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ONLINE COMPANION™ TO ACCOMPANY

Student Teaching: EARLY CHILDHOOD PRACTICUM GUIDE

6TH EDITION

JEANNE M. MACHADO, EMERITASan Jose City College

HELEN MEYER-BOTNARESCUE, PH.D., EMERITACalifornia State University—East Bay

SECTION I FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

SECTION II DISCUSSION AND INDEPENDENT STUDY . . . . . . . . 19

SECTION III MORE STUDENT ACTIVITIES TO EXPLORE . . . . . . 46

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Table of Contents

The following forms were included in the text or are new forms that supple-ment text discussion. They are provided so students can download or makemultiple copies.

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Section I: Forms

Form 1 sample of a personal background form that some place-ment classrooms require

Form 2 sample Knowing Your Classroom form that focuses onclassroom areas and materials

Form 3 sample of a student teacher weekly activity sheet thathelps track hourly responsibilities

Form 4 checklist of non-teaching support staff

Form 5 getting the most out of student teaching depends on you

Form 6 sample of a class calendar (preschool) using a themeinstructional approach

Form 7 student teaching evaluation form

Form 8 alternate student evaluation form

Form 9 rate yourself

Form 10 activity plan guide

Form 11 lesson plan format

Form 12 cover letter guide

Chapter 1 INTRODUCTION TO STUDENT TEACHINGPRACTICUM

1. Personal Data (Background) Sheet

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NAME

ADDRESS

CITY/STATE/ZIP PHONE

MESSAGE PHONE # EMERGENCY PHONE #

NEED A SCHOOL PARKING SPOT yes/no

E-MAIL

FAMILY (optional)

HEALTH (concerns you wish to share that may affect your work)

EXPERIENCES WITH CHILDREN (past employment, volunteer, family, etc.)

WORK HOURS

DUTIES (optional)

SPECIAL INTERESTS

WHAT WOULD YOU LIKE YOUR COOPERATING TEACHER TO KNOW ABOUT YOU?

HOBBIES AND SPECIAL TALENTS OR SKILLS

CAREER GOALS

2. Knowing Your Classroom

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FacilitiesWhere are materials and supplies stored?Are storage areas organized?Where are exits? How do windows open, lights work, temperature controls operate?How do doors open?What is the classroom layout? Traffic patterns?What school area or rooms have specific functions? House particular staff?What is the play yard’s appearance, equipment, built-ins?Where are the safety controls, fire extinguisher, alarm, etc.?Is any safety hazard apparent?Are there special building features for individuals with special needs?Where are emergency health supplies? Who is authorized to administer first aid?

ChildrenWhat individual physical characteristics are apparent?What is the multicultural composition of the group?What activities are popular?Can all children in the room be viewed from one spot in the room?Do all children seem to lose themselves in play?What kinds of play exist? Solitary? Cooperative? Other?What languages are spoken?Does any child seem uncomfortable with adults?What seems to be the group’s general interest, general behavior?Are there any children who need an abundance of teacher attention?Are there any children with special needs?

Teaching Behaviors and InteractionsAre children “with” teachers?How is guidance of child behavior undertaken?Are all children supervised?What style of teaching seems apparent?Are feelings of warmth and acceptance of individuality shown?If you were a child in this room, how might you feel?Do teachers show enthusiasm?

ProgramDoes an atmosphere exist where children and teachers share decision-making and show respect forindividual differences?

Are children exploring with teachers more often than being directed by them?What are the planned activities?Is there small group or large group instruction?Is it a developmentally appropriate program?How do activities begin and end?Is the program based on child interest?Does lots of dialogue exist among children? Among children and adults?Are the children “tuned in” or “out”?How are children moved from one activity to the next?

Overall First ImpressionsWhat immediate questions would you like answered about the classroom?What emotions have occurred as you observed?What were your first impressions of the classroom?

3. Sample of a Student Teacher’s Weekly Activity Sheet

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Student Teacher ______________________________________________________ Week _________________________

Cooperating Teacher ______________________________ Conference Time with Cooperating Teacher ______________

STUDENT TEACHER RESPONSIBILITIES

Time Monday Tuesday Wednesday Thursday Friday

4. Checklist of Non-Teaching Support Staff

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Do the following staff members exist at your placement center?

Yes No Names

1. Clerical staff _________________ _________________ ____________________________________________________________

____________________________________________________________

2. Food service _________________ _________________ ____________________________________________________________personnel

____________________________________________________________

3. Maintenance staff _________________ _________________ ____________________________________________________________

____________________________________________________________

4. Bus drivers _________________ _________________ ____________________________________________________________

____________________________________________________________

5. Community liaisons _________________ _________________ ____________________________________________________________

____________________________________________________________

6. Health or _________________ _________________ ____________________________________________________________nutrition staff

____________________________________________________________

7. Consultants or _________________ _________________ ____________________________________________________________specialists

____________________________________________________________

8. Classroom aides _________________ _________________ ____________________________________________________________

____________________________________________________________

9. Volunteers _________________ _________________ ____________________________________________________________

____________________________________________________________

10. Others _________________ _________________ ____________________________________________________________

____________________________________________________________

In what capacity? __________________________________________________________________________________________________________________

5. What You Accomplish in Student Teaching Depends on You

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1. Examine your attitude and decide you are going to expend every effort to learn new skills. Risk try-ing new ways and making mistakes. Communicate your desire to be given added and more chal-lenging responsibilities. Welcome and encourage feedback from those supervising you.

2. When in doubt, ask questions. Select the time and place most convenient for your supervisors orwrite questions down for them if conferencing is immediately impossible. Be willing to come earlyor stay late if necessary.

3. Being professional involves a timely arrival and telephone calls when you need to be late or absent.Inform your college supervisor of field trips, testing, or special events when her observation of yourwork would not be possible. Your dress, personal appearance, and manner represent your profes-sional image.

4. Make decisions using your best judgment. Seek clarification if you are uncertain of rules orexpectations.

5. Realize the cooperating teacher’s first priority is the needs, safety, and welfare of children. You arean added responsibility. Be aware there are times when the cooperating teacher cannot focus onyou or your concerns.

6. See what needs to be done and do it without waiting for directions. Observe and study the chil-dren, program, and environment. Familiarize yourself with all aspects of the situation. Know whereequipment and materials are stored. Be alert to daily schedules and routines.

7. See yourself as a needed assistant being increasingly responsible and alert to where you are mostnecessary.

8. Be friendly, learn names, and fit into classroom life quickly by being helpful and sensitive to schoolstaff members.

9. Watch teacher skills, techniques, and behaviors with children and parents. Try to identify the goalsof instruction behind words and actions.

10. Avoid socializing with other adults during work periods and instead be watchful, observant, andready to learn from children and classroom situations. Scan the area, develop “eyes in the back ofyour head.” When sitting, choose positions that allow the best classroom views.

11. Remain nonjudgmental when site politics are present. Try to inwardly evaluate staff conflicts.Discuss with your college supervisor your position as a “fence sitter,” who avoids taking sides if adifficult situation or power struggles between adults arise.

12. When viewing new techniques or methods, remain open-minded and reflective. If ethics areinvolved, ask for a college supervisor consultation quickly.

13. Receive input from supervisors with the belief that both compliments and suggestions for growthwill enable you to become a more skilled and valuable early childhood educator.

6. Sample of a Class Calendar (Preschool) Using Theme Instruction

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MAYSUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

1JAPANESE AM.WEEK

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

WORLD HEALTHDAY

ARBOR DAY

BIRDS (MOTHER’S DAY GIFTS)

Megan’s Birthday

BUGS AND INSECTS

ANIMALS OF THE WOODS

Paul’s Birthday

SECRETARIES DAY

PLANTING SEEDS

Chapter 3 BEING OBSERVED: DEVELOPING YOURCOMPETENCIES

Additional Forms Useful for Assessing Student Teacher Competencies

7. Student Teacher Evaluation Form

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Student teacher’s name

The professional qualities of each student teacher will be evaluated on the following criteria: A four-point scaleis used:

(1) needs improvement (2) satisfactory (3) above average (4) outstanding

PERSONAL QUALITIES

a. attendance and punctuality

b. dependability

c. flexibility

d. resourcefulness

e. self-direction, sees what needs to be done

f. sensitive to other people’s needs and feelings

g. tact, patience, and cooperation with others

h. sense of humor

i. attitude toward children

j. attitude toward adults

k. attitude toward administrators

l. well-modulated voice and proper use of language

m. ability to self-evaluate and benefit from experiences

n. dressed appropriately

Comments:

WORKING WITH CHILDREN

a. aware of safety factors

b. understands children

c. finds ways to give individual help without sacrificing group needs

d. skill in group guidance

e. skill in individual guidance

f. listens to children and answers their questions

g. consistent and effective in setting and maintaining limits

h. encourages self-help and independence in children

i. sensitive to children’s cues in terms of adding to their knowledge or encouraging verbal skills

j. aware of total situation, even when working with one child

k. sensitivity to a developing situation in terms of prevention rather than cure

l. sense of professional ethics

Comments:

