A - Acquistion PhaseThe acquisition phase is what comes after children have
thoroughly explored a concept or phenomenon. |
B - Brain BreaksBrain breaks are short periods of physical action that encourage
students to move and to think at the same time. |
C - Culturally ResponsiveThe ability to take a person’s culture and help that person
infuse it into another culture, making it uniquely one. |
D - Diverse ClassA group of unique people.
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E - Environmental FactorsThe role of a child's environment and the people in that
environment in shaping the child's behavior. |
F - Fluency StrategiesWhen students read with good fluency, they can focus more on
understanding the text, which increases comprehension. |
G - Growth ChartThe physical, mental and emotional growth of a child.
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H - Hands OnManipulation and experiential learning gives children a
reference for importance of material. |
I - Individual DifferencesWhen questions about individual difference arise, caregivers
should assign no value to any difference. |
J - Journal WritingJournaling is a great tool to use to see the child’s thoughts
and to assess understanding. |
K - Knowledge GoalsThe similarities and differences among individuals and groups
and the goals show how people learn to live together. |
L - Literacy RotationsLiteracy rotations are a great way for children to learn
multiple things at once. |
M - Maturity DemandsE.xpectations set up by the teacher for children in the
classroom. |
N - NCLB ActThe goal is for every child to stay on the same level as one
another. |
O - Open-ended QuestionsThe use of open-ended questions will elicit higher level
thinking in students. |
P - Physical DomainIt involves the development of motor skills, as well as the
importance of physical activity in the child. |
Q - Question & AnswerStudents need to be asked a series of questions based on a
certain topic so that they will begin the critical thinking process and are able to extract the correct answer. |
R - Reporting TimeAn organized period of time that is an opportunity for students
to share something they have done in the classroom or to show their work to their fellow classmates. |
S - Successive ApproximationWhen using a shaping technique, each approximate desired
behavior that is demonstrated is reinforced, while behaviors that are not approximations of the desired behavior are not reinforced. |
T - Teachers RoleTeachers are responsible for developing appropriate instructional strategies to help students achieve the curriculum expectations, as well as appropriate methods for assessing and evaluating student learning.
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U - Understanding NeedsEthnicity, socio-economic status, community culture, special needs, learning styles, interests, age and other student differences are things to consider when entering the classroom.
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V - Various StrategiesEncourage the use of various strategies to meet the learning needs of children.
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W - Writing SkillsTeachers can practice these skills throughout the day in the
early childhood classroom. In writing journals, spelling, and even through art. |
X - eXceptional StudentsOne who does not qualify as “normal” and needs additional
materials and/or care in order to reach full potential. |
Y - Youthful ThinkingBy thinking youthfully, freely, and outside of the box you are encouraging the average child to do the same. Children learn by the act of watching and doing.
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Z - ZPD ModelA teaching model that Lev Vygotsky gave us. It is a model in which there is a "sweet spot" in which teaching will bring out the full potential of your students.
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"Educating the mind without educating the heart is no education at all"
Aristotle
Krystal Petty 903-456-3579 [email protected]