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One of the greatest takeaways after learning the material is the way the book is evaluated for study with children. The scheme allows one to note how the book meets the needs and respects the cultural and ethnic origin of children. In addition, in the process of reviewing the literature, one can see whether the text is respectful of personality traits or stigmatizes children for their behavior. This affects my practice in terms of how high-quality literature I can select for a story to children. Another important thing that I noted is the relationship between staff and parents. A family support plan and relationship between parents and their child is essential for the healthy development of children. By putting this into practice, I will be able to establish a friendlier environment where each member will not experience anxiety. Finally, the rules of conduct in English and native language allow you to overcome the language barrier. After that, I will start using this system to establish a faster adaptation.
At the moment my physical and social-emotional learning environment is quite similar to session 4 content. Similarities include learning supports like timetables and culturally responsive and caring adults. However, the difference is the lack of schemes in the native language, I would integrate this with the help of duplication of information. In addition, there is not enough communication with parents, which can be corrected by introducing a certain time when problems can be discussed.
In addition to what has been studied, one can consider such a source as Promoting sustainable social emotional learning at school through relationship-centered learning environment, teaching methods and formative assessment. It adds a more detailed definition of how a social-emotional learning environment can be set up in a school. The authors propose to adapt the teaching methodology to specific children, considering their abilities and cultural background (Ferreira 23). As a result, I conclude that the article is a good help in studying the topic.
Work Cited
Ferreira, Marco, Baiba Martinsone, and Sanela Tali. Promoting sustainable social emotional learning at school through relationship-centered learning environment, teaching methods and formative assessment. Journal of Teacher Education for Sustainability vol.22, no.1, 2020. pp. 21-36.
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