Introduction
Primarily, it is worth noting that from the point of view of the cultural learning environment, each student feels free in the class, and their answer is accepted on equal terms, regardless of any external or personal criteria. As for the intellectual component, the teacher intentionally creates “problem-based learning,” giving children the to think and reflect on specific issues. At the same time, the assimilation of new knowledge occurs as an independent discovery by students with the help of a teacher. Within the framework of the physical environment, the children are executive, diligent, active, and friendly to the tutor and her requirements. The kids feel safe with this qualified educator, as well as in a cozy, spacious and comfortable environment. Moreover, in this video, children feel welcome, significant, and valuable to the adult; they are in a favorable emotional atmosphere. In case of difficulties, juniors receive support and test their ideas in practice without negative consequences.
Evidence of the Teacher’s Knowledge of Learners
The educator skillfully possesses knowledge about children, including addressing each student by name. She actively uses and applies ethical principles and modern teaching methods in practice. The tutor is also well aware of the level of learners, selecting those tasks that could be of average difficulty and interesting to the kids. The children do not experience a certain discomfort when performing tasks, and the teacher could find a common language with the students.
Literacy Learning Objectives
The main goals and objectives on which the lesson from the video is based are teaching literacy in writing, reading, and pronunciation of words and phrases. The children try to correctly compose whole sentences from specific words, analyze and develop independent thinking while showing creative and critical intelligence (Houston ISD, 2014). The kids learn to read, write, reflect on the meaning and etymology of specific words, discuss several cases and phenomena, and establish cause-and-effect relationships.
Instructional Methods
The teacher used the following teaching and instructional methods in the lesson. Firstly, she used verbal techniques, such as explanation, discussion, conversation, and work with a book (instructional material). For instance, she dictated the words, wrote them on a blackboard, and explained the meanings. Secondly, the educator also used practical methods; they include written and oral exercises, especially working with a textbook. The children worked both in an individual format with a tutor and were divided into groups consisting of two people.
Differentiated Instruction
Working with a group of students, the teacher took into account their characteristics. She created special learning conditions for the particular class (group) to consider the children’s characteristics. In this case, the teacher’s primary goal is to enable each student to receive a quality education regarding individual capabilities and requests. For example, the juniors connected theoretical aspects with practical ones, which means they could consolidate their knowledge in practice and understand how this information could be helpful in the future.
Assessment And Feedback to Students
The teacher communicates with the students in a friendly tone and calm state. She praises everyone, first of all, not only for their knowledge but also for their efforts and attempts. The educator evaluation and feedback for the children at this age are dominant. She is a leader for them, which means that students can take criticism very much to heart. Secondly, if a mistake is made, the tutor corrects the learner in a specific mild form without underestimating the student’s self-esteem.
Reference
Houston ISD. (2014). Guided reading – early stage [Video]. Vimeo. Web.