A child & mom Essay

A child enters your classroom crying and screaming not wanting mom to leave. He has just been told, this morning, his daddy is leaving his mom and two brothers to live with another woman. What would you do? Why? To address this concern, what I can do is to approach the child with a smiling face and ask him a question in a soft voice about the cause of his crying. Based on the reading, it is necessary to communicate with a child which promotes an interest about his current situation (Maine Cooperative Extension, 2008). I can start with a simple â€Å"Hello† and ask him â€Å"May I please help you? † If the child will respond in a positive way, I can directly ask him why he is feeling bad even though I know the situation. I can come out of the classroom and accompany him to his mother outside so that the three of us can have a conversation and to let the child see that I am interested to accommodate him by having a scripted talk with his parent. One very good approach is to tell the child in front of his mother that all the kids inside the classroom are actually waiting for him to become their new friend. Having a conversation with him in front of his parent can boost his confidence with me since he will identify my presence with his mother that I am a person whom his she can trust upon his welfare. The aspect of saying to him that the whole class is waiting can entice the child that there are other people interested in him apart from his parents. Also, I could tell the child that each of the students in the class also had to cry loud during their first days in school but when they were able to meet their new friends, they had to tell their moms to leave because they know that parents cannot be involved in child’s play because they are too big which is something funny. This approach can help the child realize that he is not actually alone and that crying is a normal experience during the first day in school. Moreover, the comedic aspect of â€Å"parents playing with the class† can provide a deviation that it is actually funny and will not impose a shame effect on the part of the boy. When he calms down and after I have gained his trust, I will invite him inside the classroom and offer him a seat. I will not open up the issue about his family concerns since this may just complicate his feelings towards interacting with other people. It is much appropriate to have him forget his internal family problems at least inside class so that he can be more productive in learning. Scenario # 2 Your students keep getting up from their desks during journal writing time to sharpen their pencils. As they walk between the tables, they are constantly disrupting the other children who are working quietly on their journals. The students that finish first are also talking and laughing. The remaining students are having trouble concentrating on finishing their assignment. What should you do? Why? First of all, it would be effective to impose a technical resolution in a funny way of teaching them the appropriate behavior in doing their personal tasks. Since it is too embarrassing to pinpoint a single child who disrupts others when writing journals, I can first get the attention of the whole class and tell them that I have a funny story to tell. This will involve a make-up scenario on what disruptive walking can induce to other people. I will try to tell the story of a fictional previous student of mine while demonstrating them how it is problematic to disturb others while walking. I could create a scene where I will get a volunteer who will be writing on a table and then I will exaggerate my walk bumping my hips to the child’s table while making funny faces. Of course, I will intend to overdo the act so that it will be very obvious for them to see that the child volunteer will have hard time writing on his paper due to my actions. This funny scenario will induce laughing all over the classroom but will also let them realize that walking in a prim way between the tables is essential so that other students will not be disturbed. On the part of the noisy children who finish first, I could set up a simple guide that will separate them from those who are still working on their journals. I could allocate a small space at the back of the room complete with tables and chairs for a few students. Then I will tell them that it is sometimes very good to have non-verbal communication and it is more exciting to exchange thoughts by sending small notes even if the person you are talking to is right beside you. I could hand them small scratch papers in which they can write what they want to say to each other so that they will not need to talk verbally. The procedure can bring them excitement since they will need to write first on a piece of paper before they can send their messages to another person. This will not only minimize noise inside the class but will also enhance their writing and comprehension skills. Overall, the other students who are still working on their journals will be able to finish their work without any distractions. References Main Cooperative Extension. 2008. Winning Ways to Talk with Young Children. University of Maine. Retrieved February 6, 2008 from http://www. umext. maine. edu/onlinepubs/htmpubs/4077. htm.