INTRODUCTION
PLAY THERAPY
allows the child to work off frustration and is a medium through w/c the therapist can analyze the child conflicts and ways of coping with them. children may feel less threatened and be more likely to express their true feelings in the context of play.
GOAL OF THE THERAPY
If helps the client increases affiliation with peers, releases tension, advances cognitive development, increase exploration, and provides a safe haven in which to engage in potentially that children will converse and interact with each other.during this interaction children practice the rules they will assume later in life.
FUNCTION OF THE THERAPIST
The therapist aimed for facilitate the maximal improvement in the child's adjustment with a given set of circumstances.
DEVELOPMENT MALADAPTIVE BEHAVIOR
If they cannot express their feelings to others. the tendency is..... the client become aggressive. they tend to hurt other people. because through play it can motivate the child to express his problems that's why play is important especially for the child to development.
Sunday, March 20, 2011
Monday, March 7, 2011
" my case study"
A. PERSONAL DATA
The client is "Quinnie robles Calma" she is 6 years old pretty little girl. she was born at quezon city on September 15 2004. she is a filipino citizen her mother is "Elizabeth Robles Calma" while her father ios Joselito Sinel Calma" the Calma family lived at ph8a pkg7blk107 Excess lot bagong silang caloocan city. the client is the youngest among the siblings. she is the 4th child among the siblings.her sister is Rhazelle Robles Calma and Febbie Robles Calma and her brother is Joshua Robles Calma. she is studying at Saint John Academy her time of schooling is from 7am-9am in the morning every monday to friday. and her teacher is jenny Masigan.
B.JOINING PROCESS
The Calma Family is our neighbor. The client mother is one of my mother's friend and also her daughter "Rhazelle" is my friend. I start to build our friendly relationship when our case study began.Quinnie is very quiet girl. When I first saw her she did not look at me and when I talk to her she did not answer my question so that, it is hard for me to ask her a question. as the time goes by, Quinnie and I became friends she always respond to my question.
C.PRESENTING PROBLEM
Quinnie is a very quiet girl specially inside the classroom. she did not talk to much. when we first met she did not look at me and she ignored my questions. According to her mother Quinnie is very intelligent girl among her classmates she got the highest score in NATIONAL ACHIEVEMENT TEST she always do her assignment at home after the class
At home, she always follow the command of her sister and her brother but sometimes she annoyed by her brother. but at there home she is friendly with her playmates.
SELF MASTERY
The client says that she is a very good student. She do lots of reviews for the test in her school to pass it. She also said that she is active in school activities and participate most of the time in class discussion. She obeys all the demand of her parents, by that she describe herself as a obedient daughter even though her older siblings tease her.
D.5 PERSONALITY DYNAMICS FOR RELATIONSHIP.
The client says that she is more close to her eldest sister but always fighting with his brother. She also declared that she wants to be with her mother than with his father.
In school, the client can't tell anything in her relationship to her classmates. She only wants to be alone and read alone. She is active inside the class but never talk to her classmates even once.
D.6 PERSONALITY DYNAMICS FOR ACTION:
The client always want to play to her playmates.She always wanted to play the toy car of her brother "Joshua" that's why her brother got angry with her. she always eat. "STICK O" in the morning , watching her Favorite cartoons "Ben ten" and hiding a bicycle and skateboard. sometimes she draw and color her coloring Books.
E. THEORETICAL FRAMEWORK
F. PROGNOSIS:
As the observation is on, the observant describe as a very quiet one. The client talk only for a few in answering the questions. She seems not interesting in interacting to the observer because the client did not use any effort to answer the questions. The observer try to use many strategies to make the child feel comfortable in dealing with the observer and to make the interaction interesting to the child .. The client is very smart and active in doing activities. The problem is on the communication skill of the child. She is not to expressive in interacting
to other people..
The client is "Quinnie robles Calma" she is 6 years old pretty little girl. she was born at quezon city on September 15 2004. she is a filipino citizen her mother is "Elizabeth Robles Calma" while her father ios Joselito Sinel Calma" the Calma family lived at ph8a pkg7blk107 Excess lot bagong silang caloocan city. the client is the youngest among the siblings. she is the 4th child among the siblings.her sister is Rhazelle Robles Calma and Febbie Robles Calma and her brother is Joshua Robles Calma. she is studying at Saint John Academy her time of schooling is from 7am-9am in the morning every monday to friday. and her teacher is jenny Masigan.
