Explore each of the 4 scenarios and determine the role of teacher in terms demonstrating power on, power for or power with (Lesson 2 on line notes). Briefly explain why.
The teacher observes three children playing in the block area. She sees that one of the children is becoming increasingly frustrated because the other two children are not listening to his ideas. The teacher steps in to support the child who seems to be frustrated. She offers suggestions to allow the play to continue.
Richard, Conrad and Liyang once again are playing in the sinks in the bathroom. Closer observation reveals that the funnel that appears as they swish the water around in the sink before it goes down the drain fascinates them. The teacher reminds them the bathroom is not a playground and to please return to the classroom and find something to do.
Richard, Conrad and Liyang return to the classroom. They become involved in a game where they line up the dominoes on the table in a long line and then tap the first one causing the dominoes to fall in sequence. The teacher, happy that they are not in the bathroom sits nearby and watches the activity. She asks if they are going to line up the dominoes again. They tell her yes and invite her to join their play. They show her exactly how to place the dominoes in the line. She carefully follows their instructions.
In the junior preschool 2 children Maya and Ben are involved in associative play, talking and building their own structures with Lego blocks. Maya has run out of wheels and asks Ben for 2 wheels. Ben responds by saying no, i need them all. Maya then leaves the table and runs to the teacher, telling her he is keeping all the wheels. The teacher tells Ben to give Maya some wheels. A warning is also issued that if Ben can’t share he won’t be able to use the Lego’s.