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MATH LESSONEarly Childhood Indicators of Progress:Domain: Creativity and the Arts, Domain Component: Responding, Indicator of Progress: 1. Show others and/or talk about what they have made or done. PG 40.Domain: Cognitive Development, Domain Component: Mathematical and Logical Thinking – Patterns and Relationships, Indicator of Progress: 1. Recognize and duplicate simple patterns.Concepts:Patterns are repeating.Patterns can be made out of anything.Objectives:Given the harvest pictures, the children will continue with the pattern already made up. (Two pictures for the younger, four for the older.)Given different harvest pictures, the preschoolers will create their own pattern.Advanced Preparation:Materials:Assortment of colored and cut out harvest/fall picturesPart of an already done patternPaperGlueSet Up:Make up two different pattern boards, one with two repeating pictures and the other with three repeating pictures.Have extra harvest/fall pieces spread out on the table that are already colored and cut out.Introduction:Ask the children to name all of the different harvest/fall pictures. “Can you point to all of the different pictures and tell me what they all are?” (Knowledge)Ask which one is their favoriteAsk what they know about it and the other pictures as well. “Good, now can you tell me what you know about pumpkins?” (Knowledge)Procedure:Show the students the pre-made patterns.“Can you tell me what the pattern is? (Knowledge)“Why is that a pattern?” (Analysis)“Do you think you could continue on with this pattern?”Show them where all of the different pictures are and how to continue it on.***Watch/help as they continue with the pattern.***“Good patterning skills, now do you think you could make your own pattern?” (Application)Hand them a piece of paper.Let them pick out their own pieces to make a pattern with. ***”Now take some harvest pictures and make your own pattern.”***Make sure they lay out the pictures before gluing them just in case they need a little help. “Just lay the pieces in a pattern first before we glue.”Once the pattern is laid out on the pieces of paper like the student wants, give them a glue stick and allow them to glue it down.“Let’s glue our pattern down now so it doesn’t move so that you can take it home!”Closure:Give a good personalized compliment to the child about their pattern.Re explain that patterns can be anywhere and can go on forever.Transition:“I want you to put your pattern into your mailbox to take home with you later today and get ready for the next activity.” (I will figure out what is going to happen after I teach my lesson and excuse them to do that.)Developmental Variations:Since I am at Madison Elementary, I have a wider age group. So, with the younger ones I am going to only have two pictures and the older I will have three.Source:None.MATH REFLECTIONDid the activity meet intended outcomes? Why or why not?(If you had to veer from your original goal, why? Was it still an effective lesson?)With some of the children and for the most part my intended outcome was met. A lot of the children didn’t really know what the word “pattern” meant, but they could pick one out in the room. For example, the kids could pick out the black and orange ring pattern that was hanging up. With some children it was a little bit harder to keep them on task with what I was trying to teach because other things were going on in the room. Overall, I thought the lesson was effective because all of the children got the practice pattern right and got an example of a pattern made by his or herself to take home.What additional strategies could you use to teach this content/lesson?(What would you do differently)First of all I think it would have been nice to be alone with the children and not have as much of a distraction by the other students. Besides that I don’t think I would have done anything differently. I thought that the content and the way I taught it worked pretty well. Having them look for patterns, practice a pattern, and then do a pattern on their own seemed to have a good effect on the students.Did the materials you choose support your lesson? What other materials could you use to support your lesson? (This includes room arrangement as well as manipulative and supplies. Please describe.)After doing this, I would have made the pictures a lot smaller. It was hard for the kids to look at the whole pattern since the pictures were so big because it made it very long. I also wish there would have been more glue sticks. Preschoolers and liquid glue just don’t mix very well. Other than that everything was fine. The amount of the pattern seemed to be good for the various age groups, two pictures for the younger and four for the older. I sat at a back table with the preschoolers and did this individually with them. We got to look around the room for different types of patterns and talk about it a little bit more.Were the children able to follow your directions? Did they take part in the lesson in the way you anticipated? What improvements could be made in your communication?Most of the children followed the directions very well and partook in the lesson the way I anticipated. I did have some troubles with one or two that were not paying attention or didn’t “want to” do what I was telling them. It was a little bit frustrating and I wasn’t sure how to handle it. I just need to be sterner with the students and not give in and help them as much as I do. SCIENCE LESSONEarly Childhood Indicators of Progress:Domain: Approaches to Learning, Domain Component: Curiosity, Indicator of Progress: 1. Show interest in discovering and learning new things. PG 20.Domain: Cognitive Development, Domain Component: Scientific Thinking and Problem Solving – Observing, Questioning, and Investigating, Indicator of Progress: 1. Use senses to explore the materials and the environment. 