B.JOINING PROCESS
The Calma Family is our neighbor. The client mother is one of my mother's friend and also her daughter "Rhazelle" is my friend. I start to build our friendly relationship when our case study began.Quinnie is very quiet girl. When I first saw her she did not look at me and when I talk to her she did not answer my question so that, it is hard for me to ask her a question. as the time goes by, Quinnie and I became friends she always respond to my question.
C.PRESENTING PROBLEM
Quinnie is a very quiet girl specially inside the classroom. she did not talk to much. when we first met she did not look at me and she ignored my questions. According to her mother Quinnie is very intelligent girl among her classmates she got the highest score in NATIONAL ACHIEVEMENT TEST she always do her assignment at home after the class
At home, she always follow the command of her sister and her brother but sometimes she annoyed by her brother. but at there home she is friendly with her playmates.
The client says that she is a very good student. She do lots of reviews for the test in her school to pass it. She also said that she is active in school activities and participate most of the time in class discussion. She obeys all the demand of her parents, by that she describe herself as a obedient daughter even though her older siblings tease her.
D.5 PERSONALITY DYNAMICS FOR RELATIONSHIP.
The client says that she is more close to her eldest sister but always fighting with his brother. She also declared that she wants to be with her mother than with his father.
In school, the client can't tell anything in her relationship to her classmates. She only wants to be alone and read alone. She is active inside the class but never talk to her classmates even once.
D.6 PERSONALITY DYNAMICS FOR ACTION:
The client always want to play to her playmates.She always wanted to play the toy car of her brother "Joshua" that's why her brother got angry with her. she always eat. "STICK O" in the morning , watching her Favorite cartoons "Ben ten" and hiding a bicycle and skateboard. sometimes she draw and color her coloring Books.
E. THEORETICAL FRAMEWORK
Shyness is something that all people experience at one time or another. In most cases it is a normal, temporary behavior. In children, some shyness is normal, especially when they are around 5-6 months of age, and then again at about two years of age. Shyness at these ages is considered a normal part of development.
Shyness becomes a problem in a child when it interferes with relationships with other people, with social situations, school, and/or other important aspects of a child's life. Problems with shyness are usually evident by the time a child reaches three years of age.
Shyness, which can be defined as a fear of, or withdrawal from, other people or social situations, can have many different causes depending on the individual child and the specific circumstances.
Whatever the causes of shyness in a child, it is a behavior that parents must not ignore. Shyness can be very painful for a child to live with, and it can have negative effects on other aspects of a child's life. These negative effects can follow a child into adulthood, too. For example, many shy children develop low self esteem and lack self confidence. This can make it very difficult for shy children to make friends. Also, many shy children are so quiet that they don't receive the help they need from teachers at school, which may result in school performance that is not as good as it could be.
Fortunately, shyness is often not a difficult problem to correct. Its solution does, however, take a strong commitment from parents.
As mentioned earlier, shyness can have many different causes. There may be a specific cause for shyness in some children, while in others shyness may occur for a number of different reasons. Here are some of the reasons why children become shy:
*Difficulty with frequent exposure to new situations.
Children, of course, don't have the life experience that adults do. For this reason, children are frequently exposed to new situations. Some children have trouble coping with new situations, and tend to withdraw as a result.
*Heredity.
Some research has shown that shyness runs in families. It has not been determined if shyness that runs in families is genetic in cause, or if it is due to learning.
*Inconsistent parenting.
Some shyness may be caused by parenting practices that are not consistent, for example, punishing for a specific behavior one day, and then letting it slide by the next, being over involved with a child some of the time, and uninvolved at other times. Inconsistency makes children feel insecure, which can lead to shyness.
*Too much threatening, teasing, or criticism.
Children who are frequently threatened, teased or criticized, either by family members or by other people may learn to expect only negative feedback from others. This expectation will lead to the avoidance of social situations and contact with other people.
*Lack of parental involvement.
Some parents may seem disinterested in their children's lives for a number of reasons. For example, parents may mistakenly believe that they will promote independence in their children if they let their children fend for themselves. Others simply may not have the time or the desire to be very involved in their children's lives. Whatever the reason, decreased parental involvement can lead children to believe that they are not worthy of others' attention. This will in turn affect social relationships. Children who do not believe that other people are interested in them will probably feel very uncomfortable in social situations.
*Lack of experience in social situations.
Children may become shy because they have not yet learned how to effectively take part in social situations. Thus, when exposed to social situations, these frightened children may withdraw.