WORKING WITH OTHER TEACHERS, PARENTS, AND VOLUNTEERS

a. willingness to accept direction and suggestions

b. is friendly and cooperative with staff members

c. observes appropriate channels when reporting on school matters

d. respects confidential information

e. establishes good working relationships

f. does not interfere in a situation another teacher is handling

g. shows good judgment in terms of knowing when to step into a situation

Comments:

PROGRAMMING

a. provides for teacher-directed and child-initiated activities

b. plans in advance and prepares adequately

c. makes routines and transitions valuable and interesting

d. plans and implements age-appropriate, attractive activities and materials in the following areas:

self-esteem/self-help

music/movement

health/safety

science/discovery

cooking/nutrition

art/creative

outside environment/play

cultural awareness/anti-bias

language/literature

dramatic play

math/measurement

e. prepares interesting and appropriate creative and problem-solving activities

f. plans developmentally appropriate activities

Comments:

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8. Alternate Student Evaluation Form

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Student Name ______________________________________ Evaluator Name ____________________________________

Date ____________________________________________ Center ________________________________________________

Time of Observation ________________________________ Activity Planned _____________________________________

Rating Scale: 1 = Unsatisfactory 2 = Needs Improvement 3 = Satisfactory 4 = Good 5 = Excellent

Principle Possible Evidence—Teaching Behaviors Rating

The student teacher can create learning Explains skills or concepts accurately.experiences that make subject matter Engages children in discovery opportunities.meaningful for children. Relates skills or concepts to students’ lives.

Links skills or concepts to children’s prior knowledge. Integrates various fields of knowledge.Prepares hands-on activities and opportunities.

Further evidence:

The student teacher understands how Converses with individual children effectively.children learn and develop, and can Identifies and uses learning strategies that are provide learning opportunities that developmentally appropriate for children. support their intellectual, social, and Uses a variety of approaches to aid child’s discovery andpersonal development. experimentation.

Monitors and adjusts activities to fit children’s needs.Follows and supports children’s self-initiated activities.

Further evidence:

The student teacher understands student Uses various and multiple strategies that are matched uniqueness and plans opportunities to learners.that are adapted to diverse learners. Determines how individual children learn best.

Uses information from children’s families, cultures, and communities to make activities suitable to the group.

Monitors child feedback and is responsive to necessity for change.

Creates techniques adjusted to learner needs and interests.Further evidence:

The student teacher encourages Uses techniques that encourage children: development of critical thinking, • to assume responsibility for themselves and for each otherproblem solving, and child solutions. • to participate in decision making

• to do independent and collaborative work• to engage in meaningful and purposeful activity

Asks questions that promote higher-level thinking.Asks open-ended questions.

Further evidence:

Principle Possible Evidence—Teaching Behaviors Rating

The student teacher uses an Engages children actively in hands-on learning activities.understanding of individual and group Provides attention and feedback.motivation and behavior to create a Promotes problem solving.learning environment that encourages Provides model for positive interactions with others.positive social interaction, active Treats children as unique individuals within context of engagement in learning, and large group.self-motivation. Provides opportunities for group interaction.

Further evidence:

The student teacher uses effective verbal Provides opportunities for group activities and learning and nonverbal communication experiences.techniques to foster active inquiry, Models positive and active listening skills.collaboration, and supportive Asks questions to stimulate discussion, probe for interaction in the classroom. understanding, help children articulate ideas, promote risk

taking and problem solving, facilitate recall, stimulate curiosity, and encourage convergent and divergent thinking.

Uses standard English, both written and oral.Further evidence:

The student teacher uses classroom Understands how materials can enhance learning.equipment and materials (both Returns items to storage areas.commercial and teacher-made) to aid Is careful in materials and equipment usage.child discovery and learning. Attention Consults with cooperative teacher on materials and is given to proper use and maintenance. equipment usage and care.

Creates teacher-made materials.Understands safety considerations.

Further evidence:

The student teacher fosters relationships Works with colleagues in curriculum-planning activities.with school colleagues and community Participates in team-teaching activities.to support children’s learning and Communicates with parents effectively.well being. Understands community diversity.

Further evidence:

The student teacher creates a classroom Room areas are developmentally appropriate, offering an environment suited to the needs and adequate variety of play choices, and reflect the diversity of children. diverse backgrounds of children.

Considers and monitors child safety.Offers appropriate written and pictorial materials.Considers aesthetics.

Further evidence:

The student teacher is a skilled Interacts with others effectively.communicator and promotes smooth Assumes responsibility for actions and behavior.human relationships with fellow staff, Treats others with respect and dignity.parents, community representatives, and Works in collaboration with others.the general public. Sensitive to cultural diversity.

Further evidence:

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Principle Possible Evidence—Teaching Behaviors Rating

Child guidance and classroom Clear statement of class rules and expectations is apparent.management are undertaken in Visual supervision of all children is continual.accordance with accepted early Strategies used are developmentally appropriate.childhood strategies and techniques. Works toward child self-control.

Further evidence:

Student teacher views work as a Is timely and dependable.professional and understands work Assignments are completed.responsibilities. Clothing and grooming reflect professionalism yet are

appropriate and comfortable.Able to develop and maintain professional relationships.

Further evidence:

Summary of Teaching Behaviors

Strengths

Areas of Improvement

Signature of Student / Date Signature of Evaluator / Date

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9. Student Self-Evaluation

STUDENT SELF-EVALUATIONCircle the statement in each row that best describes your performance.

1I often think criti-cally about how mybehavior affects chil-dren and otheradults.

I have a clear idea ofimportant goalswith children andwork daily toaccomplish them.

I’m always responsi-ble for what I doand say.

I do what’s assignedand needed beforedeadlines, and checkto see it’s completedon time.

I always find what Ineed and createwhen necessary inactivity planning.

I rarely need othersto direct my work.

I’m active in teacherassociations andattend nearbyconferences.

I change and createnew happenings inmy classroom andtry new ways joyfully.

I respect and enjoybeing a helpful teamplayer.

I’m aware of chil-dren’s cultural back-grounds.

2Sometimes I try toanalyze classroominteractions.

Some of my goalsare clear; others arestill being formed.

Most of the time Itake responsibilityfor what happens.

I usually completejobs in a timely manner.

I’m pretty good atgetting what needsto be secured.

Most of the time Idon’t need the helpof my supervisor.

Sometimes I attendprofessional associa-tion meetings andtrainingopportunities.

I will try some newways and strategies.

I do help others onmy team.

I’m sensitive to thecultural learningstyles of attendingchildren.

3From time to time Ithink about how I affect others in theclassroom.

My goals are not always clear, but attimes I think about them.

At times I feel responsible for myactions.

I finish jobs that Ichoose to finishmostly on time.

I sometimes can findor create what isnecessary.

I ask for help whenthe going getsrough and that’s notoften.

I go to the libraryoccasionally to consult the experts.

If it’s suggested, I trynew ways to dothings.

I will share ideas andgive time to otherteam members.

I’ve developed theskill to promote mul-ticultural respectand dignity.

4I rarely rehash whathappened duringthe day in theclassroom.

I use my center’sgoals for planningand have a few ofmy own.

I can’t control allthat happens—that’smy attitude.

I start, but oftensomething happensbefore I finishassignments.

I rarely know how togo about gettingthings I need for theclassroom.

I need advice fre-quently and dependon others to solvemy problem.

I haven’t the timenow to join orattend professionalgroup doings butplan to in the nearfuture.

I’m pretty stressedabout trying some-thing I’ve not donebefore.

I don’t really func-tion well with oth-ers; I’d rather do itmyself.

My students’ culturaldiversity is reflectedin classroom displaysand materials.

5I give little thoughtto classroominteractions.

I mainly handle eachday by providingactivities that teachspecific concepts andmaking sure childrenbehave.

What goes wrong ismostly others’ fault.

I’m late, and oftendon’t finish what’sexpected of me.

I expend little effortat locating hard-to-find items ormaterials for childinstruction.

Lots of help andsupervision arenecessary.

I don’t wish to become a memberof a professionalgroup.

The old routinesand ways are com-fortable. Whychange them?

Teams don’t accom-plish much and waste time. Nothelpful at all.

I’ve expended timeand effort tobecome knowledge-able concerning theculture of attendingchildren.

