EXAMPLES OF DAILY ACADEMIA PEDAGOGY:

 

Indoor class: “Johnny” is purposely putting his finger over the line that

separates “Lisa’s” seat from his own on the carpet during a whole group read

out loud. He is invading her space by a fraction of an inch, but that is enough

for Lisa to stop concentrating on task and cause enough commotion that it

challenges all students to maintain focal attention on the educative

lesson. The teacher has a variety of options. The teacher can simply ask

Johnny to stop invading Lisa’s space. Johnny listens, before the teacher

turns the page, Johnny returns to invading Lisa’s space with his finger.

Getting told to “stop” sometimes is not enough to make someone stop the

behavior, in fact, most times it only encourages until the next verbal warning.

The teacher could also stop the lesson altogether and go outside, and

1 or 2 times out of 10 times, this scenario may be the solution. The teacher

may also direct the attention to Lisa, asking her to explain why Johnny’s

finger over the line is affecting her concentration so intensely. Normally the

students answer that their space is being intruded. This is true, Johnny is

purposely despite his own space, crossing a piece of his finger over to Lisa’s

space to gain Lisa’s reaction/attention, maybe even purposely disrupt the

class. Johnny is participating in contradicting the etiquette of class. Despite

the lack of empathy from Johnny, the teacher could ask Lisa to ask Johhny

to maintain all of himself in his space (if he or she has not already). If he

does not, we can ask Johnny if he would mind Lisa or any other students’

finger in his space? Lisa can place her hand in his space and then

encourage the rest of the class to do so as well. This could turn into an all-

out fun in class tumble and wrestling match (monitored). That lesson thatwas being presented is gone for another day. Johnny got the attention he

wanted and amplified and he and others, learned the power of unity against

a contradiction. He may accept the lesson and reverse his actions, most

likely he and others again will reintroduce the actions for the presented

reactions, and the teacher should give them what they asked for in this

instance because customarily, by the third reenactment, the thrill has lost its

appeal, and what was before a social experiment amongst peers, is now a

conscious act of disruption, that now separates the individual from the

general public. Most people don’t want to be associated with a “leper”, and

lepers, don’t want to be lepers.

 

RESTROOM DINING DIAPER ED:

At the preschool level, the motion of restroom activity is frequent, and for

health reasons, educators depending on the student, need to know what to

prepare for to properly assist a student to disinfect, clean, wipe or flush.

Given the frequency, we encourage using the words solids or liquids when

processing our intake. So, we ask “are you relieving solids or liquids?”

There will be an initial explanation differentiating the attributes between

liquids and solids, further expanding scientific hypothetical thought and

vocabulary.

During meals, we describe their snacks or meals. Example: “Who

wants another triangular slice of pizza?”. We voice temperatures, textures,

colors, quantities, taste, all carry plenty of vocabulary to express more

detailed preferences and close the ambiguity gap of communication.

During diaper (when applicable) changes, initially we teach those that

have started attending the yoga classes in the morning to pose the “bridge”

pose to assist in diaper changing.

 

TRANSFORMERS:

A group of students want to simulate the latest trend of primary action

entertainment. They want to reenact as the characters from the show and

perform the same actions and challenges. In this “episode” of “transformers”,

“Bumble Bee” is captured by “Voltron”. It’s up to “Optimus, and Dispatch” to

rescue him. At first Optimus and Dispatch think it be best if they would beat

Voltron with their fists and throw “missiles” at Voltron as they do on screen.

This is where the conversationalist asks to join the game as “Sam”, a less

impressive character from the show. A lesser character of the show, allows

the original cast to remain at higher social rankings than the instructor

“disguised” as a member of the cast, and he or she accepted into the gamebecause you are using common vocabulary. As merely a “side kick” in the

game, when “Johnny” suggests beating the opponents senseless, Sam

suggest that we use a different strategy, “lets sneak up on them using our

invisible cloaks that we must get from the magic lion that hides in the corners

of the yard/planet”. With the idea that they understand what “invisible”

means and “cloak” (this is in Spanish, therefore stopping and describing new

vocabulary using older known vocabulary, is part of the curriculum), you start

heading for corners. When the magic lion is found, the lion first asks for a

side task. The lion wants 3 shapes with a curve or an acute angle, or obtuse,

or parallel lines, or 3/4/5/6 sides, or a specific color or that start with a certain

sound. You are the judge according to what you know you have and they

can find. When you have the invisible cloaks, add another task, simpler, or

you run the risk of being discovered as the teacher disguised as “Sam”! You

should know the student’s threshold and time of auto discipline. Gage the

tasks in the game and let them proceed with the knowledge gained, we’ll try

again in the next game, or tomorrow.

 

CODE SWITCHING

“Sally” has been part of the program since she was 18 months

old. She is now 4.5 years old. Her Spanish is at level with native Spanish

speakers in both comprehension and language concept delivery. She just

spent a week on vacation with her monolingual family in a monolingual

setting. When she returns, Sally’s Spanish has slightly dwindled. When

Sally uses a word in English, the teacher pretends to not understand and in

place uses another word that contradicts Sally’s story, forcing Sally to search

for the correct Spanish vocabulary word. Press play on the clip and listen to

the way the teacher reinforces “Sally” to search and use her second

language vocabulary.

 

​

 

YOGA

Every morning after all students have arrived, students with

their assigned mats will prepare for Yoga under the sun or shade. The

instructor (teacher or student) will go through a series of poses. Then each

participant will present a personal yoga for all to mimic. All participants thank

each other, then all mats are put away. As expected, everyone sits in front

of a prize box. A student is asked to count the number of participants, then

another to verify the count, and another and another. The instructor takes

out the same number of prizes, describing each prize with extensive

vocabulary. Using popsicle sticks with numeric symbols and matching dots,

students draw popsicle sticks while the number on the stick is hidden. The

instructor then draws random numbers that match the numbers the students

hold, and as your number is called, you may choose your prize, and the

student is dismissed from yoga. Alternate drawings help students recognize

numeric symbols out of order, thus assessing their number recognition rather

than their number memorization. This activity covers physics, numeric math,

community endeavors, self-discipline and control, social awareness,

statistics, language/vocabulary banks, patience and reinforcement of

establishment expectations.

 

AGRICULTURE

Community food growing and harvesting, the plant

life cycle parts and functions, insect life parts and functions, soil levels,

photosynthesis and purpose. Compost benefits, water conservation and

collecting

 

PHYSICS

Using magnets, gravity, soluble mixtures, and specific

building materials that allow the students a variety of self-implied

challenges to configure, promote and question structural building and

designing, simple mechanics and chemical mixtures to execute simple

tasks/results.

 

GLOBAL RELATIONS

conservation of water and resources, fossil fuels,

renewable energy, up-cyclin before recycling, media trends using AI. World

history, life altering inventions and human contributions, math and

reading. Creative outlets and personal health through traditional and

natural healing approaches and body movementsGovernment leadership concepts; Democracy, dictatorship,

chiefdoms

 

​