Question For Teachers...What are the developmental characteristics of first graders?
825107
First graders are"sponges" first and foremost! That said, be aware of what you teach and say to them. They will remember!. However, their learning styles will vary. Most are visual learners. Some can be auditory and visual learners. They are at the readiness stage for reading--phonics and  sight vocab. Sentences to be read should be short and repetitive and have accompanying pictures to be comprehended. At this age they are not abstract learners. Math must be visual, tactile and use of all the senses is a plus .\nSocially the 6 - 7 year old is learning to work and play side by side with his/her peers. Parallel play is diminishing. They want to be needed and both girls and boys will tend to be overzealous about helping everyone. They also are sensitive to their teacher's needs. They want to please!\nPhysically this age group can vary. Most are good only at gross motor skills until mid year. Fine motor continues to develop in handwriting, artistically etc. \nCheck out these websites for more understanding.\n\n(Watch the Power Point presentation)\nhttp://search.yahoo.com/search?p=Gesell+child+development&sp=1&fr2=sp-top&prssweb=Search&ei=UTF-8&fr=yfp-t-501&x=w\n\nhttp://www.gesellinstitute.org/\n\n. I taught grades 1 and 2 for over 30 years. I attended the Gesell Institute workshop one summer. Get the book The Six Year old and The Seven Year Old by Louise Ames of the Gesell Institute. They are a great help!\n\nhttp://www.kidsource.com/books/fs/f.your.six.year.old.html\n\nhttp://www.kidsource.com/books/your.seven.year.old.html\n\nGood luck with these prescious little ones! :)
828128
IMO, it should be play with a purpose.  Look for a program that has some structure in terms of what happens throughout the day, but that gives him lots of opportunities to explore, play, and be creative.  Look at the art projects... do they actually look like the kids have been playing and creating or has the teacher cut out a bunch of pieces and then instructed each child precisely how to glue them together (we called them "pat-pat projects" because all the kids did was pat-pat the pieces to make them stick).  Do the kids get lots of sensory experience or do the teachers avoid things like playdough, finger painting, sand, and water because they are too messy?  \n\nIf they work on letters and number, do they do them in fun, creative ways or do they do tons of worksheets?  At this age, they should be playing more than doing seat work.  Honestly, learning the rules of getting along with other children, waiting for your turn, how to wait in line, how to wash hands and put away toys and trash, how to hang up coats and backpacks... those are the skills they need to be working on at 3.  A little academic instruction at 4 is great but even at 4 it should be done through play and exploration.
21922
This varies on the kid. I, personally, stopped believing in all holiday characters in first grade, but you might just want to look at this website.
580805
The cause of the developmental delay, academically, is not an issue, except that a child who is a victim of neglect or abuse will usually either not tolerate even a hand on the shoulder and/or fast movement near him/her, or will be extra clingy and want lots of extra hugs and praise. It is more of a management issue, as well as having to take on additional nurturing interactions with the child (in teamwork with the counselor/psychologist).\n\nWhat subject and age level?\n\nI would suggest that, barring more details of subject, lesson objectives, and age level, you should look at incorporating multi-sensory activities as part of the whole-class activities that the DD child can participate in (hands-on, auditory-visual mix, etc.). Any seatwork (paper-pencil) for the overall group should be either shortened (just the first, lower-end Bloom's Taxonomy, easier questions on the page) or modified (cut-and-paste labels, reduced print, spiral curriculum work from a lower grade level addressing the same goal, etc.).  If the students will be expected to create wall displays or make class presentations, plan on creating an achievable product goal for the DD child in which he/she can produce (with reasonable effort) similar *quality* (rather than level/quantity) as the rest of the class.
447278
Student-teachers, but a lot of the time it's public humiliation.\n\nMy history teacher told a student to stop fiddling around and take notes the other day. "Maybe if you do," he said, "you'll do better in my class."\nI think that was completely uncalled for and I'm sure the kid was embarrassed. Grades are between students and teachers and should not be discussed or hinted at. Sorry, it still bothers me.\n\nOh, yeah. We also have a few 'slow classes' that help people with a learning disability or otherwise. But I think that's about all.
1029220
It varies. What size shoes do you wear?\n\nPS How are you enjoying first grade? Still getting enough naps in the afternoons?
298630
2nd graders are the BEST!  They still love their teacher, still need hugs, still want to sit in your lap (although you have to tell them no), they get excited when you do...man I could go on and on about them.  There are so many things you can do with them...they can use scissors and glue and need much less help than 1st graders and kindergartners.  It is such a great age.  They are not into cliques yet either...that happens around 3rd grade.  They are just very sweet.
353400
This student need his own "group" reading at his level and then discussing it with you.  We have several students in 1st grade who are reading around a 4th grade level.  They meet with a group for the mini lesson to learn specific skills etc but then read independently during guided reading time.  They take tests on Accelerated Reader to check for comprehension and help the teacher help the child choose appropriate material.\n\nI would only consider accelerating a grade - moving him to first grade -if the rest of his skills are also on the same levels.  We just accelerated a 5 year old who is reading at a 6th grade level to 1st this year but he still has problems with handwriting as his small motor skills are still forming.
365588
I don't teach the small kids, but I think that there are some things that all teachers need to do before the kids come in:\n\n1.  Make sure your room is set up with the appropriate materials, posters, decorations....  Every grade requires that certain things are posted.  You may have to have a calendar posted with the days of the week spelled out and the seasons posted on it for little ones.  You may need the basic colors posted, the alphabet....\n\n2.  Make sure that you have a week and a half worth of lessons planned.  Teachers have to overplan at all times.\n\n3.  Call the parents to introduce yourself.\n\n4.  Prepare a letter to the parents.\n\n5.  Prepare a syllabus and rule list for your parents to read and sign.\n\nI hope this helps a bit!