REFLECTION

CLARITY OF GOALS

RESPONSIBILITY

DEPENDABILITY

RESOURCEFULNESS

INDEPENDENCE

PROFESSIONAL GROWTH

CREATIVITY

TEAMMEMBERSHIP

CULTURAL SENSITIVITY

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Chapter 5 INSTRUCTIONAL PLANNING10. Activity Plan Guide

1. Activity title _____________________________________________________________________________________________

2. Curriculum area __________________________________________________________________________________________

3. Materials needed ________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

4. Location and setup of activity _____________________________________________________________________________

5. Number of children and adults ____________________________________________________________________________

6. Preparation _____________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

7. Specific behavioral objective ______________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

8. Developmental skills necessary for success __________________________________________________________________

_________________________________________________________________________________________________________

9. Getting started __________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

10. Procedure (step by step) __________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

11. Discussion (key concepts, attitudes, facts, skills, vocabulary, etc.) _____________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

12. Apply (or additional practice of skill or learning) ____________________________________________________________

_________________________________________________________________________________________________________

13. Cleanup _________________________________________________________________________________________________

14. Terminating statement ___________________________________________________________________________________

15. Transition _______________________________________________________________________________________________

16. Evaluation: activity, teacher, child _________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

11. Lesson Plan Format

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Name: ____________________________________________________________________________________________ Date: ____________

School: ____________________________________________________________________________________________ Grade: __________

Objectives: ___________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

Materials needed: ____________________________________________________________________________________________________

Teacher Activities Student Activites Time

Anticipatory set

1.

2.

3.

4.

5.

6.

7.

8.

9.

10. Use fewer steps or add more, if needed.

Independent Practice

Evaluation: ____________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

____________________________________________________________________________________________

12. Cover Letter Guide

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Your addressCity, state, and zip

Date

Name of employerTitle of employerName of company, corporation, or government agencyAddressCity, state, zip

Dear ,

Explain the type of employment you are seeking. Be as specific as possible. Give your avail-ability dates.

Summarize your qualifications for the job for which you are applying, referring to anyclasses you have taken or experience you have obtained that would be relevant to the job.Sincerely state your interest in the position. Make reference to the application or resume youare including.

Request the next step in the employment process. Ask for an interview date if the employeris local; indicate when you could meet. If the employer is not located in the immediate area,request an application form and further information about the company.

Sincerely,

The activities and readings in this section can be used for small-group discussion or independent study.Work can be shared with a peer or the whole training group.

CONTENTS:A. Professional and Unprofessional Teacher Behaviors

B. Awareness of Disaster Planning

C. Forms and Fees Not Mentioned in the Text

D. Self-Assessment Cards

E. Concerning Developmentally Appropriate Practice (DAP)

F. Extra-Credit Assignment or Discussion Activity

G. Social Skills That May Predict Future School Success

H. Family-Friendly Schools

I. More Commentary on the Chapter 10 Case Scenario

J. Looking for Quality

K. Doing a Customized Web Search

L. Tips on Writing to Your Elected Officials

M. Defining Leadership Qualities

N. Newspaper Article Review

O. BuzzWords Frequently Used in Cover Letters and Resumes

P. A Cover Letter that Explains a Break in Employment

Q. A Cover Letter for a Graduate Without Paid Work Experience

R. Try Your Hand at Evaluating a Cover Letter Using a Checklist

S. Sample Resume Format

T. Classic Resume Format

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Section II: Discussionand Independent Study

A. Professional and Unprofessional Teacher Behaviors

Judge the following scenarios involving a student teacher (ST) as demonstrating (1) professional behav-ior, (2) possibly questionable professional behavior, or (3) unprofessional behavior. Compare your ratingwith another student teacher before checking the answers that follow the exercise.

1. Denise (ST) verbally questions, in the presence of others, the ability of another student teacherassigned in the same placement classroom when he plans a very rigorous and exciting sportsactivity.

2. Marla (ST), though upset, accepts her cooperating teacher’s negative evaluation of her handlingof a child who bites other children.

3. Kenton (ST) labors over class assignment until he has it as close to what he feels to be perfect aspossible.

4. Emma (ST) appears to avoid certain children, but develops quick rapport with others.

5. Paula (ST) ignores maintenance personnel and is unsure if she should interact with them in thesame way she interacts with other teachers.

6. Tynisha (ST) has set up a signal with her cooperating teacher to use when she wants immediatehelp. Raoul, a four-year-old, has just kicked Tynisha, after she tells him to put a ball outside theclassroom door. Tynisha signals the cooperating teacher.

7. Billy-Jean (ST) has just told Ryan (a child) who is spitting on Cody (a child) that this is unaccept-able behavior. She has her arm around Cody who is crying. Billy-Jean also tells Ryan that hisbehavior has made her feel angry.

8. Reggie’s parents have invited Winette (ST) to their child’s birthday celebration at their home, andhave not extended the invitation to other classroom teachers. Winette sends a note to the par-ents, to thank them and express regret that she cannot attend; she avoids mentioning the invita-tion to others. She plans to talk with staff to find out if some recognition of Reggie’s birthday isplanned at school, and investigates the program’s policy concerning personal relationships withfamilies.

9. Luanne (ST) complained frequently to other student teachers about her unfortunate assignmentat a school that was a rather long distance from the campus. She mentioned that the other stu-dent teachers had closer assignments and spent much less on gasoline. Other student teacherscommented about the quality of Luanne’s well-known and widely recognized program butLuanne still could not view her assignment in a positive manner.

10. Jennings (ST) completes his cooperating teacher’s assigned tasks in a timely fashion by using hisown system, which identifies upcoming deadlines. He rarely has to rush at the last minute tocomplete coursework.

11. Leticia (ST) has boyfriends that call the child development center wanting to leave messages orspeak to her while she is working. At times, they drop by the reception area to inquire after her orwait for her. Although the center has rules about this, Leticia does not seem interested in chang-ing the situation but rather is flattered by her boyfriends’ attention.

12. Serena (ST) cleans and straightens room areas and equipment that Roberta, her co-studentteacher, leaves untidy. Serena decides to communicate how she feels about continuing to do so.When Roberta fails to clean used paint and brushes in the sink, she asks Roberta if they can chatprivately.

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13. While working on a joint assignment with three other student teachers, Anna (ST) offers ideas.Although she feels occasional ideas offered by the others (STs) are “off the wall,” she listensclosely and considers them seriously. She tries to hear everyone’s viewpoint and works towardan agreement about how the group will complete the assignment.

14. During her student teaching assignment, Barbara (ST) directs parent volunteers, sometimes takesover the full responsibilities of the cooperating teacher’s classroom while her cooperatingteacher serves as an aide, plans and presents an evening program for families, helps the cookprepare child snacks, instructs visiting adults on the use of classroom equipment, and interactsplayfully with children; in all of these roles, she performs with skill.

15. Meg (ST) and Maria (ST) chat about their cooperating teachers and wonder how one can afford aPorsche and the other, a single woman, can adopt a child.

ANSWERS

1. (3) Denise should respect the abilities of other student teachers. The activity was in a planningstage and perhaps the other student teacher’s plan contained features or contingencies thatDenise knew nothing about.

2. (1) Professional behavior. Student teachers accept what they perceive to be negative and/or pos-itive comments realizing both may promote teaching growth.

3. (1) High standards are commendable.

4. (2) Uncertain may be the best answer and one should reflect on the possible reasons behindEmma’s behavior. Are these avoided children hard to approach? Is Emma trying to interactthough she has been in the program only a short period? Professional behavior displays anattempt to build rapport with all attending children.

5. (3) Unprofessional behavior.

6. (3) Unprofessional behavior. Tynisha has not made any attempt to solve the problem herself. Ifthe situation escalates, or Tynisha has tried to handle Raoul without success, then asking for helpis more appropriate.

7. (1) Professional behavior includes displaying appropriate teacher emotions, in this case, mostteachers may feel some anger.

8. (1) Professional behavior. Winette avoids discussing the invitation because it has excluded otherclassroom teachers, and responds in written form to the invitation.

9. (3) A professional demonstrates enthusiasm and a positive attitude whenever possible.

10. (1) Organizing and planning ahead is typical professional behavior.

11. (3) Professionals follow rules, procedures, quality standards, and guidelines and thoughtfullyconsider their actions and take responsibility for them.

12. (1) Communicating directly to the person involved is professional behavior.

13. (1) Professionals remain open minded and probe for each participant’s ideas and their expressionof individual viewpoints in team efforts.

14. (1) Professionals are able to shift classroom roles easily and become leaders, followers, andactive participants with children and families.

15. (3) Gossiping reflects immature interpersonal skills.

