Effectiveness Of Teacher’s Interactions and Support in The Classroom
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Effectiveness Of Teacher’s Interactions and Support in The Classroom
Observation, Assessment and Reflection
Paper details: Overview the CLASS tool is used to measure the effectiveness of teacher’s interactions and support in the classroom. Teacher’s supportive interactions, in the 4 dimensions of CLASS (Positive Climate, Negative Climate, Teacher Sensitivity, Regard for Children’s Perspectives), collectively and separately predict children’s performance on standardized tests of literacy in preschool and first grade (NICHD ECCRN, 2003) and children’s engagements in the classroom across all grade levels. Children with low levels of emotional support in preschool classrooms fall further behind their peers than children whose teachers provided high levels of Emotional Support (Pianta, 2003). For this activity, you are going to analyze teacher’s interactions in each dimension of CLASS.
You will be spending two hours in a high-quality early childhood classroom (birth – eight) observing the interactions between teachers and children. The center must be either NAEYC accredited, participating in Virginia Quality or at a bare minimum licensed. The purpose of this assignment is to develop an understanding of the importance of maintaining a positive climate, being sensitive and responsive to children’s needs and encourage children to express their interests while appreciating their point of view.
The course content thus far has provided you with some foundational knowledge to use and build upon. This assignment allows you to delve deeper into the CLASS instrument and how to analyze interactions and supportive facilitations in order to encourage development in the emotional domain. You will fill out the provided chart with detailed examples of meeting or not meeting the indicators of CLASS.
You will then write a detailed analysis of how the teacher is currently encouraging development in children and how to improve upon these practices. For this assignment, your guidelines are as follows: Step 1: Study the Interactions and Best Practices on the provided chart. Step 2: Then, using the chart as a guide, observe and document, in the right column, the teacher’s interactions with children.
Provide specific examples of the teacher’s interactions in each of the dimensions. Each time you observe one of the interaction strategies on the chart, write a few sentences about the influence of those interactions on children’s behavior and or learning. Try to fill in most of the indicator fields. Step 3: After completing the chart please refer to the best practices list. Go back and highlight three or more best practices you observed. Then, in another color, highlight behaviors that do not exhibit best practices. You will be using these in your final analysis. Step 4: Application and Reflection – The last part of this assignment involves an analysis and practical application.
In your analysis, describe specific examples of your best practice interactions and their outcomes. Determine which of the interactions seem to work well for the teacher you observed and are the most beneficial to children. Which interactions feel new or don’t seem to come naturally? How could the teacher improve in these areas? Record your impressions in a two-page analysis. Include specific examples and emerging insights, and make sure to integrate CLASS terminololrygy throughout your paper.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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