Instances Where a Teacher Seems to Correctly ‘Read’ Or Interpret A Child’s Implicit Communication Through Behavior

A

  A child or student refuses to read a textbook passage in front of his or her peers. The teacher immediately notices his tearstained face and quietly signals him to take a seat. The class resumes as usual (Lou et al., 2012).

B

 A child repeated comes in late and stammers each time the teacher asks for an explanation (Denham et al., 2012). The teachers advise the child about the consequences of coming in late and welcome the child in the class. Immediately the child joins the other children his mood blends in with the rest of the pupils. His stammers are an admission of guilt and forgiveness seems to have set him free.

C

 A child gets into a fight over a can of biscuits. The child cries and throws tantrums despite of the teacher's effort to separate him from the other child (Couse et al., 2010). The teacher notices that the other child took more biscuits and this was the underlying reason for the fight. As soon as the teacher identities the mistake and explains it to the child, the child calms down.

D

   The teacher notices that one child isolates himself from the rest of the children whenever the teacher calls on them to form a group in order for them to complete a task. Later on, the teacher calls the student aside and asks him the reason (Pinter, 2017). The student is afraid and avoids looking straight at the teacher's eyes.  The teacher notices that the student may have been bullied at home due to fear and lack of confidence.

E

 A student follows each and every class rule stipulated by the teacher (Mayesky, 2011). However, whenever the others are on a break he remains behind to catch up on some sleep.

 Comments

When a teacher reacts to a student and not the actual behavior. First of all, whenever a student acts out of his or her usual character, the teacher should contain the situation rather than respond in line with tantrum actions (Isbell, & Raines, 2012). Students normally act out or throw tantrums as a sign of emotional outpouring. In such a situation, a teacher may feel the need to discipline. Taking a child's behavior personally should be avoided at all costs. in all the instances mentioned above, the students act of character, and the moment the teacher finds or pinpoints a solution, then the answer is found and the teacher can take control of the situation which would have to worsen given the circumstances. Young children are human beings and simple acts of understanding and compassion and calm hopeless situations.

2

Teaching Activities Which Are Corresponding To Various Learning Styles

A

 The application of visual aids as most students benefit from visual aids. From a visual aid, one can then incorporate other analogies and metaphors so that other information can be made clear and more palatable to the students (Denham et al., 2012). The combination of visual analogies makes it easier for the incorporation of other modalities hence favoring other forms of learning (Paris, & Ali 2017). Besides, asking the students to write down the visual content helps to build concepts and other learning modalities.

B

 The formation of groups and facilitation of discussion groups where everybody can willingly participate and share sentiments on certain topics (Britto et al., 2017). The discussion provides the platform suitable for different learning techniques.

C

Brainstorming various topics and issues which in turn helps in critical thinking and comparing situations before arriving at a final answer (Gordon, & Browne, 2013). Brainstorming can be effectively applied through videos, puzzles, and even discussions hence giving all the students ample time to interpret and internalize.

D

 Motivating students to take part in all the class activities puts them at a central place where they can strategically think, apply information, and retain relevant learning material. Motivation leads to the sharing of information and pairing with other students (Engel, Claessens, & Finch, 2013). The ability to calmly motivate students helps them feel comfortable and places them in a learning mood.

E

 Calling the class together and asking for misconception activities (Grubb, 2013). Each one of the students is to say his or her misconception. The teacher may then help the student identify the correct answer and help in demystifying the misconception check. As the teacher engages the student in finding the correct answer the subject matter becomes easier as one learns two or more concepts.

 Comments

 Students learn easily through integrative methods. The various personalities set students apart. Each student has his or her strengths and weakness (Grubb, 2013). A teacher has to make use of more than one teaching activities so that none of the students might be left out. If a discussion group is in session, the application of images is much welcomed to aid visual learners. This way, the activities provide each learner with a chance to grasp concepts based on their strengths.

3

Handling Shyness in Children during Group Help Activities

A

 Setting up a conducive surrounding by building a relation and supportive system. This way, the child will not feel left out or even isolated from the group activities (Shaari, & Ahmad, 2016). This can be done when the teacher does not put the child on the spot which in turn helps the shy student feel safe and supported.

B

 The teacher avoids pushing the student too much (Britto et al., 2017). The underlying reason for shyness is never known and this is the reason why a teacher usually avoids pilling pressure on them.

C

 The teacher needs to notice and award everyone participating in the activities and perhaps this might indirectly motivate the shy child to initiate contact and participate in the group activities (Britto et al., 2017).

D

 The teacher can stay close to the child and actively participate with the child. Most children may be motivated whenever the teacher's presence remains close to them (Gordon, & Browne, 2013). The teacher commands order and obedience within a class setting. His or her close presence may drive influence a child without bringing much attention to the shy child.

E

Ensuring that the rest of the children accept him and allow him to participate with them. Acceptance and sharing help a child engage with others (Gordon, & Browne, 2013). The ability to facilitate socialization with other children removes shyness and precipitates participation in group activities.

