Children learning
From the journal, it is evident that the cooperating teacher understood the children’s abilities and characteristics when it came to learning. It could be seen when the cooperating teacher used various strategies and tools such as puzzles and letters and sight words to enable understanding and knowledge by the children. Such guidance is evident from the children being able to recall what they learn over some time, such as knowing the meaning of an exclamation mark or matching images to the various letters provided to them in their learning environment.
When it came to the management of transitions during the learning process, the cooperating teacher was smooth. The students were able to transit from exercises that utilized memory recognition, to learning exercises that involved using learning exercises that utilized both cognitive and motor functions. There is also a smooth transition from children learning as a whole, to them being grouped, to carry out tasks, and finally to a one-on-one session with the teacher. It utilizes the ability of a student to demonstrate their various skills such as written communication, as well as, provide challenging learning environments.
The cooperating teacher conducted group activities through the use of interactive tasks. The utilization of puzzles by the children provided the necessary learning environment that encouraged both cognitive and motor skills being used. It enabled the teachers to identify both the strengths and weaknesses of their students while ensuring that they portray supportive skills that show their connections between what they can recall or learned to new lessons or knowledge. It is also evident that the collective learning used by the cooperating teachers, such as discussing days, weeks, and months of the year by the class, encourages the understanding of the earning environment by the students.