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Language modeling is about supporting children language development teacher talk and getting children to talk. This is one of my of the things I had trouble with.  I am currently giving the more time to talk instead of  cutting them off.  I have been trying to ask open ended questions that require more than one response for children and they have really opened up more even the ones that didn't talk as much.  I also have been using a variety of words that connect with what we are talking about.  Today we were talking about pets and the I brought out another word that the children weren't familiar with and it was nocturnal and I begin to ask questions What does that mean? We talked different animals.  They are really talking and expressing ideas more.

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This dimension describes how teachers respond to children's efforts in ways that expand their knowledge and their participation. It's not about getting the right answer, it's about getting them to understand how they came up with their answer.

I tried to go to the children that do not talk as much as some of the others. It is real easy to always talk to the ones that will talk back. In doing so, a child and me were discussing parts of a house and building that house. I asked questions such as why do you think, what would happen if, how would you build it, etc.

The child I was talking to gave me a lot of input, after a while. I really had to be persistent  in getting him to respond. But after we started talking he was really interested in what we were talking about. He started telling me about something his papaw had built. He then went and drew a house with the parts we had talked about.

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The activity I chose on the 'what's next'" activity page, along  with the plan made to build on it was Transitions.
Q: How could  you create a learning opportunity within a transition?
A: When the children are transitioning from breakfast to circle time, I will have them to clean up their area, wash hands, put on mask, take chairs to the carpet wherever wanted,  start circle time by singing the alphabet  and counting until I am able to join them on the carpet.  During this time there is constant moving, sometimes guidance is needed.

The impact it has on the children is positive.  The children become more independent,  aware of the time schedule, and facilitators throughout the activity.

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Group of Preschool Kids Sitting on Floor,Teacher Sitting on Chair and Reading Book to Children Vector Illustration

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Behavior Management describes how teachers manage behavior to prevent misbehaving and reinforce positive behavior. In the "What's Next" section I chose was to provide clear expectations throughout the day. During clean up time after lunch, I clarified my expectations by stating each step of the clean up process. (1) throw your milk away (2) put everything on your plate including paper wrapping, napkins, spoon, ect.. (3) take the plate to the trash and drop plate in the trash can. This interaction had a positive impact on about have the student. The other half still chose to take individual item of their plate to take to the trash can. My plan is to continue to give clear directions and expectations at clean up time