*Low self-esteem or negative opinion of oneself.
Children who have low opinions of themselves expect other people to feel the same way, too. This belief can lead to shy behavior.
*Overprotective parents.
Children who are overprotected by their parents often don't have the opportunity to be independent socially. Because of this, these children often lack the confidence needed to make decisions for themselves. Such children are often insecure, which can then cause shyness.
*Modeling or learned behavior.
Because children learn from watching their parents, parents who are shy often have children who are shy. Shy adults may have few friends or social interests, thus their children have difficulty learning how to make friends and how to behave socially.
*Shy temperament.
Some children seem shy almost from birth. Sometimes these shy babies grow into being shy children.
BEHAVIOR Always wanted to Play with her Playmates. | THEORIES CONCEPT AND PRINCIPLES John Dewey Believed that children learn best through play. -Playterian Theraphy | DESCRIPTION The child engages in “Social Play “it involves around social interaction with peers. This play helps the child to learn to interact with others. -allows the child to work of frustrations and is a medium through which the therapist can analyze the child conflicts and ways of coping with them to it. Children may feel less threatened and be more likely to express their true feelings in the context of play |
Reading her favorite Stories. | (John Dewey) Early childhood learning is child centered is build around the interest of the child. | The child gets interested in the story especially when they relate them selves to the characters. |
Can dance gracefully | Multiple intelligences (Howard Gardner) Bodily kinesthetic intelligence | The child use her body, hands and feet to express herself to the music. |
Can Read and write Role confusion Afraid of punishment Shyness | Linguistic intelligence Psychosocial Development theory (Eric Erickson) Theory of development of moral judgement (Lawrence Kohlberg) Psychological theories of Shyness Kagan and Snidman(1991) proposed a theory of shyness that blamed it on an overactive Amygdala | The child are good and writing and reading the enjoy to read and write. -Experiences a united sense of self. -Young children struggle with what their roles in life are to be, what society expects of them and what they expect of them. - when children respond only to the immediate action. - when children obeys rules and authority to avoid punishment or unpleasant physical consequences. it is a universal experience, affecting everybody to a greater or lesser content it helps to avoid conflict or intimidation to other people - a child with an overactive amygdala might be more likely to develop learned behaviors, resulting in a shy child. |
G-1 At the end of the case study the client must be able to able to build knowledge about:
· - Encourage the client to overcome her shyness
· - Building her self confidence in interacting with other people.
· --Reduce her shyness in front of many people
G-2 At the end of the case study the client must build skills:
· - Social skills
· - communication skills
· - Reading skills
G-3 At the end of the case study the client must build values about:
· - Respect for the adults
· - Spirituality
· -Responsibility for her study
OBJECTIVES | ACTIVITIES | SCHEDULE |
G-1 -Encourage the client to overcome her shyness | Musical activities (singing rhymes) | 4pm-4:30pm (Thursday) |
-Building her self confidence in interacting with other people | Story telling (puppetry) | 3pm-4pm (Thursday) |
-Reduce her shyness in front of many people | Role playing | 3pm-4pm (Saturday) |
G-2 -Social skills | Make believe play | 4pm-6pm (Sunday) |
-Communication skills | Retelling stories | 8am-8:30 (Monday) |
-Reading skills | Reciting poems | 2pm-2:30pm (Tuesday) |
G-3 -Respect | Using po at opo when talking to adults. | 9am (Monday) |
-Spirituality | Going to church every Sunday | 7am-8am (Sunday) |
-Responsibility | Doing her assignments after class | 1pm-2;30 (Wednesday) |
I. THERAPEUTIC PROCESS
ACTIVITIES | SCHEDULE | PROGRESS EVALUATION |
-musical activities | 4pm-4:30pm (Thursday) | This activity help the client to overcome her shyness in many people The client improved in expressing her feelings and ideas through music. |
-story telling | 3pm-4m(Thursday) | The client develop skill in speaking fluently Improved her listening skills Improved her creativity or able to create her own story |
-role playing | -3pm-4pm(Thursday) | The client help to build her self-confident The client improved her social skill toward her playmates and enjoy playing |
-make believe play | 4-6pm(Sunday) | The client improved her social skills and improved her imagination |
-retelling stories | 8am-8:30am(Monday) | The client improved her communication skills through expressing her ideas with sharing her experiences. |
-reciting poems | 2pm-2:30(Tuesday) | The client improved her language skills, Improved her pronunciations in reading poems |
-using po and opo | 9am(Monday) | Increased her moral values |
-goingto church | 7am-8am | The client improved her listening skills through listening to the mass. |
-doing her assignment | 1pm-2:30pm(Wednesday) | Improved her self discipline in doing her assignments. |
J. THERAPEUTIC PROCESS
My therapeutic plans are achieved by my client through activities the client child help to build her self confidence in interacting with other people the client child learn how to express her feelings and ides toward other people by sharing her experiences by saying po at opo to the adults and build her own knowledge through imagination. the client learn how to reduce her shyness in expressing herself through others. Her social skills develop in playing with her playmates not only her social skills but also her communicaton skills listening skills and language skills, listening that wil help for the development of the child. The client child learn how to deal with others that’s why her shyness become less.
