teacher assistants

112
Teacher Assistants Teacher Assistants

Upload: darren

Post on 17-Jan-2016

70 views

Category:

Documents


0 download

DESCRIPTION

Teacher Assistants. Foundations. North Carolina Early Learning Standards Widely Held Expectations Approaches to Learning Emotional and Social Physical and Health Language and Communication Cognitive. Foundations. Guiding Principals Each child is unique. - PowerPoint PPT Presentation

TRANSCRIPT

Page 1: Teacher Assistants

Teacher AssistantsTeacher AssistantsTeacher AssistantsTeacher Assistants

Page 2: Teacher Assistants

Foundations• North Carolina Early Learning

Standards– Widely Held Expectations

• Approaches to Learning• Emotional and Social• Physical and Health• Language and Communication• Cognitive

Page 3: Teacher Assistants

Foundations• Guiding Principals

– Each child is unique.– Development occurs in predictable patterns.– 4 year olds are active learners– Many factors influence a child’s

development– Children with disabilities learn best in an

inclusive environment

Page 4: Teacher Assistants

Foundations• Active Learning

– “learning to learn”– Importance of Environment– Making connections across domains– Imprinting a positive attitude toward

learning

Page 5: Teacher Assistants

Approaches to Learning• Children begin to:

– Draw on everyday experiences and apply it to new situations

– Demonstrate an eagerness in learning while playing, listening, questioning and interacting

– Use multiple senses to explore

Page 6: Teacher Assistants

Social/Emotional• Children begin to:

– Show self-confidence– Use pretend play to express thoughts and

feelings– Show persistence– Enjoy playing alone or near others– Follow simple classroom rules– Interact easily with familiar children and

adults

Page 7: Teacher Assistants

Health and Physical• Children begin to:

– Increase independence of self help skills

– Help care for the environment (pick up toys, wipe tables)

– Take care of own belongings

Page 8: Teacher Assistants

Physical• Children begin to:

– Gain control of small and large muscles– Uses pincer grasp to hold crayons or pencils– Develop body strength, stamina, and

balance– Develop eye-hand coordination through

activities (blocks, play dough, puzzles, etc.)

Page 9: Teacher Assistants

Language• Children begin to:

– Understand increasingly complex sentences– Understand and use a growing vocabulary– Attend to language for longer periods of

time (story time, conversations, etc.)– Comprehend and use language for multiple

social and cognitive purposes

Page 10: Teacher Assistants

Communication• Children begin to”

– Initiate and engage in conversations– Use increasing complex language– Use language as part of pretend play

Page 11: Teacher Assistants

Cognitive• Children begin to:

– Use numbers and counting in play– Sort by 1 or 2 attributes– Recognize simple patterns and

shapes– Understand the passage of time

within their daily routines

Page 12: Teacher Assistants

CurriculumCurriculumCurriculumCurriculum

Opening the World of LearningOpening the World of Learning

Page 13: Teacher Assistants

OWL• The OWL acronym stands for…• Opening the World of Learning• Developed by Pearson Early Learning • from authors Judy Schickendanz, Ph.D. • and David Dickinson, Ed. D. along with• CMS

Page 14: Teacher Assistants

OWL• Develops language and early literacy

skills• Builds a foundation in mathematics,

science, and social studies• Prepares every child to succeed• Provides a research- based and field-

tested curriculum• Provides instruction for whole-group,

small-group, and individual activities

Page 15: Teacher Assistants

Daily Components• Morning Meeting• Centers• Transitions• Story Time • Songs, Word Play, and Letters (SWPL)• Small Groups• Let’s Find Out About It/ Let’s Talk About

It

Page 16: Teacher Assistants
Page 17: Teacher Assistants

Study Units Unit 1- Family Unit 2- Friends Unit 3- Wind and Water Unit 4-The World of Color Unit 5-Shadows and Reflections Unit 6-Things That Grow

Page 18: Teacher Assistants

Teaching Materials• 6 Teacher’s Guides• OWL Program Guide• 48 Children’s Books• 100 full-color pictures• The Big Book of Poetry• A Sing-Along Songs and Poems CD

Page 19: Teacher Assistants

Additional Teaching Materials

• Evaluating Language and Literacy in Four- Year- Olds: A Practical Guide for Teachers

• Math Activity Aids• Preschool – 4 Developmental Guidelines:

The Work Sampling System• A Professional Development DVD• Family Connections

Page 20: Teacher Assistants

Adaptation Resources• Adaptations for English Language

Learners• Adaptations for Children with

Special Needs• Adaptations for Mixed-Aged Groups

Page 21: Teacher Assistants

Morning Meeting• Short meeting before Center Time to

demonstrate centers to children.

