DQ #1:
When teachers are well informed, will they be able to equip their students socially, emotionally and academically?
DQ #2:
Should teachers use a variety of informal assessment tools such as, anecdotal notes, running records, time sampling, event sampling, and a checklist to get the information needed on each child in the learning environment?
DQ #3:
Through observations are teachers able to see children problem-solve during situations, show empathy with their peers, and build social skills in the classroom?
DQ #4:
How can a teacher be able to support children with disabilities in many ways as well as provide differentiated learning instruction to each individual student?
Attachment and the Three A’s
DQ #1:
The benefit of secure attachment is that a caregivers will react sensitivity to ease a child’s distress and help them regulate their emotions, would this have a positive impact of the child’s neurological, physiological and psychosocial development?
DQ #2:
Is attention, approval, and attunement are necessary to function well, having good self-esteem, remain at ease, and interact with other people in a positive and productive manner? Why?
Developmentally Appropriate Grouping Ideas
DQ #1:
Apart from reading, writing, speaking and listening, do teachers’ facial expressions and body language also contributes to communicating with students?
DQ #2:
Observing is also a key to building genuine, respectful relationships with students. Do you think teachers who understand students’ interests, likes and dislikes, personalities, and approaches to learning can use that information to teach more effectively?
DQ #3:
Children who are given inappropriate situations would they tend to behave inappropriately?
DQ #4:
When teachers allow the children to use the materials freely when can this do for the learning environment?