K.SUMMARY
The first thing I do is visiting the client child at there house and ask permission that her child will be my client in my case study and after gathering information about the personal data of the child and also the common problems encountered in home and school. I discovered that the girl is very shy of any visitor that come into there house. After gathering information about the child,the psychosocial history of her family.and her relationship with her family,friends and teachers.and after that, I’ve prepared some activities that will help the child to overcome her shyness towards other people.
CONCLUSION:
I conclude that my client child has already improved when my case study end. And I think those activities it will help the child to release her shyness.
I conclude that my client child has already improved when my case study end. And I think those activities it will help the child to release her shyness.
RECOMMENDATION:
I recommend to the family of the client child to exposed the child in different programs that will help her to overcome her shyness. I want my client to build her self confidence because she is very intelligent child that will help her to be successful in her life.
L.IMPLICATION TO CHILD AND ASSESSMENT OF YOUNG CHILDREN:
I realized that there are some child cannot express their feelings and ideas towards other people. Because of their shyness. I think they are afraid of rejection so that they did not want to socialized with other people who do not familiar for them. By using different activities the client learn how to express to other people and through interacting and socializing the child build her self confidence. And I hope this client child will become a better person. LEARNING QUESTIONS:
GROUP 1:
1. Why is it, what the temperature of the learning environment affects learning of the child?
2. Why is it that the theory suggest that the environmental, emotional,sociological,physical and psychological Stimuli affect the learners success in learning?
3. As teacher, why do we need to know about the development of the child? in terms of their physical,social,emotional,physical,spiritual,mental?
4. Why do you think that the first 3 years of the child becomes critical in early childhood development?
5. Why is it that the authentic assessment strategies help the teachers identify children approach?
GROUP 2:
1. How does the early childhood educator plays an important role in early identification and assessment of young children?
2. in Early childhood development why we call the child meaning makers?
3. Why is it that the authentic assessment address not only progress in cognitive goals but also in emotional and social development ?
4. How does the child construct their own knowledge while interacting with adults?
5. Why do we need to use a valid assessment or the standardized test in assessing the early childhood development?
GROUP 3:
1. Why do we need to choose the assessment that use in a variety of methods and sources?
2. Why do you think that all learning has its foundations in early childhood?
3. Why is it that the products and process are very important in acquisition of knowledge?
4. Whats the difference between the prior knowledge and new knowledge that can influence the individuals perception?
5. Why is it that teaching is very important for the development of the child?
Sunday, January 2, 2011
problem checklist
Direction: put some check if the situation is occurred.
Yes No
__ __ 1. If a child shy
__ __ 2. If a child bites
__ __ 3. If a child hits and kicks
__ __ 4. If a child has temper tantrums
__ __ 5. If a child does not participate
in group time
__ __ 6. If a child is too noisy
__ __ 7. If a child sucks a finger
__ __ 8. If a child steals
__ __ 9. If a child uses dirty works
__ __ 10.If a child wines
Yes No
__ __ 1. If a child shy
__ __ 2. If a child bites
__ __ 3. If a child hits and kicks
__ __ 4. If a child has temper tantrums
__ __ 5. If a child does not participate
in group time
__ __ 6. If a child is too noisy
__ __ 7. If a child sucks a finger
__ __ 8. If a child steals
__ __ 9. If a child uses dirty works
__ __ 10.If a child wines
Friday, December 31, 2010
"CHRISTMAS FOR SALE"
CHRISTMAS IS CELEBRATED DURING DECEMBER 25 THAT'S THE TRADITIONAL CELEBRATIONS OF ALL CHRISTIAN ALL OVER THE WORLD IT IS BECAUSE THIS SPECIAL DAY BECAUSE JESUS CHRIST WAS BORN HE IS THE SAVIOR OF ALL MANKIND DURING CHRISTMAS WE HAVE A TRADITIONAL THINGS TO DO WE HAVE A "SIMBANG GABI" AND START'S IN DECEMBER 16 UP TO 25 THEY ALSO BELIEVE THAT IF YOU COMPLETE THIS "SIMBANG GABI" YOUR WISH WILL BE GRANTED. THEY ALSO HAVE A "PAROL" CHRISTMAS TREE,CHRISTMAS LIGHT AND OTHER CHRISTMAS DECORATIONS IN DIFFERENT HOUSE THAT SYMBOLIZES CHRISTMAS AND ALSO WE HAVE A "KAROLING" THAT'S THE TRADITIONAL SINGING OF DIFFERENT CHRISTMAS SONG. THEY ARE ALSO PREPARING "NOCHE BUENA" DURING CHRISTMAS DAY.