2. Ask questions and seek answers through active exploration. 3. Make predictions about objects and natural events. PG 44.Concepts:Predictions lead to findingsPumpkins float. (Don’t tell them until they see for themselves.)Objectives:Given the pictures of water and a pumpkin, the preschool students will predict whether they think a pumpkin will sink or float.Given the pumpkin, the students will observe as they place it into the bowl of water to find out if what they predicted was right.Advanced Preparation:Materials:Water bowl pictures (cut out and colored)Pumpkin pictures (cut out and colored)TapeBowl of waterSmall pumpkinPaper (for me to graph)Markers (for me to graph)Set Up:Have a bowl of water and a small pumpkin set out on the table.Have enough pictures of bowls and pumpkins for each student to get one of each.Introduction:“Have you ever brought a pumpkin in the bath with you?”“What does floating mean?” (Knowledge)To stay on top of the water.“Can you think of anything that you know does float?”Procedure:Give the child a picture of a bowl of water as well as a pumpkin.Explain to them that they are going to make a prediction and place the pumpkin where they think it will end up in the water.“I want you to make a guess, or a prediction, to where the pumpkin will end up when it is placed into the bowl of water.” (Analysis)They will either put their pumpkin on top of the water or in the water.***Give the students tape to be able to tape the paper pumpkin onto the paper bowl of water with their guess.***As each student predicts, I will record whether he or she thinks the pumpkin is going to sink or float on a separate piece of paper.Once the student has his or her pumpkin taped on, I will have them place the pumpkin into the bowl of water.“Alright, now that you have your guess recorded, I want you to gently place the pumpkin into the bowl of water.”Let the student watch as the pumpkin either sinks or floats.“What is the pumpkin doing?” (Analysis)The student will watch and talk about how maybe the pumpkin is bobbing trying to decide if it wants to sink or float.***Ask them to compare their paper prediction to the actual pumpkin and water that is in front of them.***“Let’s compare your prediction to the actual experiment, where you right?” (Application)This is when they will be able to look at what they guessed and see if they were right or wrong.Talk about their prediction a little bit and ask them why they guessed the way they did. (Will vary between children.)Closure:Refer back to some of the other items the student said they knew floated and ask them why they think this.Talk about how an item will float if it’s mass, explain it is like weight, is less than the water. “The reason that the pumpkin floats is because the mass of the pumpkin is less than the mass of the water. Mass kind of means weight, do you know what weight means?” Discuss depending on what the children say.Show the students the graph of all of the different predictions from the entire class about the pumpkins. “What did most of the students guess?” (Application) – They will look at the graph I made and tell me which had more guesses.Transition:“You can do this activity with almost anything. Make predictions about different items and then test them out on your own at home! You can put your prediction pumpkin you’re your mailbox to take home and remember how to make predictions.”Developmental Variations:I feel like this activity will be good at Madison because it is good for both the younger and the older ages in the preschool. I also feel like this is an activity that is good for all developmental stages in early childhood.Source:Modified from REFLECTIONDid the activity meet intended outcomes? Why or why not?(If you had to veer from your original goal, why? Was it still an effective lesson?)The pumpkin sinking or floating activity, I thought, turned out very well. All of the children actually guessed right, that a pumpkin would float. How I started the lesson was talking about going into the bathtub and whether or not their toys floated. I knew that most of the kids would need help with the words predict and float, so we talked about them both for a little bit before the actual experiment. My main goal was to get the kids to make a guess and compare their prediction with what actually happened. Since they all guessed right, it was so good to see how excited they each got when they realized that what they guessed and what actually happened matched.What additional strategies could you use to teach this content/lesson?