| Teaching Strategy | Definition | Examples |
| Repetition | "Redundancy of keywords phrases, ideas, paragraphs, and sentences.” | In my class I explain an idea several times to ensure children who were not attentive at first understands the concept. |
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Consistent Routine |
Predictability of what is going to occur. | I ensure children have a routine and follow a schedule in-class time, play time, and outdoor play because change can be stressful for children. |
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Planned Transition |
Transitions refer to change between activities, multiple settings, and between programs. | In class, I provide verbal and nonverbal cues before transition using phrases like "it is almost time for cleanup," "3 minutes ‘till snack", or ringing a bell. |
| Scaffolding | Using prompt and questions to gain the attention of children. | Before introducing a concept, I assess the children's knowhow through dialogue and asks them what they know on an individual basis or in groups. |
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Getting Children’s Attention |
Getting children engaged and motivated. | I ensure children are attentive by including physical activities in class, having attention breaks, removing visual distractions, and breaking tasks into pieces. |
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Use of High Preference Items |
“Children’s most preferred activities, objects, and people.” | I teach children using the materials they prefer, and play the games they prefer most. |
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Motivation: Eternal Internal |
“Incentive or inducement of action.” |
I ensure external motivations by rewarding children for good performance and making sure they do something to avoid punishment. I ensure internal motivation in the class with a focus on independent thinking, teaching self-direction, promoting cooperative learning, and providing choices to make sure children complete tasks based on personal interest and enjoyment. |
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Applied Behavior Analysis (positive reinforcement and successful approximations) |
“ Forming the behavior of children by use of positive reinforcement, successful approximation, use of cues and prompts and reinforcement.pe and form a child’s behavior.” | I apply discrete trial teaching, outcome-based decision making, and I program for generalization to the natural environment. |
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Follow the Child’s Lead |
Engaging with children on interests and materials that they are interested in. | I respect that children need to explore, construct their own learning, explore, and understand, and I allow them opportunities to do so. |
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Use Labels and Specific Descriptors |
The use of descriptive language and signs. | In my class, we have charts that I use to teach children about colors. I engage them in using food for fun and language by sorting into colors, they pick their outfit based on colors and label each article. |
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Repeat Keywords And Phrases |
The use of repetition of instructions or words. | Using keywords and phrases in a repetitive manner ensures children remember them. |
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Progressive Matching |
When children, "who are just beginning to learn language, adult language input must be short, consist of one or two-word utterances and short, simple sentences." | Asking a child to "Open" when a child is looking at a book and changing the phrase as the child gains a better understanding. "Open it." "Open the book." I also correct children's utterances e.g where they say " me want that one" to " I want the blue pen please." |
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Establish Turn Taking |
Using strategies such as, "imitating something the child is already doing, engaging in pleasurable activity and then interrupting the action, or physically prompting the child to take turns." | I ensure turn-taking by dividing children into groups and ask them to take turns while enacting different roles in a drama. |
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