IT IS THE ENTITLED CHRISTMAS FOR SALE BECAUSE MANY CHILDREN ARE VERY HAPPY BECAUSE THEY HAVE PLENTY OF MONEY, PLENTY OF GIFT SO THAT FOR THEM CHRISTMAS IS ONLY GIVING MATERIAL THINGS THAT CAN MAKE THEM HAPPY THEY DID NOT KNOW THAT TRUE MEANING OF CHRISTMAS...
"CHRISTMAS IS NOT ONLY GIVING SOMETHING TO ANYONE BUT ALSO CHRISTMAS IS IN THE HEART OF EVERYONE..
IT IS THE ENTITLED CHRISTMAS FOR SALE BECAUSE MANY CHILDREN ARE VERY HAPPY BECAUSE THEY HAVE PLENTY OF MONEY, PLENTY OF GIFT SO THAT FOR THEM CHRISTMAS IS ONLY GIVING MATERIAL THINGS THAT CAN MAKE THEM HAPPY THEY DID NOT KNOW THAT TRUE MEANING OF CHRISTMAS...
"CHRISTMAS IS NOT ONLY GIVING SOMETHING TO ANYONE BUT ALSO CHRISTMAS IS IN THE HEART OF EVERYONE..
" HAPPY THOUGHTS"
ONE OF MY HAPPY THOUGHTS IN MY LIFE IS WHEN IM WITH MY FAMILY, EATING TOGETHER, LAUGHING TOGETHER AND TELLING STORIES FROM THEIR PAST IT IS ONE OF HAPPY MOMENTS WITH MY FAMILY IM SO VERY THANKFUL TO HAVE THIS FAMILY AND I HOPE THIS FAMILY WILL BE HAPPY FOREVER.
ONE OF MY HAPPY THOUGHTS IN MY LIFE IS WHEN IM WITH MY FRIENDS, THE GENTEEL GROUP I REALLY LOVE THIS PEER GROUP. WHEN SOMEONES HAVE THE PROBLEM WE HELP EACH OTHER TO MAKE A SOLUTION FOR THE PROBLEM AND ALSO A REALLY HAPPY PART OF THIS GROUP. I NEVER FORGET ALL THE GOOD MEMORY SPECIALLY AT AILENE'S HOUSE WE ARE MAKING OUR PROJECT SINCE WE WERE FIRST YEAR COLLEGE WE ALSO SINGING TOGETHER, EATING TOGETHER, LAUGHING TOGETHER, TEASING EACH OTHER, TELLING FUNNY JOKES, ALSO TELLING THEIR PAST EXPERIENCES. I HOPE THIS PEER GROUP WILL BE STRONG AS THE TIME GOES BY.
ONE OF MY HAPPY THOUGHTS IN MY LIFE IS WHEN IM WITH MY BESTFRIEND, MARICRIS I'VE MEET HER DURING MY ELEMENTARY I NEVER EXPECTED THAT WE WILL BE CLOSED TO EACH OTHER. AS TO TIME GOES BY OUR FRIENDSHIP HAVE BEEN STRONGER ON OUR JUNIOR AND SENIOR PROGRAM I REALLY ENJOY THE JS FROM VERY MUCH BECAUSE MY CRUSH WAS FIRST DANCE AND FIRST PERSON WHO GAVE ME A ROSE AND I REALLY HAPPY THAT TIME AND WHEN WE ARE IN COLLEGE LIFE I NEVER FORGET WHEN I JOIN IN THE SINGING CONTEST IN OUR SCHOOL THE "BEED IDOL" IT IS ONE OF MY UNFORGETTABLE MOMENT TO MY LIFE BECAUSE I WON THE TOP 2 AWARD AND IM SO VERY PROUD OF MY SELF AND THANKFUL FOR THOSE PEOPLE WHO SUPPORT ME ESPECIALLY MY FRIENDS.