(What would you do differently)I’m not sure I would really do anything differently for this lesson. The one thing I started doing after they put the pumpkin into the water was to have them push it down to the bottom and watch what it did. I could have thought of that earlier and put it into the lesson plan, but it was one of those things that I thought of right on the spot. Other than that, the lesson went really well and the students definitely understood what I was talking about. There were a few new words that I taught them, like predict, but in general they knew what it meant to guess and that they were watching to see if they were right or wrong about a pumpkin floating or not.Did the materials you choose support your lesson? What other materials could you use to support your lesson? (This includes room arrangement as well as manipulative and supplies. Please describe.)The materials that I used were pictures of pumpkins and water, an actual small pumpkin, and a bucket of water. The students glued a paper pumpkin onto the paper water bowl where they thought it would be when they actually placed a pumpkin in water. Then, obviously, the pumpkin and water were used for the experiment. I did this with the children individually at a back table when they were waking up from naptime. There was another table with play dough at it, so I could focus on one child at a time. I think the materials and room arrangement worked out perfectly for what I was trying to accomplish.Were the children able to follow your directions? Did they take part in the lesson in the way you anticipated? What improvements could be made in your communication?For the most part the children did follow my directions. Since the toddlers are in the room when I am there also, they wanted to try as well. I tried my best to explain to them what we were doing, but one really just wanted to play in the water. He dropped the pumpkin into the water mainly to make a splash. Once he saw that it splashed, he kept bringing different objects over to put into the water, it was kind of frustrating. Otherwise, all of the preschoolers placed the pumpkin into the water gently like I had asked them and watched what it did.STORY LESSONEarly Childhood Indicators of Progress:Domain: Language Literacy and Development, Domain Component: Listening, Indicator of Progress: 1. Understand verbal and non-verbal cues. 2. Listen with understanding to stories, directions, and conversation. PG 30.Domain: Language Literacy and Development, Domain Component: Speaking, Indicator of Progress: 1. Initiate, ask questions, and respond in conversations with others. PG 31.Concepts:The mouse in the story asks for many different items.Making an activity interactive helps kids to focus.Objectives:Given the different objects from the story, the preschoolers will Velcro the piece next to the mouse at the appropriate time of the story.Given the story, the students will be able to describe what the items the mouse wants are and why he might want them in that order of events.Advanced Preparation:Materials:Mouse posterItems from the storyThe book “If You Give A Mouse A Cookie”Set Up:Draw the mouse posterCut out and put Velcro on the back of the story piecesMemorize the storyIntroduction:“What do you like to drink when you have a cookie?” (Synthesis)Talk a little bit about cookies and milk.Show them the different objects from the story, but make sure they don’t touch them yet.“What do you think the Mouse in the story is going to ask to drink?” (Synthesis)Procedure:Pass out the objects evenly to the students.Go around the circle and ask the children to name their objects. “Can you tell me what all of your items are?” (Knowledge)After everyone gets a chance to tell what their items are, explain that when they hear their item being talked about in the story, they can come Velcro it next to the mouse.Begin the story***Go slow enough so that the students can look through their pieces and be able to hear it and math it to the story.***Continue through the story with the students putting up their items according to the story.After each new item is said, I will take down the pieces so that the next student can put their piece up.***Each student will have multiple turns to put up an item from the story at the appropriate time.***Closure:“What did the Mouse ask for to drink with his cookie, were you right?” (Application)Discuss the chain of events that takes place in the story. “Has something like this ever happened to you before? Where you start by wanting one thing and it leads to a lot of other things you want?” (Analysis)Let the students tell about different experiences they have had.Transition:This will probably be after snack during afternoon circle time and it if is nice out we go outside. I will dismiss the preschoolers one at a time to go put their coats on and have them line up to go outside.Developmental Variations:Instead of passing out the objects and letting each student do their own, I could lay all the pieces out on the floor and we can find the object as a class.Source:None.STORY REFLECTIONDid the activity meet intended outcomes? Why or why not?(If you had to veer from your original goal, why? Was it still an effective lesson?)For the most part, my intended outcomes were met. I wanted the children to listen to me as I read the story and be able to hear the object that they were holding and place them on the mouse board. Most of the children were listening very intently and were able to hear their object right away, however, some of the younger ones I had to hint at it a little more for them. Overall I thought it turned out quite well and the students understood what to do.What additional strategies could you use to teach this content/lesson?