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B. Awareness of Disaster Planning

Rate yourself on the numbered items below using the following scale: (1) very prepared and knowledgeable (2) somewhat prepared and knowledgeable(3) no knowledge

1. I know where the classroom fire extinguishers are located. ______

2. I know how to use one quickly and without the cooperating teacher’s help. ______

3. I know if a back-up generator takes over in case of a power failure. ______

4. I know where staff home phone numbers or emergency call numbers are kept. ______

5. I know where children’s family phone numbers are found. ______

6. I know where emergency supplies are stored. ______

7. I know where children’s vital records are kept. ______

8. I know evacuation routes and emergency procedures. ______

9. I am aware of any barriers that might block a safe exit from the classroom or facility. ______

10. I know who is responsible for emergency kits and supplies. ______

11. I know who is responsible for bringing child medications during evacuations. ______

12. I know if a class list or child photo list exists. ______

13. I know who is responsible for checking that every child is out of the classroom ______if it is evacuated.

14. I know where antiseptic hand wipes or spray are located. ______

15. I know how to handle coming in contact with a child’s blood. ______

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C. Forms and Fees Not Mentioned in the Text

Some early childhood programs and college training programs require student teachers to be finger-printed and may require them to obtain liability coverage from an insurance agent prior to their firstclassroom participation day with children. Commonly, local law enforcement offices charge a small feefor fingerprinting and supply fingerprint cards.

Contact any insurance agent regarding liability or investigate obtaining insurance through a profes-sional association such as NAEYC.

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Chapter 3 BEING OBSERVED: DEVELOPING YOURCOMPETENCIES

D. Self-Assessment Cards

Print out the following set of cards, cut them apart, and sort them into three piles: (1) Yes, most of thetime; (2) I probably could do better at this; and (3) Definitely, I need to work on this.

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I record children’sdevelopmental

accomplishments.

I notice children’sinterests and moods.

I plan room areas forindividual play.

I create a learningenvironment thatreflects caring for

each child.

I encourage childself-help.

I give frequent atten-tion to positive child

behaviors.

I research and readmaterials that

provide more infor-mation on childdevelopment.

I respect the teach-ing techniques of

other professionalswhen they differ

from mine.

I expand children’sideas and statements

using variousstrategies.

I learn from childrenand may use their

ideas.

At staff meetings, Iexpress my ideas and

feelings.

I balance vigorousand less vigorous

classroom activities.

I plan free play andgroup experiences.

I individualize andhave one-to-onelearning times.

My questions areoften open-ended.

I provide diverseactivities in manycurriculum areas.

I touch, hold, andhug at times.

I promote the expres-sion of child ideas.

Children are pro-vided choices in

planned activities.

Child effort receivesappropriate positive

comments.

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I introduce creativeplay items and props.

I state rules andlimits in a

conversational tone.

When children self-regulate

behavior, I giveattention.

I firmly and calmlyguide children withbehavior problems.

I am at children’seye-level often.

Teachable momentsare taken

advantage of.

Activities I plan arechallenging but

based on develop-mental levels.

I plan activities tohelp children’s socialand emotional skill

growth.

I plan for hands-onengagement in

learning.

I check classroomsafety frequently.

I help childrenthrough stressfultimes by offering

closeness and caring.

I encourage child-to-child conversations.

I read to childrendaily and offer their

favorite booksand mine.

I show interest inwhat is attractingand holding chil-dren’s attention.

I take suggestionsabout my skill devel-opment in a profes-

sional manner.

I learn from observ-ing other teachers

and adults.

I provide informationto parents after con-

sulting with mycooperating teacher.

I try to establish pro-fessional rapport

with families.

I think about ways toextend school learn-

ing at home andshare these with mycooperating teacher.

I am helpful and sup-portive to fellow stu-dent teachers and all

classroom staff.

I speak clearly tochildren at a level

they will understand.

I believe children’sideas should be

sought when settinglimits.

I think ahead andredirect children to

avoid trouble.

I promote childnegotiation andproblem solving.

I wonder out loud tosimulate children’sthinking at times.

I’m prompt anddependable in class-

room tasks.

I’m flexible andwelcome unexpected

learning opportunities.

I warn children abouttransitions.

Compare your number-three pile with a peer, after putting the cards in the pile in priority order.

26

I can admit mymistakes.

I display child workat children’s eye

level.

I provide attention to

activities that help chil-

dren notice and become

familiar with alphabet

letters and print.

I continually addspecifics and detailsto my speech while

children are interested.

I endeavor to usenatural surroundings

as a learning laboratory.

When appropriate, Ifocus on letter and

word sounds.

When reading I pro-mote comprehen-sion, and, at times,

discuss words.

I model appropriatebehaviors.

I help children voicestrong emotions and

feelings.

I express my ownfeelings.

I promote childrenhelping others.

I notice children whoare struggling in the

classroom.

I watch children’sbody language.

I plan for all develop-mental areas.

I welcome andappreciate child

creativity.

I provide for novel,interesting, and

engaging activities.

I celebrate life, joy,and accomplishments

with children.

I attempt to assess chil-

dren’s progress, needs,

interests, and growth areas

and base individual and

group planning on these.

I encourage demo-cratic rights and prin-

ciples in theclassroom.

I explain things as Iam doing them.

Chapter 5 INSTRUCTIONAL PLANNINGE. Concerning Developmentally Appropriate Practice (DAP)

Read the following and make a list of circumstances that may inhibit or influence a teacher’s ability orinclination to use DAP in their classroom. Write your own opinion whether you will implement DAPwhen you have your first (or own) classroom or whether you will respect or agree with professionals whochoose not to do so.

Implementing DAPNAEYC’s National Academy of Early Childhood Programs has denied accreditation to programs in whichthe curriculum does not meet the criteria for DAP. A DAP approach to early childhood curriculum can runinto difficulty when staffing, facility, material resources, and staff preparation time are far from ideal.

Interacting as a partner as DAP suggests, rather than as a presenter, may require that someone elsebe available in the classroom to supervise the group. Providing a continually interesting, opportunity-richclassroom environment demands storage space, equipment, materials, as well as time to plan, collect,and set up the room and yard activities for child-initiated play and exploration.

Zahorik (1997) believes that in addition to problems of storage, material resources, and preparationtime, there are two other dilemmas faced by some preschool and elementary school teachers as theyattempt to implement DAP. The first is to err on the side of the students. By that, Zahorik suggests thatallowing students to develop their own understandings from their personal constructions may lead themto overlook what research might add to their conceptual understanding. The second error, of course, is todesign the curriculum around what experts have already discovered. After students have devised theirown constructions and arrived at what they may feel is the correct concept being taught, teachers may beall too quick to present knowledge from the discipline. For example, if the teacher brings in a variety ofdifferent types of leaves and asks students, working in small groups, to classify them, it is not importantthat each group classify the leaves in exactly the same way or in a way that is biologically correct. It ismore important that the children justify their classifications. As children grow older, then scientific clas-sifications can be introduced.

Administrators and teachers who believe traditional education has proved its merits over the years,parent groups who want traditional teacher-planned and directed learning activities and curriculum,educators who feel their group of young children is far from mainstream and requires specific experi-ences before first grade, and centers offering unique or eclectic educational approaches are faced with adecision: Their center’s or school’s curriculum is usually not based only on child interests.

O’Brien (2000) cautions that children from non-mainstream and disadvantaged backgrounds maynot have the requisite knowledge, skills, and dispositions that would allow them to benefit from the DAPapproach. She urges teacher training programs to increase the awareness of values and beliefs inherentin DAP, so that teachers might decide for themselves if this approach makes sense to them and suits theirteaching situation. O’Brien feels there are rarely right answers in teaching and that teaching should be ahighly individual craft involving teachers’ own definitions of problems and ways to resolve them.Curriculum design, in O’Brien’s view, is to be created, rather than implemented based on a given set ofsomeone’s philosophy and guidelines. O’Brien mentions examining cultural contexts and constructs andwho teachers are as teachers and learners, providing an expanded world view, and considering a morerespectful, thoughtful, and socially conscious practice. She answers the question “For what purpose dowe educate?” as follows:

Although we probably cannot answer this question definitively, one possible answer is that we oughtto educate students to really see the worlds in which they live, and be willing and able to act to effectchange when necessary. This is the essence of democratic schooling and the foundation for democratic

27

life. This purpose calls for engaged pedagogy and an approach to teaching and learning that supportsteachers as reflective practitioners, as transformative intellectuals, and as whole, passionate, caringpeople. (page 284)

Most states limit the number of preschool children over three years of age in group care centers to 10 to15 per qualified teacher. Many private schools limit the number of children in kindergarten and primaryclassrooms, to 20 to 25. In public school kindergarten and primary grade classrooms, the number of childrencan be as high as 30 to 35 making a DAP approach difficult. A teacher-centered, more authoritarianapproach may become necessary.

Wein (1995) points out that problems may exist when early childhood student teacher supervisorsencourage DAP and student teachers work in certain field placements:

I could frequently see that carrying out this practice [DAP] was very difficult for teachers. Rather thanproviding situations where children could engage in child-initiated activity, play freely with friends,and try out absorbing activities in an atmosphere of exploration and a climate of social responsibility(as the ideology suggests), child care centers more frequently operated like miniature factories, withfixed time periods for activities and children moving through them as if they were in an assembly line.(page 157)

Wein also discusses the location of power in contrasting developmentally appropriate instruction andteacher dominion or teacher-directed instruction:

In teacher dominion instruction, the location of power is in the adult. The child is viewed as acontainer to be filled with knowledge. The adult transmits knowledge through direct instruction.

