Pedagogical Contents

Since we're exploring a new environment and different educational settings, we had the chance to observe a few classes at FIS. As an early childhood education major, I got to check out the kindergarten and first-grade classes.

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During my observation, I noticed that the teachers used some engaging and age-appropriate practices. In the kindergarten class, the English lesson started with a cheerful greeting using an action song, "Hello," followed by a quick attendance check. Since it was a review session, the teacher had one activity planned, but she was able to incorporate multiple teaching techniques. After the routine, she revisited the colors from their previous lesson. To make it interactive, she conducted a fun pointing game that also served as an authentic assessment. The teacher demonstrated how to play the game to all the students first, for everyone to understand/remember better. Then, she called each student up individually to do the activity. What stood out was the way the teacher adapted her support. She started by letting each child try the activity independently. If a child seemed to struggle, she would step in with verbal prompts (through phonics) and gentle guidance to help them focus (redirecting the child's attention to her by changing seats). Moving on to the first-grade class, the teacher delivered the lesson well. She presented the topic of solidarity and sharing, which are abstract concepts for young kids and may be difficult to grasp. She used simple, concrete examples with sticks and food, showing how one stick can easily bend, but when you have two or more, they become much stronger together. This example, illustrated the idea that "together, we are stronger." She even made the class more fun by letting the kids do the "breaking" themselves. Then, she transitioned the class through a game of "the both is sinking" while dividing the class into small groups. Next, she allowed a few minutes for each group to discuss what sharing meant for them. Students answered: sharing food, sharing toys, etc. After, the teacher gave a simple dilemma to the class. If they have only one pencil, then a classmate asks to borrow it, but you would also need the pencil. Would you still lend it? The answer is no; you should prioritize yourself before others. Afterwards the class did a generalization of what they have learned in class. 

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Both teachers have displayed well-mastery of how to give reinforcement and rewards. In their classes, they used prizes like stickers and mini-snacks to engage the students. This approach motivates the kids to participate more actively. It also connects to Kohlberg's Moral Development Theory, which suggests that children at the pre-conventional level often respond best to the rewards they can earn—moreover,  reinforcements such as using positive words to reinforce good behavior.

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Moreover, I noticed that teachers used a mix of traditional and tech-based learning materials, like concrete materials (realia) and audio-visuals. Overall, their teaching methods are developmentally suitable for kids, taking into account their age, culture, and unique personalities.