Sets the stage for the day, especially Center Time.

• Enables children to make informed center choices and use center activities purposefully

Page 22: Teacher Assistants

Sample Morning Meeting

•Welcome•Preview the Day•Center Materials Demonstration/s

•Simple Modeled Writing•Transition to Centers

Page 23: Teacher Assistants

What do you think is MISSING from Morning

Meeting?• Calendar

• Helpers

• Weather

Page 24: Teacher Assistants

Morning Meeting sets the stage for

the day!

Page 25: Teacher Assistants

Story Time

• Central to the OWL Curriculum

• Purposeful and planned

• Whole group, 20 minutes daily

• High quality children’s literature

• Multiple “reads”

Page 26: Teacher Assistants

First Read“Introduction”

Introduce key vocabulary

Build comprehension

Use “think aloud strategy”

Maintain the flow of the story

Page 27: Teacher Assistants

Second Read“Reconstruction”

Guide the “reconstruction” of the story as the book is read

Prompt children to recall events and sequence with questions as the story is read

Ask questions that support comprehension

Enrich and review vocabulary from 1st read

Page 28: Teacher Assistants

Third Read“Chime In”

Invite all children to “chime in” with key storybook text.

Provide prompts as needed.

Ask questions about characters’ thoughts, feelings, and actions.

What are the reasons for them?How they relate to story events?How do they relate to child’s experiences?

Page 29: Teacher Assistants

Fourth Read“Dramatization”

Invite children to participate actively

Assign speaking parts to all children

or

Choose an alternate book if a fourth read is not appropriate

Page 30: Teacher Assistants

Story Time Format

• Summary of the story and link to unit theme

• Purpose

• Read the Story/Story Discussion

• Suggested Vocabulary & Definitions

• ELL suggestions and Extensions

Page 31: Teacher Assistants

Story Time Model

• Cover: Introduction

• Model (not a script)

• Story Discussion

• Transition activity

Page 32: Teacher Assistants

Prepare for Story Time Reading

1. Read the story ahead of time.

2. Review the Purposes, Vocabulary and Guidance in the Teacher’s Guide

3. Choose which vocabulary words you will explain.

4. Read the Story Time Model in the Teacher’s Guide.

5. Plan your own read.

6. Practice out loud until you are confident.

Page 33: Teacher Assistants

Making Story Time Work

• Remember the Story time model in the Teacher’s Guide is a model, NOT a script.

• Consider your children’s background knowledge and interest in the book.

• Prepare-prepare-prepare

ENJOY the book!

Page 34: Teacher Assistants

Songs, Word Play, and Letters(SWPL)

Whole Group activity (songs, poems, literacy games)

Purpose – To develop phonological awareness

Enjoyable

About 20 minutes every day

Page 35: Teacher Assistants

Songs, Word Play, and Letters

Activities (SWPL) Songs “Five Green and Speckled Frogs”

Word Play

Poems “Diddle Diddle Dumpling”

Predictable Books Over in the Meadow

Letters (Literacy Skills) Alphabet Memory Pocket Game I’m Thinking of ____ Clue Game

Page 36: Teacher Assistants
Page 37: Teacher Assistants

Early Literacy Skills in SWPL

• Phonological awareness– Syllables– Rhyme– Beginning sounds

• Phonemic awareness– Blending– Segmenting– Substituting

• Alphabet knowledge– Uppercase and lowercase letters

• Print awareness– Poems and predictable books

• Vocabulary– New story words

Page 38: Teacher Assistants

SWPL = Phonological Awareness

• Phonological Awareness = – the ability to attend to sounds of speech

– No letters, just sounds

Phonemic awareness = – speech is made up of a sequence of small units of sound –

phonemes – the ability to manipulate those sounds

– No Letters, just sounds

Page 39: Teacher Assistants

What is the difference?

Developmental progression – from large units of speech

• (phonological awareness)

– to the small units of speech • (phonemic awareness)

Page 40: Teacher Assistants

Successful SWPL

Songs, poems, and other activities

PLAY with sound, print, and letters.

This is not drill.

SWPL should be engaging and FUN!

Page 41: Teacher Assistants

SONGS, WORD PLAY AND LETTERS

Page 42: Teacher Assistants

SWPL FormatUse the unit curriculum guide and read

carefully and completely!

