My teacher teaches at Tomorrow Montessori. She has been teaching for 28 years. The education and training she has a background in early childhood education with an AML degree in Montessori Education and philosophy. She became a teacher because she has always known she wanted to be a teacher. When she first became aware of the Montessori education she was going to college to become an elementary school teacher. She began working in a Montessori program and saw all the possibilities and changed from elementary to early childhood.
Her greatest joy of being a teacher she said “I enjoy working with the children”. “It is really that simple. ” “I enjoy observing and taking part in the development of who the children are”. The greatest challenge of being a teacher is helping the children develop appropriate responses to interacting with their environment and frustrations that can arise. The DAP technique she used was helping the children find their balance and place within the classroom can be challenging and must be somewhat individualized to the child based on their individual needs.
The most effective form of discipline is to be proactive with the children rather than reactionary with them. Be observant of the environment and the children and resolve small problems as they arise with redirection or explanation before a larger issue arises. If a larger problem does arise look the child in the eye and talk to them- being sure they are ready to communicate with you. If they aren’t give them a minute and try again. When they are ready find out what happened and continue appropriately. She uses that method every day.
She feels this method is very effective for her because she has developed a relationship with the children that are based on trust and communication. She invests a great deal of time listening and talking to them crating a bond that is needed for effective discipline. When children know they are being heard and listened to they are more apt to hear and listen. Her ways of classroom arrangement effective discipline tool is children respond to order and structure. In her environment she has a very set or rules, they are respect yourselves, each other and the environment.
Within this structure all the little don’t do this don’t do that don’t hit don’t run it all fails. This way you can always just say are you respecting your friend’s body. For example rather than don’t push your friends she finds this far more effective. The other great component to classroom order is to have a well-organized classroom with inviting activities that are child directed. All the activities should have a place and a purpose. The place should be consistent allowing the expectation for the child to return it back when finished.
This gives the children a sense of responsibilities and accomplishment as well as a feeling that they are part of the environment and want to respect it. When children feel included and responsible they are less apt to have problems or get in trouble. In a well-designed environment is a very effective form of discipline. A well designed environment requires constant observation, are the children engaged, are they using the activities with a purpose, what do they need? Through these observations you adjust the classroom, change the activities, reinforce procedures etc. If something is working change it.
Considerations with teacher and parents she said that it is very important that parents and teachers are in agreement when it comes to discipline. The most effective way for this to happen begins during the enrollment process of the family. Even if a family does not ask about discipline it is a unnecessary conversation to have. Be open about the style and form guidance and see how they respond ask how they handle behavior at home so you will have an understanding of their value methods. If the parents have a clear understanding of your style they can decide if it’s a fit for them.
If you do find yourself in a situation of disagreement you have to do the best you can to work together. Compromising what you know or creating an environment that does not work for all the families in your class. Says Mrs. Brown. Agreement with parents she said you must be conscious of a families style and they consider to be appropriate while stressing the more consistent methods are between home and school the more quickly the behavior will be modified. Consistency is the key. When working with the parents it is very important to share with them the problem all along the way not once you are having a sit down meeting.
Once you do have meetings go with observations and incidents while encouraging them to share what they have experienced as well. Be sure to make it a partnership meeting not as though they are in trouble. Never meet with a family if you don’t have a plan to help the child and the situation. As you outline your plan you include the parent in every step and adjust as needed till you agree. Set small goals and a realistic time frame with a follow up conversation in a few days just to check in. You need to get to know the families you work with say Mrs. Brown.
You need to work with them from the time they start with you. Relationships start when families enroll not when problems arise. It is also a teacher’s responsibility to know best practices and approach all families from this perceive. If you know you are providing appropriate effective discipline for their children you can help to guide them. The more consistent the forms of discipline, the better the results are going to be. They don’t necessarily influence my approach to discipline but it does influence how I communicate to the families about discipline.
University/College: University of Arkansas System
Type of paper: Thesis/Dissertation Chapter
Date: 5 November 2016
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