Working with Pre-K classes suggests additional challenges due to the young age of students. In the observed video, Saray Maldonado speaks about the importance of a profound connection between children and instructors (ESC Region 13, 2016). According to her method, attention is the cornerstone of Pre-K learning, which is why a teacher should ensure that they are heard, seen, and understood by all children. This level of understanding is achieved through modeling before working with children directly. Personal observations suggest that this foundation can be used to encourage good behavior in the classroom. The attention and signals are to be mutual, meaning that misbehaving students will be noticed by their peers. Accordingly, if modeling is successful and rapport is established, every child will feel prompted to behave well in the general atmosphere. It appears instrumental to put misbehavior in the spotlight so that the students quickly realize that they live in society, and their actions may easily upset others.
The implementation of the classroom management paradigm may follow the example set by Saray Maldonado. It is highly valuable to test the envisioned model before actually using it with children. Self-modeling helps eliminate flawed ideas, and the assistance of experienced colleagues provides a teacher with the required level of professional expertise and external insight (ESC Region 13, 2016). Following the development of a model, the instructor is to ensure that it has a positive effect. This objective is attained through close cooperation with parents, who will provide feedback while learning the teacher’s perspective. It is vital not to induce fear, annoyance, or resistance in children at this stage, as such feelings will form an overly negative stance regarding education, in general. Therefore, the instructor should remain informed of each student’s perception of the process.
Considering the age of the students, weekly meetings with parents appear to be an appropriate format. As children may exaggerate some issues to avoid additional responsibilities, the information exchange is to be bilateral, meaning that the teacher’s opinion should be considered and provide the complete picture. Such weekly discussions can easily be organized in an efficient manner with the use of modern technology. Parents and instructors will communicate online, which, however, requires additional safety measures. The teacher is to ensure that all conversations are private and unavailable to third parties, and the recording of these calls is only possible following an explicit request from the parent.
Simultaneously, safety is to be ensured within the learning space, in which it is helpful to use media resources. Children react positively to modern technology in the classroom, but its implementation must remain exclusively positive. All shown content must be obtained legally, and none of it should have any harmful potential in terms of ethics. Finally, despite their young age, children can be taught the basic principles of fire safety and behavior in case of emergency. This way, the implementation of technology will be safe both in and outside the classroom, making the learning environment positive and suitable for growth.
Reference
ESC Region 13. (2016). Teacher toolkit: Teaching procedures PreK with Saray Maldonado. YouTube. Web.