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NELA VI
Elementary Developmental Project
All students who are learning are a pleasure to be around. However, this even
more apparent in the elementary years. Watching students truly learn is a joy and
wonderment to behold. Thinking to babies who are in overload mode from a sensory
As that same child progresses they start physically trying to maneuver objects
to learn about how they work and feel, and try to understand the difference between
smooth and rough. Trying to understand when is shaken that it makes a rattling sound,
Progressing further down the line the student then typically will enroll in a
students are full of life, and enjoy having the opportunity to learn and grow, as well
age “are explorers and adventurers who are soaking up the world of knowledge with
incredible speed” (Wood, 2015, p. 47). When I first got to her room, Ella was working
in a small group. Her is teacher was doing direct instruction with the students
completing an art project. The teacher had pre-cut different shapes that would come
have students repeat her directions. Watching students comply with these directions
was fascinating. Some students were struggling between shapes. Ella was not one of
these students. She was able to distinguish between both colors and shapes.
shapes, while building an art project. The students all appeared to be enjoying
themselves as well. Following this activity the students received the opportunity to
have play time. Ella was playing with dolls in a group of three other students.
While it appears that she enjoyed playing as a group, she also appeared to drift
in her own imagination. “Short attention spans match their short bodies” (Wood,
2015, p. 49). Social Emotional Learning is the process through which children and
adults acquire and effectively apply the knowledge, attitudes, and skills necessary to
understand and manage emotional growth is imperative at this age for future positive
relationships. Children have an inner desire to play with other children. Learning how
to do this is a process. Learning to control emotions when things do not go their way.
younger ages. Transitioning in an actual kindergarten room was truly even more
interesting for the increase in learning in what ultimately is only one year is
outstanding.
Observing a kindergarten classroom is remarkable. The amount of control a
teacher has with her students is awe inspiring. You can witness how close students are
with their teacher and that relationship that is needed. You can also observe the
In observing the class, I chose a boy who was named Jaden. Jaden was a
student who actually was one of the children that was timid in approaching his
teacher. However, as the lesson progressed it was clear to witness that he was a very
intelligent child. It was also very visible who was not academically on level at the
very early stage of kindergarten. This was disheartening to view that this early in the
The teacher and an assistant was instructing the students on the carpet about the
letter “D”. There was much repetition that the students all appeared to enjoy, along
with a song that was repeated. The teacher had a sensory bucket full of rice and
objects that began with the letter “D”. Students were chosen to come up and find an
Once the student located an object they then had to share in a “stretchy
sentence” (I have a ___.) to the rest of the class. The teacher followed up with
questions that entailed deeper level thinking. Including things like where a Dolphin
lives, or where you can go to buy a “doughnut. The students who were on level easily
loved to participate effectively. The management was there so he raised his hand, or
had his hands in his lap during the times that were appropriate. By all items on the
educator, none of those have been at the elementary level. Given the opportunity that I
may start as a school leader within an elementary school, this exposure has been
is imperative to understanding the functionality of a child, and how to best serve them.
My final observation was on a student named Cole. Cole is in the 5th grade,
and was observed during a social studies lesson. Viewing classes from pre-
kindergarten to kindergarten, and then jumping to a 5th grade classroom was eye
While there are, several vast differences surrounding them, the one thing that
has not changed is their overall passion for learning. They want to learn, and they
want to please. The teacher was leading a class discussion on The American
Revolution, and when she asked questions you could feel the energy as approximately
90% of the students raised their hands every time. You could also feel the wind
knocked out of their sails when they were not chosen for that question.
The teacher was aware of this and asked many questions at different levels to
make sure to include much of her students. This was done in the short time I was in
the class. This passion drove some very deep level thinking. The students did not
utilize the same level of think time. They were very fast to respond.
The differences in academic level were not a prevalent at the 5th grade level as
they were in kindergarten. In only observing the class, I must wonder if there was
more think time allowed in the class if they would it would have been noticeable.
In observing Cole, his level of energy was very high. Even when he is sitting
and learning, he was very fidgety. It appeared as though a motor was running in Cole
the entire time. Energy was prevalent throughout the class. The teacher did not even
seem to notice, which verifies that this is part of the developmental stage for this
group of students.
definitely have a lot to learn when it comes to elementary school. I think that they are
awesome students, and as I shared in the beginning, observing students learn is truly
fascinating to me. Students have an inner-drive to want to learn, and knowing that
somewhere along the educational journey this is lost, is disheartening. Trying to locate
this point and attempt to slow, if not stop, is an ultimate goal of mine.
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