Prekindergarten teachers can collaborate with families to ensure that young students engage in the hands-on learning experiences they need.
While educators across all grades have scrambled to determine what effective remote learning looks like, early childhood educators have faced a unique challenge. Young students’ learning occurs through hands-on experiences guided by an intentional facilitator, and even the best educational technology cannot replicate this human connection.
The challenge we face, then, is not how to virtually teach our students, but rather how to empower their caregivers with the confidence and skills to implement intentional, hands-on learning at home.
Whether schools are using regular grades or not, teachers need to accurately assess learning while their students are at home. These are some helpful ideas to consider.
All of us are challenged with trying to implement effective teaching in this distance learning environment, and assessment is certainly part of that. Many schools are wrestling with grading practices, with some choosing pass/fail structures and others are sticking with traditional grading practices. And of course, there are others who are somewhere in between. But all of us will need summative assessments of student learning, whether we report them as a grade or pass/fail.
A preschool education director shares what her school is doing to keep kids’ screen time to a minimum while fostering play-based learning at home.
Our current health crisis has given remote learning a global platform, with stay-at-home orders closing school buildings across the country. For early childhood educators who promote play- or project-based approaches, going remote can be a particularly daunting task.
Preschools rely heavily on openness to free play within carefully curated environments.
What an educator with experience teaching online has learned about structuring students’ online and offline experiences and how to provide feedback to keep the learning going.
Building a successful virtual learning program can help teachers and students grow. Having taught in the virtual space throughout my education career, I’ve found, like others, that doing so requires a combination of characteristics: expertise in lesson planning and assessment, adaptability in what learning can look like in a virtual space, and a belief in students’ ability to rise to a challenge with support.
A simple technique that takes just a few minutes can help an agitated student regain the state of mind needed for learning.
So often we find students in a stressed or anxious state of mind. The most telltale signs are inappropriate behaviours or outbursts, negative comments, and anxiety-ridden movements such as fidgeting, leg shaking, and fist clenching. These signals should raise an immediate concern and indicate to educators that a response may be needed. The goal is to guide the student to a self-regulated mindset, but how does a teacher do that?