(What would you do differently)There were a couple of things I would have done differently. I wish that there were more objects for some of the children because I think they would have been able to listen close enough and it would have been more of a challenge. Also, I think I should have posted the mouse up somewhere so it wouldn’t have been in front of me the whole time. I also thought about laminating the pieces, but it wasn’t until after I put the Velcro on that I thought of it.Did the materials you choose support your lesson? What other materials could you use to support your lesson? (This includes room arrangement as well as manipulative and supplies. Please describe.)I was very happy with the materials I used in the lesson; however, I do wish there were more objects in the story. I sat down with the children as a circle time and put out the carpet spots on my own. My mouse turned out well and I feel like the kids were very excited to have something to listen for and to put on the Velcro spot.Were the children able to follow your directions? Did they take part in the lesson in the way you anticipated? What improvements could be made in your communication?I thought all of the children listened to directions and participated very well. As with all situations in preschool, the kids all like to tell their own story so we got a little bit side tracked. It’s nice to have the few students I do have in situations like these so they get a chance to tell their own stories. Next time I do something like this, I would like to find a book with more objects in it so that the children have more to be involved in it since they seemed to really enjoy it.LARGE GROUP LESSONEarly Childhood Indicators of Progress:Domain: Approaches to Learning, Domain Component: Imagination and Invention, Indicator of Progress: 3. Try out various pretend roles in play or with make-believe objects. PG 24.Domain: Approaches to Learning, Domain Component: Persistence, Indicator of Progress: 3. Demonstrate ability to complete a task or stay engaged in an experience. PG 26. Concepts:Using imagination helps excite children to do an activity.Dinosaurs are different colors and sizes.Objectives:Given the specific colored paper, the preschoolers will find the matching dinosaur that is the same color somewhere in the room.Given the dinosaur and bone hiding activity, the preschoolers will put together a dinosaur with all of the bone pieces they found.Advanced Preparation:Materials:Dinosaur cut outs of all different colorsColor swatches to match the dinosaursDinosaur skeleton cut into pieces for each studentSet Up:Cut out dinosaursOne dinosaur/color swatch per childHide the dinosaurs in a visible spot around the roomKeep the color swatches to hand out to the childrenCut up a skeleton of a dinosaurIntroduction:Hold up the different dinosaurs and ask the children if they can tell what they are.“I know you have been learning about dinosaurs, what can you tell me about them?” (Knowledge)“Today we are going to be putting our detective skills to work and finding dinosaurs.”“You will each have your own dinosaur to look for somewhere in the room and they will all be different colors.”“There will also be a dinosaur bone with your dinosaur that we will all put together at the end to make a dinosaur.”Procedure:Pass out a small piece of colored paper to each child so they know what they are going to have to match.“I want everyone to tell me what color he or she has one at a time starting with _______.”) (Knowledge)“So when you are looking for your dinosaur, if you find one that isn’t the same color as yours be sure you stay quiet and just keep looking for your color.”“_____, you have a red piece of paper in your hand, so what are you going to do if you find a blue dinosaur?” (Comprehension)“When you find your dinosaur and the bone, pick them both up and bring it back with you and sit quietly on your carpet spot until the rest of your classmates come sit back down as well.”While the children are looking around for their dinosaurs walk around and help those who look like they may be struggling.“Who can describe to me how you were a detective to find a dinosaur?” (Comprehension)“Now, we all have our own part of a dinosaur skeleton that we are going to put together to make a dinosaur!”Closure:Collect the color pieces from the children, but let them keep their dinosaurs.“How did you like finding the dinosaur to match your colored piece of paper?” (Evaluation)“You get to keep your dinosaurs so you can put them in your mailbox and take them home and have your family try and be detectives to find the dinosaur!”Transition:I usually do activities before snack or before we go outside. So after the activity is finished, I will have the children either wash their hands and go sit down, or go put their coats on to play outside.Developmental Variations:I could have all dinosaurs the same color, still enough for each child to find one and they all just look for any dinosaur.Source:Adapted from GROUP REFLECTIONDid the activity meet intended outcomes? Why or why not?(If you had to veer from your original goal, why? Was it still an effective lesson?)The intended outcome was met and not met at the same time. The children all knew what they were supposed to look for their color dinosaur and sit back down once they found their matching color. I stressed in the beginning that if they see a dinosaur that doesn’t match the color that they are supposed to be very quiet and not tell anyone where the dinosaur is. This was the outcome that was not met. Some of the children kept quiet once they saw a dinosaur, but others would yell out that they found a blue dinosaur. It was quite frustrating and I kept reminding them to be quiet so after awhile they didn’t blurt out other colors. I think they really liked the fact that they all had their own dinosaur to look for, but were frustrated when they kept finding other colors.Also, I was going to include a dinosaur bone with each dinosaur that at the end the students would construct the dinosaur out of the bones they found. I didn’t think there was going to be enough time for all of that, so we just left that part completely out. I thought the lesson was still effective, though.What additional strategies could you use to teach this content/lesson?