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Kindergarten 1 Cherry
Welcome to Kindergarten 1 Cherry Page
Hi parents, I am the form teacher of the Kindergarten 1 children in The Learning Tree. Teacher Chow You.
I am a qualified L2 teacher with 8 years of teaching experience. I believe that every child is able to express themselves creatively and that learning can be fun and enjoyable. You can see how I allow my children to have fun while learning!
Feel free to contact me at seecy@thelearningtree.com. Or you can find my LinkedIn account below as well!
Kindergarten 1 Timetable
Overview of K1 Term
Term 1: All about me
In this term, children learn more about themselves. Such examples would be drawing out their favourite animals, acting out what they would like to become when they grow up and sharing it with their friends!
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Term 2: Colour, shapes and sizes
In this term, children learn more about colors, shapes and sizes. They get a more in-depth learning about mixing colors, comparing length like short and long. Shape and sizes like creating different sizes and shapes with their bodies.
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Term 3: My community
This term children learn about the things around them. We learnt about the different rooms at home and the different kinds of furniture we see at home and in school!
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Teacher Chow You's Lesson
Children will be able to:
1. talk about the various rooms in the house and things they can find in these rooms.
2. identify the colours used in the artwork and talk about the emotions they feel based on the colours they have identified.
Website Link: https://www.youtube.com/watch?v=98Xvl9yVNZg
Technique seen
Questioning used
-Using open-ended and closed-ended questions to gather information from the children about their prior knowledge. From there, I am able to further extent their knowledge based on their answers. Each type of question requires different demands on children's cognitive and language skills (MacNaughton & Williams, 2009)
-Examples of what questions includes, how, when, where, what or why and ensuring that the questions are simple and easy for children to understand.
Documentation used
-Using documentation to gather and organise information to provide a written or pictorial record of the child's learning (MacNaughton & Williams, 2009).
-Such example includes, transcribing children's comments and observations, collecting a portoflio of children's work and making written observations of children's work.
Guidance used
-Using guidance to support and enhance a child's social and emotional development (MacNaughton & Williams, 2009).
-Such examples includes, making verbal and non-verbal messages and watching, listening and learning about the child's interest.
Questioning
0:27 - 0:35, 0:45 - 1:58, 2:19 - 2:31, 2:45 - 2:52 & 3:34 - 10:24
0:27 - 0:35 : I was using questioning to spark the children's interest regarding the lesson by asking if they knew what they will be learning.
0:45 - 1:58 : Going through the children's prior knowledge on colors to ensure that they are sure of the different colors to be able to proceed to link and build on their prior knowledge.
2:19 - 2:31 :Using close and open-ended questions if the children know what an artist is and what they do.
2:45 - 2:52 : Using close-ended questions by allowing children to guess what the particular painting was.
3:34 - 10:24 : Using close-ended questions when children are making guesses of the furniture behind the colored boxes. Using open-ended questions when the box is revealed and allowing children to explain what the particular furniture is used for / or where they could be found.
Documentation
0:41 - 1:53, 3:50 - 6:40 & 7:15 - 9:59
0:41 - 1:53 : Documenting the children's answers regarding the color of their bedroom and why did they choose that color to let children feel that their thoughts are recognised in the classroom environment.
3:50 - 6:40 : Taking down the different furniture that the children discover when playing the guessing game to let children feel that their thoughts are recognised in the classroom environment.
7:15 - 9:59 : Taking down the children's answers of the first color they noticed when they saw the painting and how it makes them feel to let children feel that their thoughts are recognised in the classroom environment.
Guidance
1:42 - 1:58, 3:16 - 3:23 & 4:19 - 4:29
1:42 - 1:58 :When asking child why her bedroom is pink, and if it is her favorite color, she answered no. Child mentions that the reason her room is pink is because her sister likes it and then proceeds to mention that she likes pink too. Instead of correcting her, I was able to just listen and acknowledge her answer.
3:16 - 3:23 : Child was unable to say grey in time with the rest of her classmates and made a mistake, but I was able to encourage her and build on her confidence.
4:19 - 4:29 :I forgot to let the child guess what was behind the box, I only realised when he mentioned it, instead of ignoring it, I apologized and told him that he will have another turn to guess later on.