The instructor takes on various roles throughout the circle time activity to promote the students’ learning. The teacher acts as a facilitator by asking questions, responding to them, and supervising activities to assist the students in learning. While presenting images, shells, and sand dollars, the teacher discusses the link between the artifacts and the water with the students. Therefore, helping students understand the concepts and content of the lesson. The teacher also acts as a mediator; for instance, as students begin to speak loudly and over one another, the teacher urges them to “catch their bubbles” to maintain classroom order (Paprom). Therefore, helping to moderate student interactions and ensuring that all students have an equal opportunity to engage and voice their opinions.
Moreover, the teacher acts as a mentor, establishing relationships with the students and fostering a positive learning environment. The teacher encourages students to express themselves freely and confidently by inquiring about their beach experiences and listening to their stories. The teacher also assesses how well students absorbed the lessons and their critical thinking ability (Paprom). An example of an evaluation exercise is a game in which the teacher exhibited images of various creatures, and the students had to determine whether or not they lived in the ocean.
The teacher’s use of tangible materials to help the students visualize the ocean lesson, such as sand dollars, shells, and pictures, is one of the presentation’s strengths. Additionally, the instructor promotes active engagement by posing inquiries and providing opportunities for responses, as seen in the game where students had to indicate with a thumbs up or down whether an animal resided in the water (Paprom). The teacher-student interactions are friendly, which is another strength. This relationship promotes a safe and friendly learning environment where each child can participate and express their views. However, one flaw of the teacher’s presentation is that he only has a box of items linked to the ocean and no other materials to create a more varied learning experience (Paprom). Furthermore, suppose they do not have a strong command of the English language. Second-language learners or children with different learning styles may struggle to fully engage with and comprehend the lesson.
Work Cited
“Danielson Framework – Classroom Observation.” YouTube, uploaded by Paprom, Web.