•List of songs, Word Play & Letter activities for each day

•Purposes – combined for the entire component

•Suggested sequence

•Description of activities – Look for little changes used for important learning

Page 43: Teacher Assistants

CentersCentersCentersCenters

Page 44: Teacher Assistants

The purpose of centers is to allow thechildren to have first hand contact

with many materials, to explore and experiment, and to learn to conduct themselves appropriately in a group

of peers.

Page 45: Teacher Assistants

4 Center Times1. Start the Day Centers –

30 minutes at arrival. Only a few centers open.

2. Center Time – about 60 minutes in morning

3. Lunch/Quiet Time/Centers – 10 minutes after lunch. Also may only open a few

4. End the Day Centers – 20 minutes at departure. Only a few centers open

Page 46: Teacher Assistants

Classroom Centers• Book Area• Writing Center• Art Area: Table and Easel• Sand and Water• Puzzles and Manipulatives (math

too!)• Blocks• Dramatic Play Area

Page 47: Teacher Assistants

BOOK AREA

Page 48: Teacher Assistants

Writing Center

Page 49: Teacher Assistants

Art Table and Easel

Page 50: Teacher Assistants

SAND AND WATER TABLES

Page 51: Teacher Assistants

BLOCK CENTER

Page 52: Teacher Assistants

DRAMATIC PLAY CENTER

Page 53: Teacher Assistants

Additional Areas in the Classroom

• A large group area• Tables for small group activities• A quiet/cozy area• A science center• Cubby space for student’s

belongings• Teacher space for belongings• Computer area• Music area

Page 54: Teacher Assistants

Start-the-Day Centers

When: During arrival timeTime: Approx. 30 minutes• The children engage in self-

selected activities• Materials selected are easily

cleaned up.

Page 55: Teacher Assistants

End-the-Day Centers

When: During staggered dismissal time and as children prepare to go home.

Time: Approx. 20 minutes• The children engage in self-

selected activities.• Materials selected are easily

cleaned up.

Page 56: Teacher Assistants

LUNCH/QUIET TIME/CENTERS

• When• Purpose• Quiet/Independent• ECERS• REMINDER

Page 57: Teacher Assistants

Guidelines for Center Time

• Time• OWL• Quantity• Additional activities• Diversity• KEYS TO SUCCESS• Adults

Page 58: Teacher Assistants

Planning for CentersProgram Guide gives overview, pp. 12-13

Teacher’s Guide provides descriptions of activities for each week:

1. Materials2. Preparation3. Vocabulary4. Interaction Guidance

Page 59: Teacher Assistants

Center Reminders• Define areas• Neat and logical organization• Easily accessible• Display• Arrangement • Materials

Page 60: Teacher Assistants

These signs can be posted in your designated center areas. The bottom of each card has plenty of space to allow for hooks, velcro, or any other system of posting student tags for check-in.

Center Area Signs

Page 61: Teacher Assistants

Managing Center Time

• ALLOW • Transitions • Establish a system• Teach and re-teach• Floater• Clean-up

Page 62: Teacher Assistants

Remember the “tone” of the classroom environment is nurturing and supportive.

Page 63: Teacher Assistants

InteractionsInteractionsInteractionsInteractions

In the ClassroomIn the Classroom

Page 64: Teacher Assistants

Adult-ChildInteractions

• Positive, pleasant tone• Aware of whole group even when

working with one child• Talk is related to children’s play• Extend thinking and add

information• Let children explore and discover

Page 65: Teacher Assistants

Interactions• Warm and nurturing• Respectful• Expectations

– Reasonable and appropriate for age

• Supportive– Help children solve problems

• Positive– “Walk, please” rather than “don’t run”.

Page 66: Teacher Assistants

Supervision• Careful supervision indoors and outdoors• Aware of whole group even when working with

one child• Circulate on playground and among center areas• Concentrate on children rather than

“housekeeping tasks”.• Quickly finish necessary tasks.• Minimize time away from classrooms.• Cell phone and computer before and after school.

Page 67: Teacher Assistants

Conversations• When?

– Centers– Meals and Snack– Arrival and Dismissal– Playground

Page 68: Teacher Assistants

Conversations• What?

– Events at school and at home– Play– Open ended Questions

Page 69: Teacher Assistants

Conversations• Why?

– Builds relationships– Builds vocabulary– Builds oral language

• Key to literacy

Page 70: Teacher Assistants

Teacher Assistants Teacher Assistants Teacher Assistants Teacher Assistants

Small GroupsSmall Groups

Page 71: Teacher Assistants

Small Group Time• Class is divided into 3 groups

• 6-7 children per group

• Usually at tables

• Lasts about 25 minutes

Page 72: Teacher Assistants

SMALL GROUP CHART

Page 73: Teacher Assistants

Small Groups• Activities include: games,

writing, books, experimentsmath activities, manipulatives

• Provides hands-on experiences and focused instruction.

