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I have learn the steps of teaching strategy to use music and movement in my classroom . Its importAnt to have lesson plan flow

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1、华文老师要播放华文的歌曲。
2、让孩子自己选择音乐器材。
3、重复孩子的回答，持续性的对话。

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Hi
Do we have to bring our work phone out during fire drill as we won’t be able to access qoqolo on the phone as there’s no wifi.

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Hi, I am curious to know where is the “fire” during fire drill? It is always located in the same location? For instance, this year it was said that it is at the Nursery Music room.
It is because sometimes just deciding where is the fire takes us time to think which exit to use.

Thank you

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If the walking infant starts crying and not able to walk and we do not have enough teachers to carry them , can we put them in the baby cot or whats the alternative way ?

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may i have some suggestions on how to go about if children are in the toilet with teacher during routine?

should we drape the child with towel?

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If there’s a fire in-front of the office bay, do the bay c children, aunties and teachers evacuate from the front or back door?

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头肩膀膝盖脚
如果感到开心你就拍拍手
健康歌

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你笑起来真好看
听我说谢谢你
玛丽有只小绵羊

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1、走啊走
2、如果感到开心你就拍拍手
3、耳朵鼻子眼睛

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奔跑吧蜗牛🐌
胖国王
一闪一闪亮晶晶

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情绪儿歌
我的好妈妈
五只小猴床上跳

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1.巴士上的轮子转呀转
2.小星星
3.如果感到开心

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Fly梦想起飞

睡觉的兔子

当我们同在一起

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1  情绪儿歌
2 五只小猴床上跳
3我的好妈妈

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小小青蛙
当我们同在一起
王老先生有块地

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《幸福的脸》
《给我一个拥抱》
《爱上幼儿园》

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蜗牛与黄鹂鸟
小跳蛙
郊游

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五只小猴子
合拢张开
拔萝卜

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如果感到快乐你就拍拍手
走啊走
耳朵鼻子眼睛

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1、你笑起来真好看
2、螃蟹舞
3、健康歌

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将孩子看到的东西也要描述出来，跟着孩子继续去探索，帮助孩子发掘。
音乐律动也是需要一个完整的流程，给孩子习惯，去慢慢培养孩子学习音乐律动的习惯与兴趣。

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设计的活动内容要适中，留给幼儿足够的时间去思考。
目标中要有知识、技能和积极的学习意向。
目标要适合不同等级的幼儿。
注重环境、材料等内容对活动的开展。

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1、华文老师要播放使用华文歌曲
2、孩子们可以自由选择材料
3、目标中要有知识、技能和积极的学习意向

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1、设计活动时问的问题要适合此年龄段的孩子，并关注每一位婴幼儿；
2、华文老师室内和户外活动时用华文歌曲；
3、婴幼儿可以自由选择喜欢的玩具材料，咬过的玩具材料即刻拿走并消毒。

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1、华文老师要播放和唱华文歌曲
2、注重美术活动过程，选择适合孩子的材料进行探索。
3、不要一对一做美术活动，让几个孩子一起做，享受活动的快乐并互相学习。

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I’d like to try following how the CTs conduct their Music and Movement activity.

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ADULTS DISPOSTIONS AND ATTITUDE TOWARDS THE CHILDREN ENCOURAGE/DISCOURAGE CHILDREN TO PLAY.

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I like the m&m lesson flow shared by CTs. I will try applying in class with consistency.

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1.华文老师播华文歌曲
2.有一个系统的流程
3.清楚的知道你搭档的课程，所以你可以给予充足的支持

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always wait for the child to serve. i notice that i tend to return too much at times. when i do this, i might not be able to notice what they truly like.

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观察孩子对哪方面有浓厚兴趣，并在孩子感兴趣的点给与更多的支持与鼓励，可以多加练习，让孩子更好掌握和发现新的知识。

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观察幼儿的细节，并且回应幼儿，适当去引导幼儿参与到活动中，哪怕是点一下书上的字；
感受幼儿的情绪，相信他们，让他们去做，让自己与孩子之间建立联系，也要陪伴孩子一起去完成他们想要的探索。

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学到的
注意幼儿表现出来的行为：语言/动作，对幼儿的表现要有一个持续的互动，激发幼儿的思考。
我将运用的
当孩子对我有尝试想要表达的欲望时，应该多鼓励，以动作或者语言让他们大胆的进行表达出自己的想法，并且要及时的进行持续性的回应。

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Share the focus, the key is paying attention to what the child is looking.

Support and encourage, return the serve by giving words of encouragement or facial expressions.

Name what they are focusing on. what they are doing or feeling. Naming and labeling show words are important and helps infants in later stage. Brain building happens before a child can talk.

Take turns back and forth give ample time for them to respond.

Neurons in the brain gets connected when this process happens.