ONE OF MY HAPPY THOUGHTS IN MY LIFE IS WHEN IM WITH MY FRIENDS, THE GENTEEL GROUP I REALLY LOVE THIS PEER GROUP. WHEN SOMEONES HAVE THE PROBLEM WE HELP EACH OTHER TO MAKE A SOLUTION FOR THE PROBLEM AND ALSO A REALLY HAPPY PART OF THIS GROUP. I NEVER FORGET ALL THE GOOD MEMORY SPECIALLY AT AILENE'S HOUSE WE ARE MAKING OUR PROJECT SINCE WE WERE FIRST YEAR COLLEGE WE ALSO SINGING TOGETHER, EATING TOGETHER, LAUGHING TOGETHER, TEASING EACH OTHER, TELLING FUNNY JOKES, ALSO TELLING THEIR PAST EXPERIENCES. I HOPE THIS PEER GROUP WILL BE STRONG AS THE TIME GOES BY.
ONE OF MY HAPPY THOUGHTS IN MY LIFE IS WHEN IM WITH MY BESTFRIEND, MARICRIS I'VE MEET HER DURING MY ELEMENTARY I NEVER EXPECTED THAT WE WILL BE CLOSED TO EACH OTHER. AS TO TIME GOES BY OUR FRIENDSHIP HAVE BEEN STRONGER ON OUR JUNIOR AND SENIOR PROGRAM I REALLY ENJOY THE JS FROM VERY MUCH BECAUSE MY CRUSH WAS FIRST DANCE AND FIRST PERSON WHO GAVE ME A ROSE AND I REALLY HAPPY THAT TIME AND WHEN WE ARE IN COLLEGE LIFE I NEVER FORGET WHEN I JOIN IN THE SINGING CONTEST IN OUR SCHOOL THE "BEED IDOL" IT IS ONE OF MY UNFORGETTABLE MOMENT TO MY LIFE BECAUSE I WON THE TOP 2 AWARD AND IM SO VERY PROUD OF MY SELF AND THANKFUL FOR THOSE PEOPLE WHO SUPPORT ME ESPECIALLY MY FRIENDS.
Wednesday, December 1, 2010
10 Common Classroom Problems
1. Students become overly dependent on teacher
Many times, students will automatically look to the teacher for correct answers instead of trying themselves. If the teacher obliges them with the answer each time, it can become a detrimental problem. Instead, focus on giving positive encouragement to students. This will help to make students more comfortable and more willing to answer (even if incorrectly).
2. Persistent use of first-language
When teaching English as a foreign language, this is possibly the most common problem. As an ESL teacher, it's important to encourage students to use English, and only English. If students begin conversing in their first language, move closer to the student. Ask them direct questions like "do you have a question?" Another idea is to establish a set of class rules and develop a penalty system for when they use their first-language. For example: if a student is caught using their first-language three times, have them recite a poem in front of the class (in English). For the 1-2 hours they are in English class, it must be English only.
3. Student is defiant, rowdy, or distracting of others
This will happen, no matter what, in every classroom. If the entire class is acting up, it may be the fault of the teacher ie. boring material or poor classroom management. If it one particular student, you should react swiftly to show dominance. In order to resolve the issue, an ESL teacher must be strict and discipline the student if needed. If it continues to happen, further disciplinary action through the school's director could be pursued.
4. Students "hijack lesson" - The lesson doesn't go where you want it to
When teaching English as a foreign language, you can always count on students hijacking a lesson. To some extent, this can be a good thing. It shows that students interest, and as long as they are participating and conversing in English, it is a productive experience. However, if the lesson strays too far off topic, in a direction you don't want it to go, it's important to correct the problem by diverting the conversation.
5. Personalities between students clash
Not every student in an ESL classroom will become best of friends. If drama arises between certain students, the easiest solution is to seperate them away from one another. If the tension persists, switching a student to another classroom may be your only option.
6. Students unclear what do to, or do the wrong thing
This happens far too often when teaching English as a foreign language. The fact is, it's often the fault of the teacher. If your instructions to an assignment yield looks of confusion and soft whispers among students, don't worry, there is a solution. In order to avoid this problem, it's important to make sure your instruction are clear. Use gestures, mime, and short concise sentences. Speak clear and strong. Most importantly, use models and examples of the activity. You can use pictures, miming, gestures etc. to model the entire activity exactly how you want the students to do it.
