Education Situations

Education Situation Dialogues It is three weeks into the new school year. A child has been enrolled into preschool. You have been asked to ensure that she "settles in" to the group and is made to feel comfortable with the daily routine. The child is left alone with the teacher's aide.) TEACHER'S AIDE: (With a big smile) Hi, my name is Miss Jessica. CHILD: (Nervously) Hi. TEACHER'S AIDE: (Bending down onto knees to be face-to-face with the child) We're going to have a lot of fun together.

I know that it can be scary being in a new place, but everyone here is very nice. CHILD: (Frowning) I miss my daddy. We watch cartoons. TEACHER'S AIDE: (Quietly) I miss my dog when I'm away from home all day, so I know how you feel. But I still have lots of fun here, and then I get to see him after school.

Why don't I show you around the classroom? (Walking him towards a shelf of toys.) Have you ever played with toys like these? CHILD: Ummm TEACHER'S AIDE: Over there are some kids playing, because it is playtime. In a few minutes we'll have crackers and juice, and then it will be story time. CHILD: I like juice. TEACHER'S AIDE: Me too! Let's try out some of these toys now, ok? It is difficult communicating with preschool children because they often have limited vocabulary and understanding of how the world works.

Also, a child that is distressed may not be receptive to new ideas. Finding a way to relate to the child and to show her that you are a safe friend can help the child to open up to you and communicate as openly as possible. 2. You have been working individually with a child in year two. He has come for his daily reading session and it is obvious that his attention is elsewhere. He continually goes off task and it is a struggle to keep him focussed.

TEACHER'S AIDE: Billy, you seem distracted today. Is there something you want to talk about? BILLY: Um, no. TEACHER'S AIDE: Ok, then let's focus on the book. Did you finish chapter three? BILLY: (staring at the ceiling, no response) TEACHER'S AIDE: Billy? BILLY: Oh, yeah. Sorry. TEACHER'S AIDE: Billy, why don't we put the book down for a few minutes and talk. Sometimes when I can't concentrate, it's because I'm tired, or sad, or bored. How are you feeling? BILLY: (Shortly) I don't want to read this.

TEACHER'S AIDE: Is there another book you want to read? BILLY: No. I don't want to read anything. TEACHER'S AIDE: Why not? You usually like reading. BILLY: It's stupid. TEACHER'S AIDE: That's not a good word to use. It's not nice to call things stupid. BILLY:.