Q: What I wonder about is when you pair your students up together and you are observing them in their play or learning, when is it appropriate to interject and enhance in their course of learning? and when do you know to step back and let them work out an idea themselves? Is there time for this?
U: I feel like I have a better understanding of how important it is to observe each student. It helps to gain understanding of where each individual is at on their learning path and how to decide in which way you will alter the curriculum.
O: While I was working in the Waldorf preschool I was encouraged as I began there to step back and observe how the children interacted with each other. It was then my job to help enhance the experience of their play or make it grow, rather than to give instruction or set parameters. I feel like Vygotsky really exemplified this idea in his works.
T: I want to always remember to take into account that each student is an individual, who is composed of experiences, ideals, their environment, families and their own sense of self, and to be able to accommodate to their needs as a member of the class community. I also want to remember that while I am knee deep in the midst of standardized testing, at the end of the day they don't accurately depict the learning taking place.
E: Some easy applications are to set the room up in small groups with the same type or level of learners paired up. I also plan to set high standards and try to stretch the minds with relevant and interesting curriculum, while keeping in mind that students will often surprise you with their capabilities.
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