• Each group participates in only ONE Small Group activity per day, for whole 25 minutes

Page 74: Teacher Assistants

Successful Small Groups

• Be Prepared!• Monitoring independent small group • Expectations of children’s behavior• Grouping children appropriately• Book browsing and other options• Visibility of all 3 groups• Pacing of the activities• Absent adult = 3 independent small

groups

Page 75: Teacher Assistants

Let’s Find Out About It

and Let’s Talk About It

Page 76: Teacher Assistants

Highlights of LFOAI & LTAI

• Whole group activity (typically)

• 20 minutes long

• Themes - science and social studies related

• Content - books read during Story Time lay the groundwork for specific kind of information text

• Social-emotional development – promoted through oral language and literacy discussions

**LTAI is featured more towards the end of the year due to RECAP lessons.

Page 77: Teacher Assistants

Let’s Find Out About It(Unit One)

Examples: folding paper airplanes, science exploration, advertisements, recipes from cookbooks, game directions, birth announcements, etc.

Turn to page 30 for your first look at LFOAI.

Page 78: Teacher Assistants
Page 79: Teacher Assistants

Where do I find LFOAI/LTAI resources for

my lessons?• Supplemental books - provided

to support this component • Materials from home• Websites• Magazines• Local library• School library (if available)

Page 80: Teacher Assistants

This is my mother.This is my father.

This is my brother . . . tall.

This is my sister.This is the baby.

Oh, how I love them all!

Page 81: Teacher Assistants

RecapRecapRecapRecapReinforcing Positive BehaviorReinforcing Positive BehaviorTeaching Appropriate Social Teaching Appropriate Social

SkillsSkills

Page 82: Teacher Assistants
Page 83: Teacher Assistants

PURPOSE of RECAPTeach children appropriate social

skills Teach children how to behave

appropriately in social settings.Give teachers a tool for teaching

social skills and behavior management.

Page 84: Teacher Assistants

Putting it into Practice

Structure Clear Expectations Flexibility Keep children Engaged in learningBe Proactive

Page 85: Teacher Assistants

The RECAP Curriculum

Lessons Other ComponentsFriendly Skills Self-EsteemFeelings CommunicationRelaxation Positive Attention Problem-solving Logical

Consequences

Page 86: Teacher Assistants

VS.

One of the first lessons is . . .

Page 87: Teacher Assistants

Suns • Talk with your teacher about when to

give out suns to children.• In general:

– When child demonstrates desired behavior (or even a part of the behavior)

– Don’t threaten.– Once given, don’t take sun away.– Remember to follow through with reward

when child has reached “5 Suns”.

Page 88: Teacher Assistants

Behavior Management:Helpful Vocabulary

Rational detachment Positive reinforcement Specific praise Setting Limits Logical ConsequencesCorrective Feedback

Page 89: Teacher Assistants

Rational Detachment Crisis Prevention and Intervention (CPI)

Rational detachment is the ability to stay calm and in control—to maintain your professionalism—even in a crisis moment.

It means not taking things personally.

Page 90: Teacher Assistants

Positive Reinforcement

Remain consistent Give positive attention as soon as a

positive behavior is observed Give positive attention as often as

possible when the behavior occurs

Page 91: Teacher Assistants

Tips for Focusing on the Positive

Use specific behavior praise to recognize and reinforce appropriate behavior. (intangible reinforcement)

Use ‘suns’ to recognize and reinforce appropriate behavior. (tangible reinforcement)

Page 92: Teacher Assistants

Specific Praise Happy Talk, Keep Talking Happy Talk!

You’re doing such a great job of listening to [student

name]. Look at you helping [student name] clean up—what a

friend! Nice job of saying “Thank You.” Wow, what a caring attitude! [Student name,] everyone appreciates the way you’re

keeping your hands and feet to yourself! Bravo for walking in a straight line. [Student name] you’re doing such a great job of staying

in your seat while we are eating, thank you! [Student name,] thank you for remembering to walk.

Page 93: Teacher Assistants

Setting LimitsCrisis Prevention and Intervention (CPI)

Step 1—Explain to the child exactly which behavior is inappropriate.

Step 2—Explain why the behavior is inappropriate.

Step 3—Give reasonable choices or consequences.

Step 4—Allow time. Step 5—Enforce consequences

Page 94: Teacher Assistants

Logical Consequences:

Target the Behavior, Not the Child !!!

