS WITH THE TEACHERS. ALWAYS REDIRECT THE PARENT BACK TO YOUR LEAD TEACHER/MENTOR TEACHER

15. CLASSROOM MANAGEMENT OR DISCIPLINARY TECHNIQUES 1.BEHAVIOR MODIFICATION-ACHIEVED BY APPLYING PRINCIPLES OF REINFORCEMENT TO CHANGE A CHILD’S BEHAVIOR 2.SETTING LIMITS AND INSISTING THEY BE KEPT 3.LABELING THE BEHAVIOR INSTEAD OF THE CHILD 4.USING THE CONCEPT OF LOGICAL CONSEQUENCES 5.TEACHER ANTICIPATION AND INTERVENTION 6.CONFLICT RESOLUTION

16. OBSERVATIONS KNOW HOW IT LOOKS AND HOW TO DESCRIBE IT ON, TUESDAY, OCTOBER 1, 2013, AT 3:35PM ROXANNA WAS BEING MEAN TO ANOTHER STUDENT. SHE WALKED AWAY AND STARTED PLAYING WITH ANOTHER TOY AND SHE WAS HAVING FUN. OR ON TUESDAY, OCTOBER 1,2013, AT 3:35PM, ROXANNA WAS ENGAGED IN AN ACTIVITY WITH DANIELA. SOME WORDS WERE EXCHANGED AND AS A RESULT FOR THAT ROXANNA REMOVED HERSELF FOR WHERE DANIELA WAS AT AND BEGAN A NEW ACTIVITY.

17. LET’S PRACTICE HTTP://YOUTU.BE/CIFKMBDN9ZI