7. Students are bored, inattentive, or unmotivated
Many times, it is the teachers fault that class is boring. Fortunately, with proper planning, this problem can be solved. Choose a juicy theme to the lesson; one that the students can relate to and one you know they will enjoy. This will automaticaly give them some motivation and interest. Get to know your students and identify their interests and needs, then design your course accordingly.
8. Strong student dominance
As an ESL teacher, you will encounter students of different learning capabilities and language skills. While it is good to have some students who excel in the classroom, it is important that they don't take away from others. If certain students begin to constantly "steal the show," take warning. Focus on calling on weaker students in the class to answer questions. Encourage, but gently deflect some answers from the strong students and give production time to other not-so-strong members of the class.
9. Students are unprepared
The last thing you want as an ESL teacher is for students to drop out simply because they felt lost and/or unprepared. Concentrate on a more shared learning experience. Make sure students are all on the same page before moving onto a new topic by concept checking multiple times, and encouraging individual participation.
10. Tardiness
Even I have a hard time arriving places on time. But the truth is, tardiness is not only rude, it can be distracting and disruptive of other students. If tardiness becomes a problem for your students, make sure they are disciplined. Set rules about tardiness and penalties for breaking them.
The goal of teaching
Staying awake and interested in class can be difficult. But what's even more difficult is being responsible for keeping students awake and interested. This is the job of an ESL teacher first and foremost. In order to be a great ESL teacher, one must not only teach, but inspire and empower. The goal is to excite the students about learning, speaking, reading, writing, and comprehending English. Keep the advice in this article as a tool to be used often, and you will be one step closer to that goal.
OTHER COMMON PROBLEMS OF THE CHILD;
When selecting a preschool for their child, parents should be aware of certain problems or warning signs that might make them decide to look at a different preschool provider. These problems or warning signs may include:
• negative reactions from other parents
• inattention to established rules and regulations (Schools should have clearly established written guidelines for everything from operating hours to managing emergencies.)
• lack of a sick-child policy (The preschool should require both staff and children to have current immunizations and regular checkups.)
• indicating they are hiding something, schools that balk at parents dropping by unannounced
• schools that either have no structure whatsoever or a structure that is inflexible
• lack of age-appropriate activities and toys
• an underqualified staff
• large class sizes
• dirty, unsafe facilities
• an expired license
• schools that promise to put a child on an academic fast track (These highly structured, intensive preschool academic programs create inappropriate expectations from children
NUTRITION
Malnutrition in Young Children from Low-Income Families
Most common nutritional problems in early childhood are
iron deficiency, anemia, resulting in chronic fatigue
not eating adequate amounts of quality meats and dark green vegetables
Low-income families are most likely to develop iron deficiency
11 million children are undernourished in United States
SLEEP PROBLEMS
Sleep Patterns some common characteristics:
Transitional Objects children repeatedly use as bedtime companions - usually soft & cuddly & most developmentalists view them as representing transition from being dependent person to being more independent
Nightmares frightening dreams that awaken sleeper more often toward morning than just after child has gone to bed
Night Terrors sudden arousal from sleep & intense fear accompanied by number of physiological reactions: rapid heart rate & breathing, loud screams, heavy perspiration & physical movement
Somnambulism during deepest stage of sleep common in about 15 percent of children
Many times, students will automatically look to the teacher for correct answers instead of trying themselves. If the teacher obliges them with the answer each time, it can become a detrimental problem. Instead, focus on giving positive encouragement to students. This will help to make students more comfortable and more willing to answer (even if incorrectly).
2. Persistent use of first-language
When teaching English as a foreign language, this is possibly the most common problem. As an ESL teacher, it's important to encourage students to use English, and only English. If students begin conversing in their first language, move closer to the student. Ask them direct questions like "do you have a question?" Another idea is to establish a set of class rules and develop a penalty system for when they use their first-language. For example: if a student is caught using their first-language three times, have them recite a poem in front of the class (in English). For the 1-2 hours they are in English class, it must be English only.
3. Student is defiant, rowdy, or distracting of others
This will happen, no matter what, in every classroom. If the entire class is acting up, it may be the fault of the teacher ie. boring material or poor classroom management. If it one particular student, you should react swiftly to show dominance. In order to resolve the issue, an ESL teacher must be strict and discipline the student if needed. If it continues to happen, further disciplinary action through the school's director could be pursued.