1051562
Don't worry about the "correct" grade.\n\nBeing held back s one of the best things  that can happen to  a child.\n\nIt guarantees that he will be one of the older kind in his class.  Things come much easier to the older kids.  The younger kids are always scuttling along, trying to keep up.\n\nWhy make things harder than they have to be?
772449
1st grade.\n\nBecause in 2nd grade the teacher hated me (No I didnt cause any trouble), she would rub her knuckles hard across my head. She also refused to let me go to the restroom and I ended up peeing my pants at my desk and I became the laughingstock of my grade. In first grade I was the best student in class. After 2nd grade I lost interest in school and got all bad grades. School just became hell for me after that.
58562
This means how long can the child focus on any one particular activity.\n\nFirst of all, the activity must be one designed for a First Grader.  \n\nThere is really no 'average' because each person differs.  Some kids grow up more slowly even if they are destined to be really swift.  I know, I was one.\n\nSome teachers are so dumb they do not know who is smart.\n\nBehavior problems can make a few smart kids appear dumb.  Some kids may need eyeglasses (again, I was one, it was like a new world opening up when I got them).\n\nIf you are under 30 if takes someone older and with educational experience to assess your child.\n\nAttention spans at this stage range from 5 minutes to 30 minutes.  Smarter or more mature kids will have a longer one.\n\nBut, the subject matter also makes a difference.  If someone very interesting visits, someone who knows lots about animals, for instance, and is a good teacher they all might listen enthralled for a whole hour, even more so if actual animals are brought in to look at.\n\nKids this age are just starting to find out about the world.  They are interested in animals, types of machines and vehicles like airplanes, helicopters, trucks, fire engines, police cars.\n\nThis is where they learn the alphabet and start associating letters with words...\n\nWhen that work is done (their attention flags), the teacher may switch to fingerpainting.\n\nChildren this age like STORY TELLING very, very much.  You will GREATLY help your child if you also participate in story telling, at least three times a week.\n\nThat is a big plus that trains your child to focus his / her attention.  They also see that lots of good stuff is in books...\n\nThat has a BIG PAYOFF for the rest of their lives.\n\nADHD kids should be given fish oil supplement along with calcium and magnesium tablet that is broken up and grinded into their food.  \n\nThe drugs are a very poor substitute for an insufficient diet.\n\nMake sure your kids take a daily kid's vitamin and drink lots of water.\n\nKids MUST also have physical activities like playing ball, running around, sack races (you get the picture)...\n\nIf they do not have enough of this it will greatly contribute to learning problems in the more mental activities.
246221
If anyone who wants to be a humanistic teacher, he should have undermentioned characteristics.\n1) A vision for promoting human ability.\n2) A good knowledge in addition to the subject he taught.\n3) The identification abity of a child\n4) A broad knowledge of child psychology.\n5) A good knowledge on educational management.\n6) The identification ability of new and modern teaching methods.\n7) Good knowledge on current affairs.
754564
I find that giving a child with special needs a "buddy" who is "typically developing" tends to help.  I usually choose a girl who is a little (how shall we say?) bit of a leader.  Girls tend to have a little more of the nurturing and protective element.  Choose one person to help out the other child, makes sure that they get their assignments, stay on task, do their work... just be a reminder for the child with special needs.  Talk with the children truthfully about the child's qualities and needs.  "Yes, Joshua can write, but he can't speak very well yet."  Tell the other children what they can do to help him out.  "Erica, since you are good at understanding what Joshua wants, can you make sure that he gets what he needs to do his work?"  Praise the children for sticking up for their friend (this is especially hard in 2nd on up- the kids are starting to really notice differences).  Build a sense of community within your classroom, and expect that the children take care of one another outside of it as well.  Show the children what the child with special needs can do well, and try to find the similarities.  If the child with special needs is really into baseball, find another child in the class with the same interests who can talk about them with them.  Mostly, it is all about fostering a sense of belonging with all the children, pointing out everyone's achievements, and having a sense of comraderie.
966177
I am a teacher so I'll give you tips on what I think a good t.a. does.\n\nA good t.a. will  :\n\nBe there right at the start of the lesson and not be late.\n\nListen to the teacher's introduction to the lesson so they know what the children will be doing\n\nWill have asked the teacher how she can best use you\n\nBe willing to help with anything\n\nWill interact with the children at their level, be friendly and approachable. \n\nBe patient.\n\nWill ask the teacher if there is something in the subject matter they do not understand, better that than to guess and teach the children the wrong thing!\n\nWill not rush off as soon as the kids are out the door at the end of the day.  Offer to tidy up or whatever, just say anything I can do?\n\nWill discuss any issues that arose during the day with the teacher.\n\nWill smile\n\nLike children.\n\nDon't panic, after reading all this, it's what would be expected from an experienced ta.  I think willingness is the key thing.\n\nI'm sure you're going to enjoy your Wednesdays and I wish you lots of luck.
583080
School is a great playground for kindergarten-age children. I remember having a smart 4-year old in my class when school started in September, and he was shy but brilliant. At first it was a little rough for him socially because he was afraid to open up, but I'm sure that with some motherly encouragement he'll make it through.\n\nIt will benefit him if he gets an early start to his education! I graduated among the youngest in my class and it was nice to be younger while accomplishing the same things as your peers, because you have a sort of head start. \n\nI think it's best to go on your gut instinct on this one. Good luck!
443318
The best way to teach children is to encourage.  Criticizing never works.  Small treats and rewards are good ONLY if they really deserve them e.g. if they get full marks on a test.  Never humilitate a child in front of his/her classmates.  That will deflate his confidence in an instant.  Is this the kind of info you were looking for?