(What would you do differently)I would stress a lot more that they are to keep quiet if they find a color that isn’t the one they are looking for. Also, I had a dark blue and a light blue and the student with the dark blue color actually took the light blue dinosaur, so I would be sure to have all different colors and no shades of the same color. Other than that, I thought that the lesson went very well and the children enjoyed it very much.Did the materials you choose support your lesson? What other materials could you use to support your lesson? (This includes room arrangement as well as manipulative and supplies. Please describe.)I liked the materials I used and the way the room was set up. Like I said above though, I need to make sure I don’t use any of the same color but in different shades. I hid the dinosaurs in an open place and at eye level or lower of the preschoolers. There were many places around the room that I got to put the dinosaurs that they were blending in a bit, but definitely still easy enough for the preschoolers to find. I put the names on all of the color swatches that matched the dinosaurs so that they knew exactly what they were looking for. I thought it worked really well.Were the children able to follow your directions? Did they take part in the lesson in the way you anticipated? What improvements could be made in your communication?For the most part, the children followed the directions very well, besides when they were yelling out that they found a different colored dinosaur. They all knew that they were going on a dinosaur hunt to find the dinosaur that matched their color. When they saw the other dinosaurs, even thought they said it, they didn’t pick them up. They all took part in the lesson very well and they seemed to enjoy it a lot. I’m not sure there is much I could do about telling them not to say the other dinosaurs out loud because they are preschoolers and will probably say what they see no matter how many times I tell them.ART LESSONEarly Childhood Indicators of Progress:Domain: Creativity and the Arts, Domain Component: Responding, Indicator of Progress: 1. Show others and/or talk about what they have made or done. PG 40.Domain: Cognitive Development, Domain Component: Mathematical and Logical Thinking – Patterns and Relationships, Indicator of Progress: 1. Recognize and duplicate simple patterns.Concepts:Different item textures cause different patterns on the paper when they are painted with.Painting with corncobs creates beautiful pictures.Objectives:Given the corncobs and paint, the preschoolers will design their very own placemat.Given the dry painted paper, the preschoolers will complete the placemat by adding cut outs of leaves, turkeys, and other fall/Thanksgiving themed cutouts.Advanced Preparation:Materials:White construction paperCorn cobsDifferent colored paintsLamination (used once they are completed)Thanksgiving/fall themed cutoutsGlue Set Up:Get out a variety of corncobsPour different colored paints onto separate plates and have specific paintbrushes with the paintsLine the table with newspaperHave paint shirts out for the preschoolersIntroduction:“What are some of your favorite things about Thanksgiving? (Application)“Who likes to eat corn on the cob?”“Well, today, we are going to be painting with the cob, the part that is left after you eat the corn off.”Procedure:Take students as they wake up in small groups (at one of the small tables).Have them put on paint smocks.“What do you think will happen when we dip the corncob into paint and roll it on the paper?” (Synthesis)***Have the students start rolling the corncobs into paint and then onto their piece of paper. They may use more than one color and design it how they wish.***“Why do you think the corncobs make different designs on the paper?” (Analysis)Let the students continue painting until they think that they are finished.Hang them up to dry and come back to them later to finish the project.Hold up the different cutouts and ask, “What are all of these?” (Knowledge)***Now we will be able to add different cutouts to the paintings to complete the project. You can add any of the ones that you want to make it your own.***Once the students have finished the gluing, they will hand them in to get laminated.Closure:“Why didn’t everyone’s placemats turn out the same?” (Analysis)“Once I have these laminated, I will bring them back to you so that you can use them in the future at home!”Transition:“Once you are done with your pictures, please bring it to me and I will bring them back to you next week. Please go look at a book or do a puzzle until your classmates are finished.”Developmental Variations:This art project can pretty much be done with any age or developmental stage. A little extra help may be needed with the dipping in the paint and gluing, but everyone can do the gist of the lesson.Source: REFLECTIONDid the activity meet intended outcomes? Why or why not?(If you had to veer from your original goal, why? Was it still an effective lesson?)The outcomes were sort of met. I guess the main goal was for the students to see the different patterns that were created by rolling the corncobs onto the paper, but some of them just used it more as a paintbrush. They didn’t really care to see what the corncob patterns actually looked like on the paper. I thought it was still effective because they got the point that the different pieces of corncob made different patterns on the paper.What additional strategies could you use to teach this content/lesson?