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-emotional, mental, social, linguistic, spiritual and physical
-just like differentiated instruction, we need to provide differentiated guidance for each student.
10 Effective DAP Teaching Strategies | National Association for the Education of Young Children | NAEYC. (n.d.). Retrieved October 7, 2015.
4 Managing and improving behavior in inclusive educational environments. (n.d.). Retrieved October 7, 2015.
Morrison, G. (1976). Early childhood education today. Columbus, Ohio: Merrill.
Understanding Your Student's Learning Style: The Theory of Multiple Intelligences. (n.d.). Retrieved October 7, 2015.
-Physical needs: nutritional needs (you can bring water and snacks), quality of classroom, getting ideal amount of sleep
-Safety and security needs: kids cannot learn in fear or lack of comfort in the classroom or at home. Make your classroom an "oasis of safety" so they can feel confident and comfortable.
-Need for belonging and affection: children find a sense of belonging from being given jobs to do, having responsibilities and helping make classroom decisions. By helping achieve this, you can personally greet your students.
-Need for self-esteem: children's view of themselves stems primarily from parents, teachers and classmates. We need to give them opportunities to succeed and achieve.
-Self-actualization: teachers and parents can help children become independent by allowing them to do things on their own and help them set goals and encourage them to evaluate their own behavior.
- Showing
-Demonstrating: performing a task while the children watch, also have them perform while you guide them or have them demonstrate to each other.
-Model: by practicing expected behavior and call attention to desired behavior when a child models it
-Supervise: by reviewing, maintaining standards and following up.
-Respond to children in a timely fashion, anticipate students needs and emotions, give frequent feedback and provide strong support in academic and social areas.
-Conditions can inject much stress and create more intense and emotional reactions from parents, parents assume their children are getting into trouble, they also typically believe in more harsh forms of punishment
-Ways we can help: be observant and sensitive to signs of neglect or abuse, collaborate with co-workers and administrators to discover ways of discipline and parent-education programs, educate yourself on ways different ethnic groups discipline their children.
-3 benefits: help to clarify your stance on un/acceptable behavior, to help prevent inconsistency and help kids act in confidence and provide children with security.
-You can establish rules, reinforce and encourage them, then later have the students evaluate their own behavior according to the rules.
-Example of first grade classroom rules: respect other people, keep your hands and feet to yourself, raise your hand for permission to speak, walk quietly in the hallways and move about quietly in the classroom.
-encouragement acknowledges the child's effort
-encouragement recognizes the child's success
-encouragement helps children self-evaluate their efforts
-You can have an open area to meet for group work, locate quiet areas and areas for loud activities, have abundant materials with easy access, "there's a place for everything", provide students with guidelines on how to use centers and materials.
-Display children's work, freedom of movement with guidelines, independent work, workstations
-Set high, yet achievable expectations, emphasize a sense of community, display consistent behavior, establish routines, have open communication between children and adults, have cooperative and independent work.
-Don't waste the children's time with busy work, don't make them wait or they will find something else to do, allow transition time and provide time for relaxation.
-Give choices only when there are valid choices to make, not a choice on whether to participate or not.
-Help them make choices, give options instead of an open-ended question.