Building Children's Self-Esteem!
Learn the story of Robert and and how his teacher found 10 ways to support his self-esteem. Name those ways!
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Topics of this game:
- The teacher knew Robert enjoyed painting with tempera paints on the easel. She asks Robert to help her paint numbers to hang in the classroom math area. What is the teacher doing?
- Since Robert loves to paint, his teacher offers him more ways to paint other than painting on the easel. She introduces him to watercolor paints, painting with spray bottles, and painting with chalk by dipping it in water. What is his teacher doing now?
- When Robert's teacher asked him to paint some numbers for the math area, it was because she knew Robert needed extra support learning to write his numbers. He would be going to kindergarten next year and he was only writing 1 and 0. In addition to having him paint numbers, she also had him play a matching game with the painted number posters he had made. Later, she showed him how he could take a wooden dowel, hold it like a pencil and write with it in shaving cream. What was she doing?
- When Robert first came to the classroom, his teacher did not have him practice writing right away because he was struggling with his fine motor skills. She knew he had to strengthen his fine motor skills before writing numbers and letters. What was she doing?
- Roberts teacher is very conscious of her behavior. She makes sure every interaction she has with the children is kind and supportive. Her tone of voice is soft when children are needing extra support. What is she practicing?
- Robert's teacher offers a wide variety of materials in the classroom to encourage children like Robert to try new and different things beyond art. To encourage Robert to use the writing center more, she thought of as many ways she could make it fun for Robert and his friends to use. Why?
- Robert's teacher spent at least 10 minutes a week helping Robert learn to write numbers. She made sure to make it a positive experience, ending early when he was board or tired. Extending the activity when he wanted to continue. What was she doing?
- Robert's teacher used intentional teaching skills consistently with him. Instead of just praising him, she would give him specific information about his progress and encouraging him to practice writing numbers in all kinds of interesting ways. What was she doing?
- Sometimes, when Robert made his number 5, it did not look like the numbers on the wall posters. This frustrated him. His teacher told him, "When I was your age my numbers looked like yours too. Then I kept on practicing and now I do a better job. You've learned to write a lot of numbers this year. With practice, you will learn to write 5 too." She was trying to help Roberto understand that...
- Sometimes Robert's teacher talks out loud and says things like, "Robert has been in the writing center and now Emily is joining him. Emily what will you do? Maybe you and Robert can share your writing activity ideas with each other." What is she doing?
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