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This unit was insightful for how to effectively manage classrooms of students who are old enough to be self-aware and who already have exposure to group learning settings, such as school. However, it is a little week on how best to manage and effectively promote learning within the context of pre-K leaners. I would agree that most of the elements are generally useful to all ages of learners, however, much of the guidance presumes that the students already have some idea of appropriate group behavior and subordination to non-family member authority. Much of the classwork that I currently engage within is pre-K, and in addition to being responsible to communicate language learning, there is a great deal of effort towards simply helping the students to become self-disciplined and self-aware. Further, the section which focuses on TTT vs STT should note in more detail, how a tilt to TTT becomes likely more pronounced for pre-K leaners, whereby they are still developing their native language simultaneously, and their need for high repetition from the teacher is almost paramount. The section that outlines how to establish rapport is very useful and I plan to implement several of the ideas such as checking my manner in such a way as to ensure that students never feel as though I do not enjoy teaching them, nor that their difficulties with ESL is a reflection upon them as people or their overall intelligence.
