“Instructional Strategies Including Effective use of Time”

Chelah Clory 4/20/2014
ECEL/ Fraser

I construct lessons to fit the needs of each child individually by first assessing what the child knows and what level the child is on. This is implemented in the beginning of the year when children are assessed using a test called the ESI-R. The test consist of the basics a child who is between the age of three and four years of age. One part of the test consists of children repeating what the teacher says. For example, the teacher will say 123 and the child has to repeat 123. Another part of the test is the use of basic fine motor. The child has to stack six blocks like a tower without them falling. There is about four parts to the test. If a child isn’t ready they receive a second chance a little later during the school year. If they fail twice, then the teacher has to fill out a form and is then sent to the board of education to determine if the child needs to be referred. After a couple of months of school as the children play in their centers I go around asking them basic questions in reference to what their doing. For example if a child is already counting from one to ten, then if the child is playing with blocks I’ll say “wow how many blocks do you have and the child will be encouraged to count and I may add more to see if the child can count pass ten and eventually to twenty. If there’s a specific child who’s not yet counting then I find creative ways to increase his/her counting ability. I’ll have the child help me with lunch in which they can help pass and count out the napkins using one to one correspondence. Or, have them pass a couple of markers to their friend usually starting off with 1 to three. I use this system when I’m addressing any type of content area and I rotate students twice throughout the day.
In reference to collaborative and purposeful working amongst the children, I implement something called a small group in which the topic of discussion is first introduced in the beginning of the week and during large group. For instance if we’re talking about real things versus non-real things, I’ll bring into the large group a stuff animal and a live plant. I’ll ask the children certain questions in reference to it and get into a short discussion about real versus non-real. “I’ll have some real and non- real items placed in each center and I’ll tell the children to take a look at them in there areas and if they point out either one I’ll praise them.
On the same day I have something called small group in which I’ll play a real versus non real game with no more then three children and I’ll get a little more in depth with the topic. Each child has the chance of participating throughout the week. The goal is for each child to grasp the concept and eventually be able to play the game associated with it. The games are usually placed in the table toy area. The second week I’ll usually assess the children again individually to se if they’ve grasped the concept. If they didn’t, I’ll find another creative way to introduce it to them. Dealing with disruptions and interruptions are often challenging especially when working with three and four year olds. However, my classroom is set up specifically to challenge that. For example, any loud noise areas, such as music, blocks, and dramatic play are in the same are of the classroom. Then I have my library, computer, and cozy corner area in the back of the room, which is the quietest place in the classrooms. During my small group time, I put a stop sign on the particular area where I’m doing my small group so the other children will know that area is closed for fifteen minutes. I also implemented a concept that all the children understand.
I have a pink crown I put on and the children know when I put the pink crown on my head I’m no longer Ms.Chelah, I am “Queen Elizabeth”, and Queen Elizabeth is on her to her castle in which she takes three other children. I’ll proceed to go to a closed quieter section of the classroom. If a child needs help with something they know to ask the assistant. If a child forgets and comes to ask me a question during my small group time, I’ll just point to my crown and in most cases they’ll go and ask the assistant instead. These steps and routines have thus far worked for the children this year in my class. It may not work for the children next year. However, with teaching there will always be trial and error and I’m comfortable with that notion.