9780137152902

Your Early Childhood Practicum and Student Teaching Experience: Guidelines for Success is designed for students who are assuming the responsibilities of teaching young children while receiving guidance and supervision. Students may be taking part in a variety of student teaching experiences. These may include capstone courses for one-year certificate programs and for associate degree programs, practicum experiences in a community college setting, as well as traditional early childhood programs in a four-year university setting. This text offers both theory and practical application to guide each student to a successful conclusion of the practicum and student teaching experience. New to this Edition! Current information on national and state standards Reauthorization of RReauthorization ofNo Child Left Behind Assessment ofALLchildren Diverse family structures and family systems such as grandparent-headed families,families with one or more LGBT parents, military families, single parent families, and families experiencing poverty Expanded focus on inclusion and working with children who have special needs and their families Expanded focus on professional behavior Lesson planning with sample formats Electronic portfolio development and expanded portfolio activities Helpful web sites on each topic

Chapter 1 Preparing to Begin Student Teaching

Final Preparations for Day One

Terminology of Student Teaching

Making a Good First Impression

Develop Knowledge Base

Examination of Personal Assumptions and Beliefs

Reflective Inquiry to Raise Awareness and Reduce Harmful Assumptions

Potential for Cultural Misconceptions

Initial Meetings

Communicate with Cooperating Teacher

Communicate with Children

Maintain Confidentiality

Communicate with Your Supervisor

Sample Topics for Meeting with Supervisor

Communicate with Administration

Communicate with Support Staff

Communicate with Friends and Family

Personal Preparations

Legal Considerations

Health Considerations

Stress Management

Development of a Support System

Need for a Support System

Creating a Peer Group Support System

Process of Group Support16

Benefits of the Support Group

Keeping a Human Connection

Final Thoughts

Activities for Reflection and Thought

Portfolio Activities

Chapter 2 Becoming a Professional

What It Means to Be a Professional

Terminology

Ethical Guidelines and Professional Standards

The Code of Ethical Conduct and Ethical Dilemmas

Confidentiality

Written Sources for Professional Decision Making

Knowledge and Critical Reflection

Identification and Involvement

Professionalism and Lifelong Learning

Professional Growth as a Team Member

Becoming a Professional Member of the Workplace

Becoming an Informed Professional

Professional Issues Related to Early Childhood

Public Perception

Compensation

Increased Demand for Early Education

Shortage of Early Childhood Teachers

Final Thoughts

Activities for Reflection and Action

Portfolio Activity

Chapter 3 Establishing Effective Professional Relationships

Establishing a Positive Relationship with Cooperating Teachers

Differing Types of Cooperating Teachers

Invited Guest/Participant

Establishing a Successful Mentoring Relationship

Establishing a Positive Relationship with Your College Supervisor

Effective Communication and Building Relationships

Developing Effective Communication Skills

Effective Communication and Nonverbal Behaviors

Importance of Verbal Behaviors and Active Listening

“Growing Pains”: Stages of Development

Stages of Student Teaching

Comments During The Early Days

Comments on Becoming a Member of the Teaching Team

Comments on Soloing as a Teacher

Comments on Feeling Like a Teacher

Final Thoughts

Activities for Reflection and Action

Portfolio Activity

Chapter 4 Guiding Young Children in the Classroom

Metaphorical Perspective

Emphasis on Classroom Management

Distinct Areas of Classroom Management

Discipline and Guidance

Definition of Terms

Guidance Approach

Focus on the Child

Teaching Self-Discipline<

Guidance for Infants and Toddlers

Supportive Time Away

Modeling Effective Strategies

Behavior as Communication

Guidance Strategies

Conflict Resolution

Class Meetings

Peace Table

Additional Behavior Management Techniques

Assertive Discipline

Logical Consequences

Glasser’s Choice Theory

Limits or Class Rules

Behavior Modification

What To Do When All Else Fails

Real-Life Ethical Dilemmas

Setting the Stage

Student Teacher’s Response

College Supervisor’s Response

Cooperating Teacher’s Response

Ethical Dilemma and the Decision-Making Process

Comments

The Support Group Meets

Final Thoughts

Activities for Reflection and Action

Portfolio Activity

Chapter 5 Classroom Management: Environments and Routines

Physical Space and Classroom Management

Safety and the Classroom Environment

Color and the Classroom Environment

Texture and the Classroom Environment

Furniture and the Classroom Environment

Multicultural Elements and the Classroom Environment

Arrangement of Physical Environment and Program Philosophy