In developmental appropriateness, the location of power alternates between adults and children,with power shared. Both adults and children are believed to be active agents who seek out andconstruct knowledge through active interaction with others. (page 183)

Most descriptions of developmentally appropriate practice mention providing learning activities thatsuit children’s age, development, and interests. Developmentally appropriate curriculum is created topromote children’s knowledge in physical, social, emotional, and intellectual areas. The curriculumhelps children learn how to learn. It encourages the development of a foundation for children’s furtherlearning.

Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally Appropriate Practice in Early Childhood Programs (rev.Ed.). Washington DC: National Association for the Education of Young Children.

O’Brien, L. M. (2000). Engaged pedagogy: One alternative to “indoctrination” into DAP. Childhood EducationAnnual theme, 283–288.

Wein, C. A. (1995). Developmentally appropriate practice in “real life.” New York: Teachers College Press.

Zahorik, J. A. (1997, March). Encouraging and challenging students’ understanding. Educational Leadership 54(6),37–51.

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F. Extra Credit Assignment or Discussion Activity

Student teachers who plan activities in the spring semester may be asked to plan activities that aid theolder four-year-olds’ transition to kindergarten. Going to kindergarten is an important rite of passage ingrowing up. What issues might preschoolers consider when thinking about their next educational step?Perhaps they are concerned about:

● being small in a large place.

● not knowing what is expected or not knowing the rules.

● the amount of playtime that is allowed.

● going on the bus alone.

● not knowing the people or children who will be there.

● what the room and yard are like.

● an unfamiliar routine.

● what they will learn.

● how nice the teacher will be.

Plan five possible activities for children, one of which probes for more issues that may not have beenmentioned above. Omit the kindergarten classroom visit, which is routinely planned by school districts.Consider what might be planned for a school-home meeting in this area. What main ideas would youemphasize?

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Chapter 7 USING CASE STUDIES TO UNDERSTANDBEHAVIOR

G. Social Skills That May Predict Future School Success

Some emerging preschool social skills are believed to predict a degree of elementary school success.These skills may possibly be identified during preschool years. Child centers make every effort to screenfor medical and physical problems during the early years because they understand problems may influ-ence certain behaviors and create learning difficulties.

After gaining your cooperating teacher’s permission, observe the same five children in your place-ment classroom during work periods for two or more weeks. Code the children A, B, C, D, and E and donot identify them by name to anyone. Using the following characteristics, simply tally how many timesyou notice specific behaviors. Use a card that you carry in your pocket. Do not take time away from yourassigned duties and responsibilities; observe when monitoring yard activity, free play periods, or whenyou have less supervising responsibility.

Behaviors1. does not pay attention consistently during group activities

2. is unable to follow easy directions

3. has difficulty getting along with others

4. displays anger, strong emotion, and/or distress frequently

5. spends little time on tasks and wanders

6. needs or gains frequent adult attention

7. experiences rejection from other children

8. lacks skill in entering or initiating play with peers

9. prefers to stay close to adults for company

10. distances self from others frequently

11. prefers to be alone

Analyze your tallies with an eye to age-level characteristics. Share your results with your instructor inwritten form. Include a discussion of how your observed children are similar or dissimilar.

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Chapter 10 STUDENT TEACHERS AND FAMILIESH. Family-Friendly Schools

This is an assessment tool to ascertain a school’s success in achieving a family-centered approach. Itpromotes staff discussion concerning the school’s role in eliminating traditional barriers to familyinvolvement.

Directions: rate the following on a scale from 1 to 5:1 = not at all, 2 = rarely, 3 = some of the time, 4 = most of the time, 5 = all of the time

I believe a school should:

1. use a personal, face-to-face approach to recruit and invite families.

2. help families get involved by providing transportation or assist in finding transportation whenneeded.

3. utilizing parent liaisons, family advocates, and other members of the community, who may bepart of a family’s informal support network, to help make connections with families.

4. have staff available to greet children and parents as parents drop off and pick up their children,especially in the first week.

5. design sensitive activities that do not evaluate a family’s culture, diversity, or child raising goals.

6. use fun activities during group meetings as ice-breaking events.

7. schedule activities to fit the availability and work hours of families, and encourage active staffparticipation in these events.

8. tailor events to specific, parent-identified needs or interests.

9. provide many different ways for families to participate in the school, (i.e., advocacy, parent andcommunity networking, cultural exchange, as mentors, adult learners, classroom aides, and asparticipants on curriculum-planning teams).

I believe a school needs to:

10. convey the message that parents are experts concerning their own children.

11. provide information, resources, and support for families as they develop learning opportunities inthe home.

12. break barriers to participation by providing childcare, language translation, written informationin each family’s home language, home visiting, and other activities.

13. suggest learning resources to parents.

14. provide families with avenues to explore learning with their children in the school environment.

15. create a welcoming, accepting climate, reflecting the cultures and languages of the families andcommunity where the school is located.

16. create a welcoming lobby or reception area that contains information about the school, alongwith directions so family members can find their way around.

17. provide a variety of opportunities for parents and children to become acquainted with the schoolenvironment.

18. provide meaningful ways to make it easy for non-English-speaking families to participate. Makeaccommodations that allow these parents to participate in the same ways other parents can.

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19. initiate frequent, informal, and positive contacts between staff and families.

20. provide opportunities for informal socializing among families and between families and staff,including office and administration staff.

21. provide a safe, accessible, and comfortable space for families at the school.

22. explore and establish ways to create a trusting climate that encourages families to feel comfort-able about bringing concerns to the school.

23. treat all families with respect.

24. give positive feedback and appreciation.

25. provide training for all staff in working respectfully with families.

26. give family volunteers and leaders support, training, and recognition.

I believe a family-friendly school would:

27. take time and provide a structure for families to get acquainted with each other within the schoolenvironment.

28. help families build their informal supports by encouraging parents to get together outside theschool.

29. build on the life experiences, strengths, and capabilities of families by inviting them to share inthe classroom program or school.

30. include small, group activities during formal, large, group meetings and functions, to encouragenetworking.

31. include the interests and concerns of families when planning learning activities.

32. provide for a variety of informational materials and technology for parent use—audio, video,computer, and other resources—and offer appropriate training on their use.

33. ask parents to share their expertise, encouraging parent-to-parent information exchanges.

34. make families aware of classes for adult education.

35. use interactive activities and parent-oriented discussions, rather than relying primarily on lec-tures during learning activities.

36. encourage parent ownership of the group, through joint responsibility and collective decisionmaking.

37. use group processes that help parents and staff work together.

38. share leadership roles with families.

39. work with conflict openly and respectfully.

40. provide opportunities for families to give feedback regarding school curriculum and activities.

Can you identify other family-friendly strategies?

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I. More Commentary Concerning the Chapter 10 Case Scenario

You were probably touched by this case scenario’s child, Mark. Stress in children’s lives is commonplaceand is a normal part of children’s daily lives, but teachers may not understand its manifestations whenobserving child behaviors. In this case, because of Mark’s abrupt behavior change, it was not difficult.Without knowing the full circumstances of Mark’s life, his teachers first suspected physical illness, ratherthan mental anguish.

Researchers examining children under six posit that young children are less capable of (1) thinkingabout an event in its entirety; (2) selecting from a menu of possible behaviors in response to any new,interesting or anxiety-inducing event; (3) comprehending an event separate from their own feelings; and(4) modifying their physical reactions in response to a change in stimuli (Allen & Marotz, 2007).

Children’s coping-skill repertoires and developmental capabilities greatly influence their ability toadapt to or to manage stress; the younger the child the more powerful and potentially negative stress canbe. A good number of professional readings propose that child stress is experienced in stages, beginningwith alarm and physical reaction. This alarm stage is followed by an attempt by the child to constructsome meaning. Then, the child searches for a way to adapt and cope. Lastly, the child implements one ormore strategies. The implementation stage may occur immediately or may take place over an extended-period of time.

A young child who brought a favorite toy to school for sharing time but then discovered it missingfrom his cubby will be alarmed; he may cry, seek teacher help, search himself, tell a peer, or try anotherstrategy to locate the toy. Some children have learned the coping skill of waiting calmly until lost itemsare recovered, but they then may wish to carry the item at all times, rather than let the teacher store it ina safe place.

In the case scenario, Mark’s withdrawal may be a temporary coping skill or a trauma state thatrequires professional help.

In what ways can teachers help prevent or reduce child stress?

● Help children anticipate an upcoming event, but avoid over-preparing. Encourage children’s ques-tions when they want to know more.

● Provide manipulative, creative, and dramatic-play materials that children can used to expressconcerns.

