Please help with the following questions, they are just hypothetical answers but they need to be focused towards grade 1:
Using examples, explain the role of rapport building in creating a positive learning environment during the first week in grade one.
List some classroom routines. How are the rules and routines established during the first week?
Here are the rules I have come up with:
- Always tidy up after yourself.
- Keep our hands and feet to ourselves.
- Always walk.
- Be a good listener.
- Share all the learning materials.
- Be respectful.
- Always use indoor voices.
During the first week, what information do teachers gather about their students academic and social strengths and areas for growth?Describe how they collect this information. If possible, include examples.
Over the first week, how is the curriculum/program/course/subject introduced to the students and their parents/guardians?
A 1-2 page single spaced reflection explaining and demonstarting through examples how the above information could influence future teaching practices. For this questions I also have a general description of the first day and the physical setting of the classroom which I will add below that needs to be included in the reflection.
8:45 All grade ones meet in room # and were divided up into their individual classes.
9:00 Mrs. W showed her students to their classroom, room #, and took the attendance.
9:05 The students were then shown to their individual locker hooks and asked to empty their backpacks. All their school supplies were brought to the table so that I could check to make sure they were all labeled with the children's names. Some students brought supplies for the classroom such as paper towel rolls, boxes of Kleenex and glue sticks.
9:20 Children were asked to go and find their spot at the tables. At each spot there were name tags which the children then got to put stickers on and wear so that names could be better remembered.
9:40 Circle time! Mrs.W had the children sit in a circle and take turns telling the class their name. She then went around the circle twice and repeated each child's name to see how many she could remember. After that, Mrs.W had all the children stand up in their circle. She told the kids that she was going to teach them how to play the "ball game." Each child had to call another child's name, make eye contact with them and then throw them the ball. Once the children had a turn, they had to place their hands behind their back to indicate that they already had a turn.
10:00 Mrs.W took the class on a tour of the downstairs of the school. She showed the children all the kindergarten and grade one classes as well as the breakfast room and the office.
10:15 Bathroom Break
10:25-10:45 Nutrition Break
11:05 Health. Mrs. T teaches the grade ones health. Today she had each child pick their favourite summer activity. Then they got to draw a picture of it and write a few words at the bottom of the paper.
11:55 Mrs.W could then sense that the kids were getting slightly antsy so she allowed them to have free time. They were allowed to choose from a variety of activities such as computers, painting, bin activities or reading a book.
12:45-1:05 Nutrition Break
1:35 Math activity. As a whole the children got to try and place the numbers 1 to 100 in order. The goal is to do this activity as quickly as possible but for the first time this component was not brought in.
2:15 Mrs.W read a story to the class.
2:35 More play time.
3:00 Mrs.W introduced the mail bags to the children. These are used as a source of communication with the children's parents as well as a place for all of the kids worksheets and projects to get home in.
The classroom is set up with the kids divided into 4 tables with 4 or 5 kids at each table. There is also a carpet that is seperated from the tables with a shelf. The shelf has different activities on them that the kids can choose from. There is also a book shelf at the back of the carpet.
Let me know if you need anymore information. Thanks!!!
Establishing a routine in the classroom is essential in the enforcement of rules, the observation of progress of the students, and most of all the establishment of authority in the classroom. Instructors should not hesitate to establish ground rules for students while conducting student observations to evaluate each student's abilities and educational level. Some examples of structured observation include simple routines such as morning routine. When students enter the classroom, students should know how to place coats, jackets, umbrellas and other personal articles in an area designated for them to maintain personal tidiness. Other issues that may come into focus include respecting personal space. Ensuring all students realize and value having his or her own space in the classroom. This can be accomplished with the assignment of seating and ensuring all students and instructors respect the boundaries of personal space. Trying to contain the excitement of students and reminding them to walk can be a daunting task, but can be accomplished through diligence and persistence. Instructors and other adults should always present themselves as role models for younger impressionable students to emulate. Students need to understand the consequences of not obeying the classroom and school rules. The punishment should be suitable to the crime and should be explained in a way the student will understand. Instructors telling the students to always walk in the classroom should do so in a manner that allows the student to understand a punishment is impending if the rule is broken. A punishment such as being sent home for the day is excessive for the 'crime'. Therefore, some instructors may choose to tell the students, if the walking rule is broken the first time you will receive a reminder from me, if the rule is broken the ...
These are hypothetical answers to how an instructor may address common rules in the classroom. How to set the rules on the first day of school for students to understand and follow for the rest of the year.