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观察孩子的行为，对于孩子的行为给予回应。对于华文老师，当年幼的孩子发出不正确的音或者不完整的句子时，老师应该在旁边说出正确完整的词语和句子。

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Take note of what your children are interested in (serve) and share the focus. Engage with them and expand on it (return).

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按照幼儿的节奏和需求，去与幼儿进行互动，并且维持互动的持续性。

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Serve and return is like play and interaction. Use the strategy of acknowledging what the child is doing . Know when the child is ready to transit to another activity . We do not force to finish the current activity if it is not complete .

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I will apply 'serve and return' by paying attention to my children's non-verbal cues, describing their actions a lot or verbalising what their cues mean.

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To really get to know my children (their cues and needs) so I can be able to respond to their cues appropriately.

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To be attentive and pay closely attention to the children’s non-verbal cues. Return to the cues with warmth approach and respond to them.

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We should be using serve and return in our interactions with the child, including playtime, routine cares. We should name it to build child's literacy, so that they know words have meaning.

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My takeaway is that it is important to understand what the child loves and observe their cues and actions so that we can show them that we understand them and that their interest is important to us. It is important to give the child the freedom to explore things that are new and let them problem solve without much interference.

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观察幼儿的行为，根据他们的表达（肢体/语言），教师与幼儿进行互动，可以根据他们的简单回应，我们可以用完整的句子回应幼儿。

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To share the focus point together with children (serve) and extend conversation from there so that we can take turns and have back and forth. (return)
To start modelling it so that children can learn from there.

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Serve and Return between adult and child can happen anytime. For example, routine time. We can use those opportunity to respond to the child's cue and interact with them.

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观察孩子的细节，及时给予孩子回应，语言、表情或动作，教师用完整的话回应孩子

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与孩子进行持续性的交流，是有来有回式的回应，通过重复孩子的语言，描述孩子的行为，来回应他们的想法，培养良好的互动关系

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观察幼儿的行为，对于他们的暗示及时的给予回应

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积极参与到婴幼儿的活动中，并与婴幼儿进行积极的互动，同时给予鼓励和赞扬

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The most natural serve and return interaction between child and caregiver is during play, therefore it is important for the environment to speak to children's interest so that it draws them in to play. Teachers need to be observant to pick up cues and listen to what children are saying, then take turns to return the serve back and forth.

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Being there during the children's play and focusing on interacting with the children is the most important. Children usually get frustrated when the teachers are not "present" when they are speaking.

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Always BE PRESENT when you're with children.

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观察婴幼儿的行为，对于婴幼儿的需要进行回应和互动，并给予尊重、鼓励和引导

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1、我觉得在中午午餐后到睡觉的时间，课室比较混乱。
需要学习用什么方法把音乐活动和课室管理融合在一起。

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I would like to learn how to use music to help children with additional needs

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Transitions are, by their nature, challenging for young kids. Whether it's a big change-making a new friend or changing grades-or something much smaller, like lining up at the end of recess, a transitional time inherently creates weak points.

Elementary teachers know that the foundations of classroom management are routines, clear expectations, and a strong and safe community. But changes are hard for kids, even when they've been rehearsed ad nauseam, and systems break down. Something as superficially simple as "Move from your desks to the carpet" or "We're shifting from writing to math" can feel like a landmine.

As a first-grade teacher, I have grown keenly aware of the myriad ways that things can break down when those changes aren't named, scaffolded, supported, and practiced. If kids haven't been thoughtfully prepared to learn deeply and play well, they often won't.

One rocky day, I grabbed my guitar out of frustration and just started singing instructions to a class of wiggly kids. It worked so well and so immediately that I realized that music could be used for more than singing for pleasure or as an instructional tool. It could help kids make sense of their surroundings. A sense of calm fell over the kids as the guitar strings rang out; we were not only following directions but doing so with a tranquillity that can be hard to come by in the midst of a busy day.

Creating Transitions

Regular transitions need to be personal and relatable, for both the students and the teacher. Music and poetry can be a useful way to transition.

Use a song for each action of a transition: Connecting an action to a lyric helps students stay on task. We use a 10-Second Song to name an action for each second of a transition. We use a countdown to help stay focused, singing, "I got 2 more seconds, I'm looking around / 1 more second to calm myself down."

Reinforce the purpose of an activity: The Cleanup Song describes not only the steps of cleaning up but also the purpose. "Pick up things off the floor / even if they're not yours / no, this room ain't gonna clean itself." Our mantra for entering the classroom is intentionally simple and direct: "Enter the room, but wait your turn / ready to listen, ready to learn."