Comment

A shy child only needs to be supported. Most of the time shyness does not demonstrate the personality abilities hence impeding proper learning mechanisms for the child. The teacher has to ensure that shyness does not graduate into embarrassment (Gordon, & Browne, 2013). The role of the teacher is covertly motivating the child to participate in the available activities and ensure that other students accept the shy child. The objective is to help the child move out of his or her shell and participate in education.

4

Creation of a Conducive Surrounding and Secure Emotions

A

 Teachers tend to support any given answer from a student and also can direct a student on things he or she needs to do for the sake of correcting the statement made (Gordon, & Browne, 2013)..

B

 In case a student makes a mistake, the teacher may salvage the situation by diverting attention from the child’s action and set the children’s eyes on other objective things (Isbell, & Raines, 2012). Consequently, a child cannot be laughed at by other children and this boosts confidence and builds up a secure physical environment.

C

 The teachers control what a child comes within a class and what he leaves out. This way, anything that may make other students feel low or neglected is not allowed into the learning environment (Isbell, & Raines, 2012).  Besides, the student shares his or her things with other students.

D

 In participatory activities such as asking and answering questions, the students are to remain calm and wait for their turn (Isbell, & Raines, 2012). The systematic order brings to light respect, love, and timely contributions to the study environment. Also, everyone gets the chance to express themselves and even voice concerns if any.

E

Teachers can bring about an understanding between different children and in the process help them understand each other and appreciate each other contribution (Isbell, & Raines, 2012). This leads to harmony and unity among people.

 Comment

 Each child has to be allowed to thrive and develop himself or herself. Creating a conducive surrounding where the child is capable of expressing his ideas seem to be the most ideal foundation for dealing with emotions (Denham et al., 2012). Sometimes emotions run wild due to various aspects of the surrounding.

 5

How Teachers Develop the Physical, Emotional, Social, Linguistic, Aesthetic and Cognitive Aspects of a Child

A

 Physical activities such as marching, running, jumping up, and down are some of the activities which help a child develop physically (Paris, & Ali 2017). Any physical movement such as skipping or even singing ensures physical development.

B

Teachers assist children to gain insight into their feelings and even try to help them interpret their feelings (Paris, & Ali 2017). This way, a child can recognize how to handle various personal emotions. Through the utilization of books, games, and interactive sessions a child can learn how to harness his or her emotions.

C

 In terms of social behavior, teachers enhance social behaviors by interacting with the children and even involving parents in children's school activities (Pinter, 2017). This collaborative tactic can nurture the enhancement of social skills as it provides a child with various learning experiences within and out of the school compound.

D

Incorporation of spelling bees and wordplay (Pinter, 2017). They are taught how to pronounce different words and how to form sentences and interpret meaning out of sentences.

E

 Engaging children in memory matching activities. This stimulates their cognitive wheels to develop properly (Pinter, 2017).

 Comment

  Any education curriculum needs to develop the physical, mental and social aspects of a child’s life (Britto et al., 2017). All the human elements are found within these three precepts of life hence education should always develop them.

6

Home Culture

A

Teachers set a day for children to showcase their home culture to the rest of the children (Britto et al., 2017).

B

  A child is allowed to interpret a question or subject matter in his or her language (Britto et al., 2017).

C

Teachers express their interest in a child’s ethnic background hence motivating them to research and find more information on their home culture (Couse et al., 2010).

D

 Generating a surrounding where the children are can easily foster home culture without any discrimination from the rest of their peers (Couse et al., 2010).

E

 Intensifying sensitivity towards home culture so that nobody discriminates against each other based on ethnicity (Couse et al., 2010).

 Comments

 The role of the teacher is to make a student feel accepted and important. Embracing the home culture of a student speaks volumes and will allow the student to learn effectively and meaningfully (Couse et al., 2010).

 

 

 

 

 

References

Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., ... & MacMillan, H. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91-102.

Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of research on technology in education, 43(1), 75-96.

Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137-143.

Engel, M., Claessens, A., & Finch, M. A. (2013). Teaching students what they already know? The (mis) alignment between mathematics instructional content and student knowledge in kindergarten. Educational Evaluation and Policy Analysis, 35(2), 157-178.

Gordon, A. M., & Browne, K. W. (2013). Beginnings & beyond: Foundations in early childhood education. Cengage learning.

Grubb, W. N. (2013). Basic skills education in community colleges: Inside and outside of classrooms. Routledge.

Isbell, R., & Raines, S. C. (2012). Creativity and the arts with young children. Cengage Learning.

Lou, S. J., Chen, N. C., Tsai, H. Y., Tseng, K. H., & Shih, R. C. (2012). Using blended creative teaching: Improving a teacher education course on designing materials for young children. Australasian Journal of Educational Technology, 28(5).

Mayesky, M. (2011). Creative activities for young children. Cengage Learning.

Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.

Pinter, A. (2017). Teaching young language learners. Oxford University Press.

Shaari, M. F., & Ahmad, S. S. (2016). Physical learning environment: Impact on children school readiness in Malaysian preschools. Procedia-Social and Behavioral Sciences, 222, 9-18.