The behavior is what needs to change, not the child.

It is easier to change behaviors than to change a person.

Focusing on specific behaviors decreases the likelihood that the child will take it personally.

Focusing on solutions instead of punishment.

Page 95: Teacher Assistants

Consequence/Discipline Ideas

Redirection (verbal, physical, attention getting) Reminders (verbal, physical) Warnings Think Time Set Limits – give child a choice to change

behavior or to remove himself/herself from an activity

Set Limits – give child a choice to comply w/request or choose a consequence

Corrective Feedback…

Page 96: Teacher Assistants

Corrective Feedback Feedback that is intended to help

students correct their behavior or performance.

Feedback that teaches the child how to behave appropriately.

Feedback presented in such a way that the students can understand without becoming embarrassed, hurt, or angry.

Page 97: Teacher Assistants

RECAP Principles

Focus on the Positive!

Create clear, reasonable, and developmentally appropriate expectations.

Remain consistent and follow through.

Remain rationally detached when teaching desired behaviors through corrective feedback.

Recognize that our feelings affect our behavior.

Recognize that behavior is a choice.

Recognize that children and adults are responsible for our own behavior.

Page 98: Teacher Assistants

Expectations and Expectations and ResponsibilitiesResponsibilities

Expectations and Expectations and ResponsibilitiesResponsibilities

Page 99: Teacher Assistants

Before and After• Team Work!!

– Plan with your teacher what you both will take care of before and after school.• Cleaning, Straightening, Paint, etc.• Center Prep – Add supplies, etc.• Name tags

Page 100: Teacher Assistants

With Children• Take Home Reader• Folders• Lunch• Attendance

– Finish as quickly as possible

Page 101: Teacher Assistants

Whole Group Times• Morning Meeting• Story Time• LFOAI/LTAI/Recap• Songs, Word Play, and Letters

– Sit near back of group– Help with “crowd control”– Support children who need reminders– Speak quietly and/or use non-verbal signals

Page 102: Teacher Assistants

Small Groups• Study ahead of time the lesson for “medium

support” group. • Teach lesson as directed from Pacing Guide.• Have materials ready!• Plan how you will introduce the activity to

children.• Visually supervise independent group.• Plan a transition.• Reinforce good behavior with “suns”.

Page 103: Teacher Assistants

Center Time

• Interact and Engage with children.• Ask open-ended questions about play.• Use appropriate vocabulary

– As indicated from teacher’s guide– From current and past story book– High level names and action words– Complete sentences

• Support and extend child’s learning.– Guide through problem solving rather than telling.

Page 104: Teacher Assistants

Meals and Snacks• Walk with class in the hall - one person

in front and the other at the rear• Count children before leaving the room.

Check for stragglers.• Assist with meals, trays, utensils, milk• One adult at each end of the table.• Converse with children near you.

Page 105: Teacher Assistants

Quiet Time• Take Home Readers – exchange

quickly• Work with individual• Support children who are having

difficulty settling down.

Page 106: Teacher Assistants

Outdoor Time

• Accompany group to playground.• Remain with children.• Zone coverage• Circulate as needed• Support children’s efforts on

equipment.• Converse with children.

Page 107: Teacher Assistants

Program Responsibilities

• RESULTS – assist teacher with observation and notes as needed

• Planning– Assist with materials– Maintain and change centers as

directed– Plan for your small group– Be familiar with daily lesson plans

Page 108: Teacher Assistants

Classroom Management

• Reinforce positive behavior• Support children’s efforts to solve

problems and conflicts• Refer to classroom rules• Assist with making transitions

smooth and unregimented– “send and receive”

Page 109: Teacher Assistants

Interactions• Appropriate tone of voice and voice

level. – not “too loud” or “too soft”• Interact positively with children,

parents, and other staff.• Supervise children at all times.• Circulate indoors and out as needed.• Interact with children especially during

centers, meals, and outdoors.

Page 110: Teacher Assistants

Quiet Time• Maximum of 25 minutes• After 10 minutes, give children who are

not sleeping a quiet activity• Adequate lighting (shades open, some

lights on)• Use mats or towels• Everybody up after 25 minutes.**• **Let heavy sleepers rest an additional

15 minutes.

Page 111: Teacher Assistants

Environment• Display children’s art and writing• Classroom should be child-centered• Classroom should be neat, clean, safe,

and attractive.– Clean tables several times a day.– Sanitize at the end of the day.– Sanitize mats weekly.– Give hand washing reminders as needed.

Page 112: Teacher Assistants

Focus on Student Focus on Student Learning!Learning!