Vary the types of transition: One doesn't need to be a songwriter or a poet to make transitions more fun. For me, the key has been tapping into things that the students and I all love: music, poetry, and wordplay. But a transitional theme could be dancing, stories, recorded music, rhythms, call-and-response, or any number of other methods of engaging the kids' minds and bodies at the same time. What makes transitions work is a combination of authenticity, routine, student engagement, and a clear purpose.

Create a sense of community: Kids are naturally drawn to music and rhymes, and the communal joy of singing while we work together toward something is usually enough to persuade any holdouts to join us. Whenever we add a name to the word wall, we sing a special song.

Engage children in the creation of the music: When students themselves help craft the songs and poems, they are invested in the transition. At a time when there was a lot of arguing about being first in line, one student suggested the lyrics, "It don't matter who's first in line / we're gonna get there at the same time." Because the songs have specific, explicit, and frequently quirky directions, the communal feel of singing helps them not only to get to where they are going safely and quickly, but to do so with a smile on their face.

Understand the Use

Using music to make transitions more fun and effective is not a panacea. Like anything we expect of kids, it doesn't always work; sometimes I'm halfway through a line-up song, and the next thing I know, I'm suddenly trying to mediate an argument while trying not to whack kids in the head with the banjo that's strapped to my chest. At other times, the mood isn't right for a song; and then there are just those days when even music doesn't work.

When young kids line up, clean up, or simply move from one activity to another, the thin veneer of orderly behavior is threatened by a single stray fart, a loud sneeze, or a spider someone spots on the ceiling. But when we sing our way through the changes, we're all on the same page, and it adds a note of whimsy to what is, for some kids, a deceptively challenging expectation.

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Singing as a Tool to Facilitate Transitions

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Transitions are, by their nature, challenging for young kids. Whether it's a big change-making a new friend or changing grades-or something much smaller, like lining up at the end of recess, a transitional time inherently creates weak points. Elementary teachers know that the foundations of classroom management are routines, clear expectations, and a strong and safe community.

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To practice the steps so that it gets easier, notice the serve(sharing the focus) then we can return by using words/ sentences to support and encourage what you’ve noticed.

Notice the serve and share the child's focus of attention.

Return the serve by supporting and encouraging.

Give it a name!

Take turns…and wait. Keep the interaction going back and forth.

Practice endings and beginnings.

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1.在午餐和换尿片的时间，比较难控制孩子，尤其是有些小朋友一直不要听。
2.所以我也想了解如何使用音乐帮助这样的孩子或者这样的情况该怎么做。

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- 在过渡时期用固定的熟悉的音乐，让孩子知道现在时间段应该做的事情
- 学校可以统一音乐给一日流程的各个过度环节？
有些孩子听到音乐非常兴奋，会满课室跑，或者很兴奋用力的砸玩具，这种情形可以如何处理？

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用音乐管理课室中，有些孩子就是故意不要听，应该怎么办？

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使用幼儿已知的音乐进行创编，然后将音乐运用到过度环节。
音乐会影响人的情绪，并有较深的影响力
可以帮助记忆
不能让一个人的行为，影响牵连到其他人身上。
用指令性的儿歌，引导幼儿。
过渡歌减少幼儿等待的时间。

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下午课程结束时间，当有部分孩子回家后，部分孩子会因为急着回家而心情浮躁…这时可以播放轻柔音乐让孩子们放松心情。

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I would like to learn how to use music to engage children with additional needs.

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培养孩子学习使用过渡环节音乐，能够更好的管理好孩子的秩序

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在过度到下一个活动的时候使用音乐来吸引孩子的注意力，而不是一个一个的叫他们的名字。

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How do we help children to transit to nap time using music

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我想要知道有方法可以让孩子快速冷静下来，因为对于我们班的孩子播放轻柔的音乐对他们没有用。

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I have a non-verbal child who communicates through gestures and grunts. I have difficulty communicating with him although I do see some differences. For example, he knows where to throw the diapers.

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I use music for my classroom management most of the time but there are still a few children who does not respond to it. How else can I use music to better manage them?

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Thanks for sharing Stephanie I like how you went through the songs with us. You have a nice voice, use it more on your kids! :)

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Thank you Steph for sharing about how to use music as a classroom management tool. I will use the songs from your sharing with my children.

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thank you for the sharing stephanie! i have learned new rhymes and can add them to my repertoire now. can’t wait to use them!

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I learnt a new term, the 'piggyback' songs. I usually use it in class and it really helps me manage the transition especially during outdoor and toilet/routine time. I also learnt new songs to capture children's attention. Thanks for the sharing, Steph! 🥰

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Hi Teacher Stephanie, thank you for the sharing. I’ve learnt how visual cues plays a part in the classroom management and piggyback songs too.

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I have learn from teacher steph to creat own song with other nursery rhyme tune. Will implement this during lesson

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通过一些歌曲让孩子调整心情，清楚知道需要做什么，正在做什么，接下来要做什么。