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Running head: DEVELOPMENTALLY-APPROPRIATE

Developmentally-Appropriate Instruction

Cierra D. Luna

Regent University
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Running head: DEVELOPMENTALLY-APPROPRIATE

Introduction

In this paper I will be discussing the two artifacts that I used to show developmentally-

appropriate instruction in my classroom. My first artifact is a hands on activity and encouraged

the development of motor and social skills. My second artifact is a compilation of letters of

recommendation that were written by my students to persuade a administrator to hire me. I will

also discuss how the letters of recommendation encouraged relationship building between my

students and I and how it is important for their development to build a relationship with their

teacher.

Rationale for Selection of Artifacts

Artifact 1: Fragments, Run-ons, and Complete Sentences

For my first artifact, I chose a hands-on activity that my students recently completed. For

this activity, the students were given three papers. The first paper had 15 phrases on it and the

students were told to cut all of the phrases out and grab with the second paper. On the second

paper, there were three categories labeled “Run-ons, Fragments, and Complete Sentences” and

the students had to sort the phrases in to those categories. After sorting, they were told to work

with a partner and make sure that their answers were correct and then to glue the phrases on to

the paper. Lastly, the students had to take the phrases that they declared as run-ons or fragments

and write them as complete sentences on the third paper. Once finished, the students turned their

paper in to be graded.

Artifact 2: Letters of Recommendation

For my second artifact, I chose a writing piece that the students completed for opinion

and persuasive writing. To wrap up the opinion and persuasive writing unit, the students were

asked to write a letter of recommendation. The letter of recommendation was written to persuade
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Running head: DEVELOPMENTALLY-APPROPRIATE

a principal or administrator to hire me, Mrs. Luna, as a teacher. The students were guided

through the writing process which included making a rough draft, revising and editing their

writing, and making a final copy. The students enjoyed taking creative liberty while writing and

they appeared to have a lot of fun while writing the letter of recommendation.

Reflection on Theory and Practice

For my first artifact, I chose this particular activity because I have learned that my

students process better when doing hands-on activities. Not only were the students able to

developer finer motor skills by cutting and gluing, but they were also able to work with their

shoulder partner and discuss their answers. The students had to take the run-ons and fragments

and rewrite them as complete sentences. This will help them distinguish between run-ons,

fragments, and complete sentences in their future writings. The author of Child and Adolescent

Development in Your Classroom says “movement can support learning. For example,

preschoolers learn their letters better when they physically write them” (Bergin, 2015, p. 68).

Likewise, rewriting to form complete sentences helps them remember how to identify run-ons

and fragments, as well as how to form complete sentences when given a fragment or a run-on

sentence. This assignment was academically at their level and encouraged the development of

their motor and social skills.

Since the first day of school, a few of my students have been weary of “getting close” to

me. Since we were already learning about opinion/persuasive writing, I added a letter of

recommendation to the lesson. The letter of recommendation encouraged the students to ask me

questions and pull out qualities in me that they liked. This further allowed relationships between

the students and I to form. As the students got to know me, they realized just how much I care

for them and want to get to know them as individuals. Bergin says that “Students are more
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Running head: DEVELOPMENTALLY-APPROPRIATE

engaged in learning activities and motivated to work hard for teachers who care for them” (2015,

p 238). In alignment with Bergin’s statement, I remember when one of my students looked at me

on my first day with them and he told me that he did not want me there. I was definitely upset

and confused at how a kid who has just met me had decided that he did not like me, but he

needed time. While writing the letter of recommendation, he would come to me and ask me

questions about myself. During this time, him and I developed a better relationship and writing

the letter gave him an opportunity to get to know me a little more. Building a personal

relationship with a student is important for their development because that relationship may be

lacking at home. I am still unsure of his home life and why he was neglecting to accept me as his

teacher, but since then our relationship has grown.

When I think of developmentally-appropriate instruction, I do not just think about third

grade instruction for third graders or hands on activities. I also think about meeting my students

half way or where they’re at. Each day that I am in my classroom, I am in awe at what God is

doing. My students are broken and have a harder home life than I ever had, but they still show up

each day. If I cannot connect with my students, meet them where they’re at, or get on their level

than I am failing them as a teacher. Romans 8:35 says “Can anything separate us from the love

of Christ? Can trouble, suffering, and hard times, or hunger and nakedness, or danger and

death?” (NIV). Each day, I need to express this to my students. Although I cannot tell them

“nothing can separate you from God”, I can make sure they know just how loved and special

they are. I always want them to know that I am there for them if they need me and that nothing

they do will ever change that. In short, that is just one way that I can show the love of Christ to

my students.
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Running head: DEVELOPMENTALLY-APPROPRIATE

References

Bergin, C. C., & Bergin, D. A. (2015). Child and Adolescent Development in Your Classroom,

2nd ed. Stamford, CT: Cengage Learning.