4. Students "hijack lesson" - The lesson doesn't go where you want it to
When teaching English as a foreign language, you can always count on students hijacking a lesson. To some extent, this can be a good thing. It shows that students interest, and as long as they are participating and conversing in English, it is a productive experience. However, if the lesson strays too far off topic, in a direction you don't want it to go, it's important to correct the problem by diverting the conversation.
5. Personalities between students clash
Not every student in an ESL classroom will become best of friends. If drama arises between certain students, the easiest solution is to seperate them away from one another. If the tension persists, switching a student to another classroom may be your only option.
6. Students unclear what do to, or do the wrong thing
This happens far too often when teaching English as a foreign language. The fact is, it's often the fault of the teacher. If your instructions to an assignment yield looks of confusion and soft whispers among students, don't worry, there is a solution. In order to avoid this problem, it's important to make sure your instruction are clear. Use gestures, mime, and short concise sentences. Speak clear and strong. Most importantly, use models and examples of the activity. You can use pictures, miming, gestures etc. to model the entire activity exactly how you want the students to do it.
7. Students are bored, inattentive, or unmotivated
Many times, it is the teachers fault that class is boring. Fortunately, with proper planning, this problem can be solved. Choose a juicy theme to the lesson; one that the students can relate to and one you know they will enjoy. This will automaticaly give them some motivation and interest. Get to know your students and identify their interests and needs, then design your course accordingly.
8. Strong student dominance
As an ESL teacher, you will encounter students of different learning capabilities and language skills. While it is good to have some students who excel in the classroom, it is important that they don't take away from others. If certain students begin to constantly "steal the show," take warning. Focus on calling on weaker students in the class to answer questions. Encourage, but gently deflect some answers from the strong students and give production time to other not-so-strong members of the class.
9. Students are unprepared
The last thing you want as an ESL teacher is for students to drop out simply because they felt lost and/or unprepared. Concentrate on a more shared learning experience. Make sure students are all on the same page before moving onto a new topic by concept checking multiple times, and encouraging individual participation.
10. Tardiness
Even I have a hard time arriving places on time. But the truth is, tardiness is not only rude, it can be distracting and disruptive of other students. If tardiness becomes a problem for your students, make sure they are disciplined. Set rules about tardiness and penalties for breaking them.
The goal of teaching
Staying awake and interested in class can be difficult. But what's even more difficult is being responsible for keeping students awake and interested. This is the job of an ESL teacher first and foremost. In order to be a great ESL teacher, one must not only teach, but inspire and empower. The goal is to excite the students about learning, speaking, reading, writing, and comprehending English. Keep the advice in this article as a tool to be used often, and you will be one step closer to that goal.
OTHER COMMON PROBLEMS OF THE CHILD;
When selecting a preschool for their child, parents should be aware of certain problems or warning signs that might make them decide to look at a different preschool provider. These problems or warning signs may include:
• negative reactions from other parents
• inattention to established rules and regulations (Schools should have clearly established written guidelines for everything from operating hours to managing emergencies.)
• lack of a sick-child policy (The preschool should require both staff and children to have current immunizations and regular checkups.)
• indicating they are hiding something, schools that balk at parents dropping by unannounced
• schools that either have no structure whatsoever or a structure that is inflexible
• lack of age-appropriate activities and toys
• an underqualified staff
• large class sizes
• dirty, unsafe facilities
• an expired license
• schools that promise to put a child on an academic fast track (These highly structured, intensive preschool academic programs create inappropriate expectations from children
NUTRITION
Malnutrition in Young Children from Low-Income Families
Most common nutritional problems in early childhood are
iron deficiency, anemia, resulting in chronic fatigue
not eating adequate amounts of quality meats and dark green vegetables
Low-income families are most likely to develop iron deficiency
11 million children are undernourished in United States
SLEEP PROBLEMS
Sleep Patterns some common characteristics:
Transitional Objects children repeatedly use as bedtime companions - usually soft & cuddly & most developmentalists view them as representing transition from being dependent person to being more independent
Nightmares frightening dreams that awaken sleeper more often toward morning than just after child has gone to bed
Night Terrors sudden arousal from sleep & intense fear accompanied by number of physiological reactions: rapid heart rate & breathing, loud screams, heavy perspiration & physical movement
Somnambulism during deepest stage of sleep common in about 15 percent of children
Wednesday, November 24, 2010
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