● Identify and talk about a variety of coping strategies used at stressful times in children’s literature orduring daily school life. Teachers do this when they say, “Try asking for a turn.”

● Help children name and express feelings.

● Model self-talk and promote children’s positive use of it, such as saying “Well, that did not work soI’m going to try some other way to put a mark on the paper.”

● Promote coping strategies using relaxation techniques. “Let’s sit and close our eyes and pretend to bechocolate bunnies that melt slowly onto the floor,” or “Take one big, big breath and let the air comeout very slowly.” “Feel the play-dough ball and flatten it into a pancake.” “Let’s listen to the music andmake big round circles in the air as we dance.”

● Follow consistent daily routines.

● Notice cooperative efforts between children.

● Provide private and group times when classroom stress can easily be talked about and aired safely.

Allen, K. E., & Marotz, L. R. (2007). Developmental Profiles. Clifton Park, NY: Delmar Learning.

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Chapter 11 QUALITY PROGRAMSJ. Looking for Quality

Assessing the quality of their center and classroom is something professional teachers undertake daily.As a student teacher perhaps contemplating new employment, where you will attempt to put quality intoaction, try the following exercise. You will attempt to identify predictors of quality.

Fill in the missing numbers in questions 1, 2, and 3 below.

1. The ideal child group size for one teacher in a classroom for three- and four-year-olds is .

2. The ideal classroom group size for one teacher and one assistant teacher is for four-year-olds.

3. The best adult/child ratio is for a group of two-year-olds.

Use the following scale on the next questions:1 = not important in predicting quality2 = slightly important in predicting quality3 = important in predicting quality4 = very important in predicting quality5 = of great importance in predicting quality

How important is/are:

4. supportive supervisors?

5. small-group instruction?

6. being an accredited school or center?

7. having school partnerships with community and outside agencies?

8. a high number of regulatory requirements (i.e., licensing or accreditation at the state, county, city,and local level)?

9. standards for program areas?

10. written goals and identified student outcomes?

11. hiring teachers with a CDA credential?

12. hiring teachers who have completed an AA, BA, or higher degree in child development or earlychildhood education?

13. being judged to have few quality key elements?

14. having staff receive above-average pay or pay that equals training?

15. adequate furnishings?

16. a staff with training in health and safety practices?

17. receiving public funds to support operations?

18. a plan for staff’s professional development?

19. being flexible in addressing children’s unique needs?

20. being a center that observes and rates itself regularly?

21. a staff that mirrors the ethnic and cultural diversity of attending children?

22. staff turnover?

23. a center director who has a high level of education and employs teachers with high levels of edu-cation when they are available?

34

24. a director who is a visionary?

25. a plan for diverse curriculum area activities?

26. family satisfaction with the school’s quality?

27. a staff that is certified for CPR and first aid?

28. having staff members who are are members of professional associations?

29. having staff members who view themselves as professionals?

30. having staff members who have three to five years of experience?

31. learning centers?

32. a good supply of toys and materials?

33. having a curriculum that reflects developmentally appropriate practice?

34. adequate space indoors and outdoors?

35. having teachers receive recognition and praise for performance?

36. having individual teacher opinions count?

37. recognizing family needs and obtaining assistance when possible?

38. having a center attempt to raise or maintain quality and compensation through fundraising whennecessary?

Share your ratings with a classmate and report your agreement or disagreement to the entire training group.

35

K. Doing a Customized Web Search

The National Child Care Information Center (NCCIC)—a service of the Child Care Bureau—has the largestcollection of summaries and links to full-text publications about child care and early education. To view cus-tomized, quick searches on a selected topic, such as quality child care, go to http://nccic.org. Visit “PopularTopics” or “New Acquisitions” or find “Search Tips” before selecting and entering specific keywords for yourquick search, such as quality school care or quality programs for infants or one you select. Print your results.What you print will include a summary of each article or document. Share your results with other classmateswho have completed this exercise, and hand in your results to your instructor.

36

Chapter 12 PROFESSIONAL COMMITMENT AND GROWTHL. Tips on Writing to Your Elected Officials

Letters and faxes are an extremely effective way of communicating with your elected officials. Many leg-islators and officials believe that a letter represents not only the position of the writer but also many othervoters who did not take the time to write.

The following tips will help increase the effectiveness of your letter:

Obtain your official’s proper title, address, and salutation.

A full listing of appropriate salutations may be found online at http://www.cftech.com/BrainBank under“Other Reference” then “Forms of Address.” Mailing addresses for government representatives are alsolisted here.

Keep it brief.

Letters should never be longer than one page and should be limited to one issue, such as quality, com-pensation, parent involvement, and so on. Legislative aides read many letters on many issues in a day, soyour letter should be as concise as possible.

State who you are and what you want up front.

In the first paragraph, tell your legislator that you are a constituent and also an educator. Identify theissue about which you are writing and ask for their assistance.

Hit your three most important points.

Choose the three strongest points that will be most effective in persuading legislators to support yourposition and then flesh them out.

Personalize your letter.

Tell your elected official why this legislation matters in his community or state. If you have one, include apersonal story that shows how the issue affects you and your center. A constituent’s own story can bevery persuasive.

Personalize your relationship.

Have you ever voted for this elected official? Have you ever contributed time or money to their campaign?Are you familiar with their position regarding children and families? If so, tell them. The closer your leg-islator feels to you, the more powerful your argument is likely to be.

You are the expert.

Remember that your legislator’s job is to represent you. You should be courteous and to the point, but donot be afraid to take a firm position. Remember that often your elected official may know no more abouta given issue that you do.

Express appreciation.

End with a thank you for giving attention to your letter and the issue.

37

M. Defining Leadership Qualities

Early childhood leadership definitions most often include the following words and phrases:

38

professional and personal integrityability to influenceability to inspireability to motivateability to promote a thoughtful examination of

ideas, feelings, and emotionsability to nudgeability to elevateability to shape the course of eventsability to sustain influenceability to get other people to do what they do not

want to do and like itability to set an exampleability to generate trustability to change others’ behaviorsuses words to motivatedisplays a personal commitmentholds a position of authority espouses a provocative ideaexpresses a compelling point of viewchallenges conventional wisdomhas advanced scholarshipability to touch and move hearts

a tireless advocatepossesses couragepromotes progress in the professionhas integrated personal principles and profes-

sional voicepossesses an open mindability to persuadeshows acceptance of others’ ideasassumes they may not have all the right answersworks toward beneficial and satisfying outcomestakes into account the welfare of othersis sensitive, caring and thoughtfulconfronts with compassionhas vision or a dream of what early childhood

education can befulfills obligationsfaces challengeschanges approaches to meet new demandshas and follows a moral compassbehaves consistently with their stated positionhas opinionsparticipates in transformations

If you can think of other qualities that should be included, list them here and share them with the class.

Chapter 13 TRENDS AND ISSUESN. Newspaper Article Review

React to the following text and figures cited by S. Jayson (2006) in her newspaper article, “Societyswitches focus away from children.”

● Life expectancy is longer today than in previous generations.

● Delayed marriage is more prevalent than in previous generations.

● There is more childlessness than in previous generations.

● Child rearing occupies a smaller share of an adult’s lifetime than in previous generations.

● Thirty years ago 73.6% of women aged 25–29 had at least one minor child. In 1990, the number haddropped to 48.7%.

● Married couples with children were the most prevalent household type in 1990. Now, single, childlesshouseholds prevail.

● In 2004, about one in five women in their forties were childless. In 1976, the figure was one in ten.(page 1D)

What are some ways these trends might affect your career? How might they affect politics and our soci-ety, or our society’s investment in children and education? How might they affect television programming?

Discuss these questions with a group of fellow student teachers. Consider both positive and not-so-positive possible future happenings.

Jayson, S. (2006, July 16). Society switches focus away from children. USA Today, 1D.

39

O. Buzzwords Frequently Used in Cover Letters and Resumes

Each profession has its own jargon—terminology specific to its area of expertise. These are terms that areeasily recognized by well-informed colleagues, though buzzwords can evolve and change over time. Anearly childhood educator’s buzz words might include the following:

academic performance fully integratedaccelerated learning hands-on experienceaccepted standards incidental teachingactive learning inclusive programaccreditation interventionassessment key elementsbalanced literacy modelingbenchmarks multiculturalchallenging behavior peer-reviewedclassroom management people skillscore values phonemic awarenesscompetencies portfoliocreative curriculum print rich curriculum areasdevelopmentally appropriate practice reinforcementengagement reflectionethical conduct research basedschool readiness screeningsecond language learner signingsmooth transition standardsteachable moments technologyuniversal preschool well-rounded program

This is not meant to be a complete listing. Notice many words may have a very different meaning foradults in other professions.