Common Types of Physical Space

Physical Envronment and Inclusion of Children with Special Needs

Emotional Climate and Classroom Management

Young Children and Fear

Using Play to Develop Emotional Well-Being

Bloom’s Taxonomy and the Affective Domain

Classroom Management and Rules

Classroom Routines

Daily Routines

Time Management

Schedule for Managing Classroom Time

Transitions

Outdoor Physical Environment

Final Thoughts

Activities for Reflection and Action

Portfolio Activity

Chapter 6 Observations and Evaluations of Student Teaching

Making the Most of the Observation/Evaluation Process

Goals of Observations

Climate of Trust

Observations of Teaching

Direct Observation

Format

Purposes of the Observation

Informal Observations

Peer Coaching

Video Observations

Evaluation

Receiving Criticism

Personal Characteristics

Self-Evaluation

Reflective Journals

Forms of Inquiry

Process of Journal Writing

Portfolios

Definition of Terms

Levels of Portfolio Development

Electronic Portfolio Development

Criteria for Assessment

State Standards and High-Stakes Assessment

Praxis Tests

Passing the Praxis Tests

Certification

Peer Support Group

Evaluations and the Unexpected

Time Management

Final Thoughts

Activities for Reflection and Action

Portfolio Activity

Chapter 7 Assessment of Young Children

Assessment: A Blessing or a Curse?

What Assessment Is and What It Is Not

Assessment-Related Terminology

Testing

Measurement

Standards

Purposes of Assessment

Assessment to Monitor Understanding

Assessment as a Screening Tool

Assessment to Evaluate Programs

Assessment for Accountability Purposes

Formal Assessment

Informal Assessment

Observation

Authentic Assessments

Children’s Portfolios

Performance Assessment

Alternate Assessment

Assessment Considerations for Special Populations

English-language learners

Children who have special needs

Final Thoughts

Activities for Reflection and Action

Portfolio Activity

Chapter 8 Supportive Instruction

Recognizing Children’s Unique Ways of Knowing

Relating Instruction to Young Children’s Ways of Knowing

Children’s Ways of Knowing

Utilizing Children’s Sensitive Periods

Applying Gardner’s Theory of Multiple Intelligences (MI)

Developmentally Appropriate Practice and Curriculum

Developmentally Appropriate Practice

DAP versus DIP

Curriculum

Supportive Instruction in Communication

Student Teacher’s Role in Language Development

Supporting a Language-Rich Environment for Bilingual Children

Antibias Curriculum

Supportive Instruction Using an Integrated Curriculum

The Project Approach and the Integrated Curriculum

Content Areas and Standards

Lesson Planning

Technology and Supportive Instruction

Technology in Preschool

Developmentally Appropriate Software

Assistive and Adaptive Technology

Final Thoughts

Activities for Reflection and Action

Portfolio Activity

Chapter 9 Understanding Diverse Communities and Interacting with Children’s Families

Changing Cultural Demographics

Demographic Changes and Teachers

Terminology

Student Teaching and Becoming Culturally Competent

Breaking Down Cultural Barriers

Awareness of Diversity Within Minority Cultures

Family Involvement and Cultural Diversity

Difference in Parent-Child Communication

Diverse Family Structures in Today’s Classrooms

Collaboration with Diverse Families

Grandparent-headed Families

Families with One or More LGBT Parents

Military Families

Single Parent Families

Families Experiencing Poverty

Families of Children with Special Needs

How to Develop Positive Home—School Relationships

Building Effective Interaction with Children’s Families

School Visits and Interaction with Children’s Families

A Culture-Friendly Room for Children and Families

Selection of Culturally Appropriate Books and Stories

Home Visits and Interaction with Children’s Families

Parent Conferences and Interaction with Children’s Families

Nonverbal Cultural Codes

Physical Proximity, Eye Contact, and Touch

Final Thoughts

Activities for Reflection and Action

Portfolio Activity

Chapter 10 Completion of Student Teaching: Looking Ahead

Leaving Your Student Teaching Practicum

Leaving Your Cooperating Teacher and Colleagues

Leaving the Children in Your Placement

Final Evaluation of Student Teaching Practicum

Planning Ahead after Graduation

Networking

Resume Writing

Job Fairs

Applications

Interviews

Preparation for the Interview

Sample Interview Questions

Additional Interview Tips

Follow-Up to Your Interview

Final Thoughts

Sample Format for Cover Letter

Sample Format for Resumé

Activities for Reflection and Action

Portfolio Activity

Appendix A Code of Ethical Conductand Statement of Commitment

APPENDIX BNCATE Unit StandardsStandard 1: Candidate Knowledge,

Skills, and Professional Dispositions

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Your Early Childhood Practicum and Student Teaching Experience : Guidelines for Success

Your Early Childhood Practicum and Student Teaching Experience : Guidelines for Success

0137152906

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