(What would you do differently)I started with only two of the children because they were the only ones awake. As others woke up, they joined. I almost wish I had kept it to being two children at a time because I could focus my energy more on them and ask more questions or talk to them about the patterns that the corncobs were making. I also could have told them not to rub the corncobs, but to roll them on the paper. However, I thought the rubbed ones turned out looking pretty cool because it still created a pattern and texture out of the paint.Did the materials you choose support your lesson? What other materials could you use to support your lesson? (This includes room arrangement as well as manipulative and supplies. Please describe.)I thought the materials worked really well. I liked the idea of painting with the corncobs to show the different patterns made rather than using a paintbrush. I used just three different colors of paint so that it didn’t get too messy and I thought that worked out nicely as well. At first I had it so that each child had a color of paint and a corncob so they didn’t have to wait for a turn, but when more children joined I didn’t want to get out too much paint. When they are dried, the preschoolers will be able to glue on some leaves and I will then laminate them so they can take them home to use as a placemat.Were the children able to follow your directions? Did they take part in the lesson in the way you anticipated? What improvements could be made in your communication?As always, most of the children were able to follow the directions very well. Art is always a little more tricky because the kids get pretty excited about it and just want to do their own thing. I liked this art lesson because it allowed for the children to do their own thing with a little bit of guidance from me. I could have told them more clearly that the point was to roll the corncob in the paint and then onto the paper instead of rubbing it onto the paper. Either way, I still think that the paintings turned out wonderful and will look great when the leaves get glued on.FINGER PLAYTEN LITTLE FINGERS I have ten little fingers and they all belong to me (hold up fingers). I can make them do things, would you like to see? I can shut them tight (make a fist). Or open them wide (open them). I can put them together or make them all hide (interlace fingers). I can make them jump high (put hands above head). I can make them go low (put hands on the floor). I can fold them up quietly and hold them just so! (fold hands together and place on lap). FINGER PLAY REFLECTIONWere the children able to follow your directions? Did they take part in the lesson in the way that you anticipated? What improvements could be made in your communication?I thought that my finger play went over really well with the children. Some of the older ones picked up on some of the words right away and were singing it along with me the best they could. They seemed to love the gloves with faces on them that I wore and wanted to do the song again and again. It’s always nice to see the kids intrigued with what I’m doing and excited to learn more. They were actually taking part in the lesson more than I had anticipated. I knew they would be watching and hopefully attentive, but they jumped right in and tried to learn more. If I had more time, I would have gone over the finger play line by line to teach the children all of the words.TYPES OF TRANSITIONSPART ISettlers: To settle the children down after an activity when switching to another activity.When it is time to clean up, Jamie uses turning off the lights as a “Five minute warning”. There is an assigned child to go over, turn off the lights, and say, “five minute warning” and then turn the lights back on. That way the children know they have five more minutes to play before moving to the next activity.After snack time, the children are only to read books or do puzzles until the rest of the children are finished eating snack. This way they don’t get too riled up before circle time.Attention Grabbers: To focus the children’s attention on what you want them to be doing. Get them excited for the next activity.When the children are reading books or doing puzzles and Jamie wants them to listen to her, she rings a bell, or has a child ring the bell. That way all the children know to stop what thy are doing and pay attention to Jamie.Excusers: Ways to dismiss children.After my dinosaur activity, Jamie dismissed them to get their coats by excusing them by the color dinosaur they had.After circle time at the end of the day is right before they go outside so she excuses them by the colors of their hair or eyes to go get their jackets.Guiders: Used when guiding children from one room to another, or one activity to another.PART 2Attention Grabbers: To focus the children’s attention on what you want them to be doing. Get them excited for the next activity.In my classroom I want to use a microphone when I talk, I would talk louder than normal as if it were a working microphone and that way the children know that what I’m saying is important and that they would be paying attention.Guiders: Used when guiding children from one room to another, or one activity to another.When walking down the hall I would have the children walk on their tiptoes and keep their hand on the wall so they concentrate on something and keep quiet all while they are staying out of the middle of the hallway.When I work at Kids Korner and we go upstairs to the Family Fun Center, we have the children line up in a single file line and then “button” their lips together and while walking up the stairs they MUST hold onto the railing and not pass anyone. Before they go into the room, a teacher must touch their head. ................
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