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Fatima Standards 1
Fatima Standards 1
FATIMA, STANDARD 1
research article for critical analysis. Fortunately, I found a relevant research article titled
Reflecting, shaking and being shook: Resistance in a primary classroom, written by Jason Kok
Khiang Loh. In this research article, the author discusses his experiences of implementing PWIM
in his class during his training. The author also shares the challenges he faced during
implementing his idea of PWIM.
While I was completing this assignment, I read the text in my textbook carefully, reread
the mini lectures of my classmates on PWIM and also searched different educational websites for
my own understanding of the topic. The first part of the NAEYC standard 1 requires early
childhood teachers and teacher educators to fully equip themselves with the knowledge about
young childrens characteristics and development in order to provide them a healthy and
competitive learning environment. I have selected this exhibit to express my professional
expertise and knowledge with regard to NAEYC standard 1. When I read this standard, I started
thinking and recalling all my assignments I have done during my masters. Suddenly all
assignments started to appear on the canvas of my mind. Working on this assignment was not
just to complete a term assignment, but I believe it was a process of developing my
understanding and building my competency in the area of teaching young children through more
inductive modes of learning such as PWIM.
The basic aim of this model is rendering students to print literacy through a more
effective and interesting approach. This model is very important in development of language and
vocabulary. It also prompts curiosity in students to relate the picture world with their
surroundings. The PWIM benefits young children to build their imaginative and critical skills for
acquisition of language and vocabulary development. Therefore, I believe this exhibit is an
FATIMA, STANDARD 1
appropriate one to demonstrate my professional competence and knowledge to provide young
children with a more interactive, respectful and supportive learning environment, because this
exhibit also demonstrates my knowledge of learning experiences that could influence young
childrens development and learning.
FATIMA, STANDARD 1
FATIMA, STANDARD 1
could fit for grade one students. Based on my understanding of child characteristics of grade one
students, I selected the Simulations and Role Playing as a teaching strategy.
The rationale behind selecting the strategies of simulation and role playing was that at the
age of five, children are more energetic, follow the rules, like to try more new things, learn best
by exploring materials, and the most importantly, they need lots of physical activities. So,
through simulations and role playing, physical, cognitive, and social needs of the children at this
age would be addressed appropriately. I designed my lesson plan and sent it to my instructor for
the feedback. She gave my lesson plan a perfect score and appreciated it. She said, I couldnt
imagine that this topic can be taught through this method and through the activities you have
designed. Her feedback encouraged me to refine my lesson plan. I tested the learning activities
which I had designed for this lesson plan. For instance, I made masks and cut outs of different
signs (stop, school ahead, emergency exit, telephones, and cell phones). I put on these masks and
demonstrated them in front of my husband. He suggested how I can improve this activity.
Similarly, there was an activity of telephone making. I first tried to make a telephone using
disposable cups and string and tested it before I included this activity in my lesson plan. While I
was in the process of writing the explanation, I showed it to my husband, and he pointed out the
mistakes I had made in describing verbal and non -verbal communication methods.
I believe this exhibit relates to NAEYC standard 1 because this exhibit enhanced my
understanding of the needs of young children in grade one, and which learning activities can
nurture positive interactions, stimulate a healthy learning environment, and best address the
developmental needs of young children. All these factors contribute and ensure promotion of
development and learning of young children. That is actually what all early childhood teachers
FATIMA, STANDARD 1
and teacher educators are supposed to demonstrate in their professional as well as in their
personal lives.
FATIMA, STANDARD 1
FATIMA, STANDARD 1
FATIMA, STANDARD 1
This knowledge and understanding helps us to ground our lesson plan around the needs of young
children and their environment. This process was also an informative and tricky one because,
after selection of topic, it is important to select developmentally appropriate teaching strategies,
learning resources, and learning activities. One important aspect is the sequence of learning
activities. Development of this lesson plan enhanced my understanding of three curriculums used
in the United States: Common Core State Standards, C3 Framework Standard for social studies,
and English Language Arts Curriculum. I learned a lot during the designing of lesson plan. I used
all the ways through which I could improve my lesson plan for instance, I sought my instructors
feedback, my husbands help, and also incorporated my friends suggesting for its improvement.
While reflecting on my strengths and weaknesses with regard to this assignment, I would
say, yes. Even though the lesson plan was developed age appropriately and keeping in mind the
fact that we will execute this lesson plan in a classroom setting, it remained just on paper and we
couldnt implement it in the school where we supposed to implement our lesson plans due to
shortage of time and the requirement of that school. Therefore, I thought to introduce this
strategy to my faculty members, because as a faculty member of provincial teacher training
institute, it is mandatory to not only build our capacity but also capacity of our other faculty
members. It is one of my future goals to conduct a Training of Trainers (TOT) on the topic of
PWIM because my teachers lack capacity to teach English and even Urdu to their students and
this will be a better initiative towards addressing their professional need.