40

November 24, 2008Mrs. James Jones, DirectorSterling-Wood School771 Lincoln Ave.Anywhere, NJ 00000

Dear Mrs. Jones,

I am aware of your outstanding reputation and have met some of your enthusiasticstaff members at workshops and conferences. I am applying for your advertisedprekindergarten teacher position. Your organization is recognized for using currentresearch-based strategies and developmentally appropriate practice, which I believe bestsuits young children.

Former employers have found me to be hard working, conscientious, and reliable. I ameager to use my early childhood knowledge and competence again in the classroom. I havespent a period raising my children, and have enrolled in night classes to update and developadditional skills.

My past experience is extensive and includes working in multicultural settings withsecond language learners and their families. I have a special knack for planning and con-ducting fundraising activities.

I look forward to hearing from you.

Sincerely,Sandra Lambert12345 Main StreetSome City, NE 00000444-555-6666

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P. A Cover Letter That Explains a Break in Employment

Q. A Cover Letter for a Graduate with No Paid Work Experience

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Mr. James Brown, DirectorHoneytree School101 Rockwill AveSomewhere, ID 00000

Dear Mr. Brown,

As a Westmore Community College student, I will soon complete my Associate of Arts degree inEarly Childhood Education. I am seeking a position as an early childhood teacher at an accreditedschool with a reputation for quality, such as yours. My attached resume lists my two student teachingassignments and details my responsibilities and accomplishments.

I can offer a comprehensive program that promotes prereading skills and literacy development.My student teaching experience has prepared me to be an effective teacher. I am reliable and a hardworker, with an enthusiastic personality. I would like to request a meeting to discuss employmentopportunities.

Cordially,Sandy Cruz26 Mountain LaneAnywhere, ID 80000444-555-6666SC444@juno.com

R. Try Your Hand at Evaluating a Cover Letter Using a Checklist

Does the letter:

a. arouse interest or grab attention in its first two or three sentences?

b. say, early on, why the person is writing?

c. identify a job title?

d. use only as many words as are necessary?

e. mention why the applicant is special, by citing examples?

f. describe applicant qualifications or accomplishments?

g. cite experience, volunteer work, or other, non-academic preparation?

h. display the applicant’s knowledge of the employer’s work site or business?

i. request a meeting or interview?

j. display confidence and spell out why the applicant should be considered?

k. use correct grammar, spelling, punctuation, and sentence structure?

l. avoid trite, overused, or slang phrases?

m. contain credible, positive references about the employer?

n. have a businesslike closing?

o. address hiring staff by name and title?

p. stick to a one-page format?

q. reflect what the applicant is able to do for the employer?

r. sound self-assured, rather than humble?

s. look neat, organized, and easily readable?

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S. Sample Resume-Format

Molly Stewart-Garcia1027 Elm St.

Somecity, MI 00000sigmoly@juno.com

An accomplished early childhood educator, -program developer, parent liaison, and curriculum devel-oper with assessment and organization skills. Has a reputation for achieving results, implementing innovativesolutions, and working well with others.

PROFESSIONAL SUMMARY• Designing and delivering effective learning curriculum for diverse preschool children that

promoted each child’s academic and social success in kindergarten.• Successfully encouraged and maintained children’s intellectual, physical, and problem-solving skills

using field-approved management and teaching strategies.• Demonstrated the ability to conduct assessments, analyze data, create potential growth plans

through alternative teacher action and individualized activities when warranted.

PROFESSIONAL WORK EXPERIENCEScarlet Street Child Center 2000–PresentTeacherCreated and implemented a three- and four-year-olds’ curriculum and classroom environment, which offeredappealing and developmentally appropriate activities based upon written standards and center goal state-ments. Provided individualized instruction and educational experiences for second-language learners basedupon an assessment of special needs. Used theme teaching techniques and room centers to attract and extendchild engagement and play. Supervised assistant teachers and volunteer’s classroom duties.

Mannaset Community College Child Development CenterStudent Teacher 2005–2006Under the direction of faculty and master teachers, assisted the instruction of children aged two to five years.Took over fall classroom planning, maintenance, and other staff direction, once a day weekly for twelveweeks. Assisted in the assessment of children and the development of individual learning plans. Developedan innovative science program with an emphasis on native animals and plants. Compiled, distributed, andevaluated a family resource planner, to encourage the extension of classroom learning activities in the chil-dren’s homes, that received positive family feedback on its value. Worked cooperatively with fellow studentteachers to create a coupon file and discount cards at local child and family related businesses. Supervisedchildren’s use of computer programs and evaluated computer software for future purchase.

Woodvalley Public LibraryLibrary Aide 1997–2000Assisted the library staff with filing, restacking, reception duties, and customer service tasks, includingweekly children’s story-hour group presentations. I used storytelling, poetry, finger play, and puppetrytechniques and presented storybook readings while in high school.

EDUCATIONAA, Mannaset Community CollegeCompleted all coursework specializing in Early Childhood Education

PROFESSIONAL ASSOCIATIONSMember, Valley Chapter of the National Association for the Education of Young ChildrenTreasurer, Future Teacher’s Club, Mannaset College

HONORS AND AWARDSAwarded distinction certificate from the Early Childhood Faculty for a grade point average above 3.75

A professional portfolio is available upon request.

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T. Classic Resume Format

Mai-Lynn Porter10 Main StreetAnytown, NE 00000(444) 555-6666: Cell (222) 333-4444

AVAILABILITYJune 2007

TEACHING INTERESTSTeacher: Early Childhood Education; Preschool Education

DEGREEMay 2007 Associate of Arts: Childhood Education

Community College of Denton, Anytown, VAGPA 3.90

EXPERIENCEJanuary-June 2007, Student TeacherCollege of Denton Child Development Center, Anytown, VAResponsibilities

• Instructed three- and four-year-olds in a multicultural classroom in an urban setting• Created and presented developmentally appropriate activities in language arts,

music, science, art, early numbers and measurement, motor development, and othersubject areas

• Completed an observational study with an English-language learner and individualizedhis learning plan

• Documented children’s progress using a commercial assessment instrument• Coordinated theme learning activities and projects• Constructed a classroom puppet theater and performed with the supervising teacher• Presented phonemic and print awareness activities• Developed daily lesson plans and organized group times• Arranged classroom learning centers to augment weekly curriculum• Planned one parent meeting that focused on homemade games

July 2003–November 2006, Assistant TeacherPine Grove Preschool, Anytown, VAResponsibilities

• Assisted teacher in planned activities and playground supervision• Presented songs, games, stories, and prepared and led small group activities• Created flannelboard activities• Introduced computer programs and supervised child computer use• Worked productively with staff, children, and parents

RELATED ACTIVITIES2003 to present Member, Anytown Association for the Education of Young Children2003-2004 Hospital volunteer, Anytown Hospital, Anytown, VA

REFERENCES AND PROFESSIONAL PORTFOLIOAvailable upon request

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CONTENTSA. Exercise in Exploring Values and Self-Knowledge

B. Receiving Feedback

C. Teachable Moments

D. Listening Skills for Adults

E. Weekend Family Take-Home Bags

F. Resume Tips

G. Web Sites to Explore

H. Interview Practice

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Section III: More StudentActivities to Explore

Chapter 2 A STUDENT TEACHER’S VALUES ANDDEVELOPING TEACHING STYLEA. Exercise Exploring Values and Self-Knowledge

Chapter 2 asks you to explore your values and your degree of self-knowledge and the following exercisewill help you reflect on whether you are authentic and actually live based on your values.

Using a scale of 1 = “not as authentic as I’d like to be” to 5 = “I’m highly authentic,” rate yourself onthe following:

1. When I am wrong, I admit it easily. 1 2 3 4 5

2. I speak up for myself, my needs, and my interests. 1 2 3 4 5

3. I can express strong emotions such as hurt, anger, or upset with honesty and candor.1 2 3 4 5

4. What I admire, love, and enjoy I can discuss frankly, openly, and comfortably. 1 2 3 4 5

5. I am honest with others concerning my true feelings when true feelings are discussed. 1 2 3 4 5

6. If I am excited, I show it. 1 2 3 4 5

7. I think the real me, that is, what is inside of me, is what I let others see. 1 2 3 4 5

8. I am truthful, accurate, and specific in what I believe, and I communicate it well to others. 1 2 3 4 5

9. I accept my emotions as I experience them, and sometimes act on them or decide not to act. 1 2 3 4 5

10. I am able to defend with conviction what I believe to be true in group discussions. 1 2 3 4 5

Answer the following using a few sentences for each answer:

1. When and where do you exhibit more authentic behavior?

2. Do your cultural values often limit your ability to discuss your values candidly?

3. Has fear of rejection or fear of disapproval caused you to fail to express your values openly?

4. Who do you know that you can describe as a highly authentic person?

5. Is your teaching style based on your philosophy of education and the values you deem importantor do you tend to copy the style of others?

