Would you please help me with this question?
Charlie does not come to group time
on his own. While he is there, he
does not participate or respond.
Which would be best for the teacher
to do?
A. insist he participate since this
is the only way he will learn.
B. continue to bring him to group,
but allow him to sit quietly.
C. allow Charlie to participate when
and if he is ready and willing.
D. call on Charlie more often to
encourage participation.
Would (C) or (D) be the best answer?
Thanks-- I'm only learning!
I would be inclined to go with B. What does your book say about the 'quiet' child? That may give you a better clue.
My text states:
Possible child attending behavior will vary from not focused to completely focused and participating,with other behaviors betwwen these two end points. A child may tune in and out, attend but not participate verbally or with body involvement, or attend and participate sporadically.
Then I would definitely go with C. Then the child can become involved when he is ready and comfortable.
Can you give me some input on why you say (C)?
I was agreeing with your book. The child will be there in the group. When something is said that he identifies with, enjoys, then he will feel willing to share. This will occur more and more often as he sees the other members of the group interacting and see that they are enjoying the experience.
To determine the best answer, it's important to consider the behavior of Charlie and the potential impact of different approaches. Let's go through the options and their potential outcomes:
A. Insist he participate since this is the only way he will learn.
This approach may create a negative experience for Charlie if he is not yet ready or willing to participate. It could potentially discourage him from future attempts or create a negative association with group time.
B. Continue to bring him to group, but allow him to sit quietly.
While this approach allows Charlie to be present, it does not actively encourage his participation. It might be suitable in the short term, but if Charlie continues to show disengagement over an extended period, it's important to explore alternative strategies.
C. Allow Charlie to participate when and if he is ready and willing.
This option takes into account Charlie's individual readiness and respects his autonomy. By allowing him to participate at his own pace, he is more likely to feel comfortable and motivated to engage.
D. Call on Charlie more often to encourage participation.
While it may seem beneficial to increase attention and encouragement, this approach could potentially overwhelm Charlie or put unnecessary pressure on him. It's important to establish a safe and supportive environment that gradually encourages participation without imposing it forcefully.
Considering the options above, choice (C) would be the most appropriate answer. By allowing Charlie to participate when he feels ready and willing, you create a positive and inclusive environment that respects his individual learning journey.
Remember, teaching is a dynamic process, and different strategies may work for different children. It's essential to observe and adapt to individual needs and preferences while maintaining a supportive and inclusive learning environment.