Nurturing Classroom Culture
Nurturing Classroom Culture
In this video, the main principle that is highlighted is on coaching children to develop collaborative and negotiation skills (High scope 2012). Collaborative coaching leads to one to one support of students, assistance, and get feedback. This leads to great benefits to students. It also presents an environment that includes improved implementation of various teaching strategies. Students through Collaborative coaching have an improved sense of belonging, thus, leading to a positive school and classroom environment.
This classroom clearly depicts how the instructor can work collaboratively with students. She joins student’s activities at the children’s level. The teacher is able to listen attentively to what the students are saying and is able to restate or repeat their words. Whenever the teacher needs to understand students, she asks them meaningful questions. This helps the teacher to evaluate the student’s interpretation of meanings. For example, she asks one of the girls to exam plain what a jar candle is. She waits for students to explain what they understand at an own pace. Each child is given time to explain their understanding of jar candle as the instructor listening attentively. This interaction between the adult and children we see that children are given the lead because it is based on a play situation.
The teacher in such a situation has to take opportunities to challenge students gently through introducing new vocabularies and new ideas. However, in so doing they manage to stay within the goal and context of children play. Interaction between an adult and a child does have a vital role in the development and learning process of children. This video is a demonstration that a classroom is the place where teachers are guiding, nurturing, and responsive to children. The children at the same time are viewed as being initiative and are persistent and active in the work they do. Play is a vehicle through which children can promote their cognition, language, self-regulation develop and become socially competent(Naryc 2012).
Reference
Naryc (2012) 12 principles of child development and learning that inform practice. Retrieved from http://www.naeyc.org/dap/12-principles-of-child-development
On October 31, 2012
High Scope (2012) inspires educators and children. Retrieved from http://www.highscope.org/Content.asp?ContentId=381
On October 31, 2012
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