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Chapter 3 BEING OBSERVED: DISCOVERING YOURCOMPETENCIES

B. Receiving Feedback

Receiving feedback from a supervisor that a student teacher perceives as criticism happens. Experts sug-gest that pausing briefly before answering helps. Also suggested are behaviors that diffuse strong feel-ings. These follow:

● Breathe deeply.

● Think before formulating a reply.

● Ask for specifics and examples.

● Use an exit line if you are emotionally overwhelmed. Examples are:

“I need time to think this over. Could we talk later today?”

“This is important. I would like some time before I respond. Would a meeting tomorrow be possible?”

Why might negative self-talk pop into your mind when you are being evaluated? Which of the abovemight work for you, and why?

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Chapter 4 REVIEW OF CHILD DEVELOPMENT AND LEARNINGTHEORY

C. Teachable Moments

You have run across the term teachable moments in your training and perhaps have become adept atusing this strategy. It involves a four- to five-step process.

1. Observing a child or a group of children’s self-chosen actions and efforts.

2. Making a hypothesis about exactly what the child is pursuing, exploring, discovering, playing,and so on.

3. Making a teacher decision to intervene, act, provide, extend, or in some way offer an educationalopportunity to further growth or knowledge on the child-chosen agenda. This can be done in anumber of ways, so this step often involves teacher reflection and contemplation.

4. Choosing exactly what you will do or provide, then acting. Often, this could be simply asking aquestion, such as “You are putting small pieces of torn paper in Andy’s cage: What do you thinkAndy is going to do with them?” It might be silently providing wedge-shaped blocks to a group ofchildren racing small cars down a ramp. Or it might be letting a child who has been watching thekitchen helper whip eggs, then helping the child try it.

5. A final step may be having the child tell, act out, communicate, dictate, or in some way representwhat has been experienced, if this is appropriate.

A teacher working to promote early literacy skills can connect teachable moments to opportunitiesinvolving literacy skills, such as using printed signs. Have you observed your cooperating teacher beingaware of teachable moments? How skilled are you at recognizing and deciding which teacher interven-tions are best? It is said that teachers who are users of teachable moments rarely say “Good job” or “Hey,that’s great.” Why?

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Chapter 9 COMMON PROBLEMS OF STUDENT TEACHERSD. Listening Skills for Adults

A good listener often asks clarifying questions, to make sure he has a good grasp of a speaker’s intent.Some examples are:

“What you are saying is . . . ?” “You are feeling . . . ?” “What do you mean by . . . ?” “You are concerned about . . . ?” “I understood you to say . . . , right?” Why is it difficult to ask clarifying questions under some circumstances? What do clarifying questions

let the speaker know about you?

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Chapter 10 STUDENT TEACHERS AND FAMILIESE. Weekend Family Take-Home Bags

You have been asked to create weekend family take-home bags for the three-year-olds’ classroom. Youhave a generous budget that allows you to put together five different types of bags. Your center is in aneconomically depressed area, and half the families display limited English skill but are eager to parentwell. The class is ethnically diverse and most children have family members who walk them to school.Describe one of your take-home bags in detail. Compare your creations with another student online.Discuss results.

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Chapter 13 TRENDS AND ISSUESF. Resume Tips

● Keep it brief and to the point.● Avoid personal pronouns. ● Use descriptive action phrases. ● Clearly state your accomplishments, responsibilities, and variety of duties performed. ● Keep your document brief enough to fit on one page (two pages maximum). ● Arrange your headings and dates in a manner that leads the reader’s attention. ● Make good use of space; work for the overall impression of neatness and orderliness. ● Write and rewrite until it is perfect. ● Omit artsy graphics. ● Resumes should be prepared on quality bond paper by a professional typist or on a computer word

processor. ● Investigate quick print and copy service costs for multiple copies. ● Take the time to do it right!

Do not use headings such as “Resume for Mary Jones.” This information is self-evident. It is importantto list both your home telephone number and a message telephone number in the heading: You will wantto receive every employer’s call. Availability lets you identify exactly what date you can begin working.

Be clear about the position sought. You may be interested in more that one position; if so, apply sep-arately for each. Resume experts recommend just one job title per resume. They suggest applying for oneposition at a time, even when others are posted by the same employer.

In listing your experience, begin with your most recent job and proceed backward to your earliest job.Make your experience summary interesting and exciting to read. Show a broad range of duties wheneverpossible. Use phrases instead of full sentences. Include volunteer work experience and student teachingassignments.

List unrelated part-time and summer jobs if you feel they may enhance your image. It is not necessaryto cite salaries, reasons for leaving, or supervisors’ names at this point. Education background is listedbeginning with your highest formal degree, then informal training. Include each school’s name andaddress, mentioning current enrollment.

Professional conferences, workshops attended, or additional informal training can be listed sepa-rately, under other training. A statement like “numerous college training conferences, workshops, adultnight school, including . . .” can lump all of this type of training together.

Special competencies or skills such as speaking an additional language, ability to play a musical instru-ment, clerical skill, and program planning and specialties like yoga instruction, gardening, and puppetryshould be mentioned. Describe your technology skills and list your membership in professional associa-tions and organizations to display your interest and commitment. Listing honors, scholarships, awards, ora GPA of 3.0 or better goes in this section, or any related activity that called for significant leadership onyour part.

If references are listed, give each person’s name, address, and updated telephone numbers (both workand home). Job titles and places of employment are included when references are professional rather thanpersonal. An alternative statement, “Written references available upon request,” is often substituted.

Items to omit in a resume follow: ● Salary. This subject is discussed later, at the serious stage of an interview.● Reason for leaving jobs. People assume you left one job for a better one.● Being out of work. Most employers prefer to hire people who are working.● Photo. An interview will allow the employer to see you.● Written references. These can be submitted later.

Remember, a resume is an individualized document. It is your decision as to what is included. Hopefully,your resume will clearly and unmistakably say to the employer, “Call me for a personal interview.”

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G. Useful Web sites to Explore

http://electronicportfolios.com (electronic portfolios)http://www.ets.org (Education Testing Service)http://www.kidsource.com (a parent-operated site)http://www.cse.ucla.edu (National Center for Research on Evaluation, Standards, and Student Teaching)http://www.cec.sped.org (Council for Exceptional Children)http://www.pta.org (National Parent Teacher Association)http://www.counseling.org/tragedy/tragedy.htm (children coping with trauma)http://www.ffcmh.org (the Federation of Families for Children’s Mental Health)http://www.actagainstviolence.org/1center/ (Adults and Children Together Against Violence)http://www.familysupportamerica.org (Family Support America)http://ericeece.org (ERIC Clearinghouse on Elementary and Early Childhood Education)http://www.nccp.org (National Center for Children in Poverty)http://www.preknow.org (Pre-K Now)http://www.developingchild.net (National Scientific Council on the Developing Child)http://www.naccrra.org (Click “For Parents” for a booklet on selecting high quality child care.)

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H. Interview Practice

Practicing the answers to interview questions is another way to prepare for a teaching position. Reviewthe sample questions below and consider your answers.

General● Why are you interested in this position?

● What would you like to be doing five years from now?

● What are your three greatest strengths and limitations for this job?

● Why should I hire you?

● What is your greatest accomplishment to date?

● Of your past duties, which have you liked the best and least? Why?

● What is the ideal job for you?

● What attracts you to this center?

● What can you tell me about your past experience with children?

● Do you prefer to work with two-, three-, four-, or five-year-olds? Why?

● What are your talents?

● Can you describe how children best learn?

● What are important services that centers can provide for parents and community?

● What is a typical morning schedule in your classroom?

● What do you feel promotes a spirit of teamwork between teachers working in the same classroom?

● What experiences have you had in working with parents?

● What guidance techniques work best for you?

● Briefly describe your philosophy concerning appropriate goals for an ideal early childhood centerenrolling four-year-olds?

● What type of activities do you offer children with great enthusiasm?

● If you could pick only four picture books for three-year-olds, which four would you choose?

● Pick a theme and describe how you would offer that topic to young children.

● What well-known early childhood educator has made a lasting impression on you?

● Do you belong to professional organizations or associations?

● In what ways would you be an asset to our program?

● What events, programs, and activities have you developed or initiated that were important and suc-cessful for enrolled children?

● Have you developed an IEP (Individual Education Plan) for a special needs child? What goals wereaccomplished?

● What methods or strategies would you plan to increase English usage in a bilingual child?

● What do the words developmentally appropriate mean to you?

● What will be your most important goal in working with young children?

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Situational● What would you do if a three-year-old child wet his or her pants?

● How would you react to a parent who angrily said, “This school is much too rigid”?

● A child just said, “You’re an ugly witch!” How would you deal with it?

● A child has just kicked you; how would you handle it?

● Your co-teacher acts unethically; what would you do?

● What are sources for free or inexpensive creative or art materials?

● Tell us about a problem you solved at your last place of employment.

● What type of school fundraising activities may be the most successful?

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