Post by Maggie on Mar 23, 2012 19:42:17 GMT -7
CDA 161
Please note: Topics and assignments may be subject to change.
I) Students should read and discuss in class the following material:
Factors which determine how our self -concept is formed.
Fuzzy compliments vs. clear validations
“Children learn what they live”, Dorothy Law Nolte.
“31 ways to build self-esteem in the classroom”.
(All papers will be supplied in class.)
II. Students should do the following;
1. Write and explain 5 strategies for building community in the classroom (150-200 words).
Implement one of these ideas that they are not already doing.
2. Write and explain 5 strategies for building self-esteem in their children (150-200 words).
Implement one of these ideas that they are not already doing.
3. Write and explain 3 strategies each for helping the shy child and the fearful child
within the classroom community (150 -200 words).
4. Write and explain 3 ways they could use parent/ guardian/grandparent involvement
in the classroom (150 – 200 words). Implement one of these ideas, document.
5. Name 5 ways they could establish classroom rules and guidelines in their classroom to cut
down on hitting, biting, tantrums, inappropriate language, playground accidents, or other
problems (150 – 200 words).
6. Explain 5 strategies for helping a new child integrate into their classroom group (150-200
words).
7. Find 5 ways within the classroom for the written use of the children's names and implement
them if not there already (using the correct version of their name, e.g. Freddy not FREDDY).
List them and document.
8. Introduce 5 songs or poems using children's names, or promoting their self -esteem, into
their weekly routine, paying special attention to use in "transitions". Write which songs were
chosen and why.
9. Introduce 3 new books to their students which foster cooperation, promote sharing and self-
esteem. Write which books were chosen and why.
10. Introduce a special weekly activity in your classroom that could nurture the community and
is age appropriate, and enjoy it with their students. Document this with photographs and/or
writings.
11. Using their students' names, in class, make a graph which could show their preferences,
likes/ dislikes or any other concept.
12. Implement a "special week", "star of the week" or other special individual activity in their
classroom. Document.
All tasks to be discussed in class and documentation, graphs, books, posters shared.
First 6 homework tasks should be finished and available for grading by 3rd meeting.
Final 6 homework tasks should be finished and available for grading by 4th meeting.
Please note: Topics and assignments may be subject to change.
I) Students should read and discuss in class the following material:
Factors which determine how our self -concept is formed.
Fuzzy compliments vs. clear validations
“Children learn what they live”, Dorothy Law Nolte.
“31 ways to build self-esteem in the classroom”.
(All papers will be supplied in class.)
II. Students should do the following;
1. Write and explain 5 strategies for building community in the classroom (150-200 words).
Implement one of these ideas that they are not already doing.
2. Write and explain 5 strategies for building self-esteem in their children (150-200 words).
Implement one of these ideas that they are not already doing.
3. Write and explain 3 strategies each for helping the shy child and the fearful child
within the classroom community (150 -200 words).
4. Write and explain 3 ways they could use parent/ guardian/grandparent involvement
in the classroom (150 – 200 words). Implement one of these ideas, document.
5. Name 5 ways they could establish classroom rules and guidelines in their classroom to cut
down on hitting, biting, tantrums, inappropriate language, playground accidents, or other
problems (150 – 200 words).
6. Explain 5 strategies for helping a new child integrate into their classroom group (150-200
words).
7. Find 5 ways within the classroom for the written use of the children's names and implement
them if not there already (using the correct version of their name, e.g. Freddy not FREDDY).
List them and document.
8. Introduce 5 songs or poems using children's names, or promoting their self -esteem, into
their weekly routine, paying special attention to use in "transitions". Write which songs were
chosen and why.
9. Introduce 3 new books to their students which foster cooperation, promote sharing and self-
esteem. Write which books were chosen and why.
10. Introduce a special weekly activity in your classroom that could nurture the community and
is age appropriate, and enjoy it with their students. Document this with photographs and/or
writings.
11. Using their students' names, in class, make a graph which could show their preferences,
likes/ dislikes or any other concept.
12. Implement a "special week", "star of the week" or other special individual activity in their
classroom. Document.
All tasks to be discussed in class and documentation, graphs, books, posters shared.
First 6 homework tasks should be finished and available for grading by 3rd meeting.
Final 6 homework tasks should be finished and available for grading by 4th meeting.