000			01765nam a22001697a 4500
005			20250304094313.0
008			250304b ph ||||| |||| 00| 0 eng d
040			_cOCT
100			_aCarlton, Kelsey Anne
240			_aChildhood Education / _hJan-Feb 2025
245			_adeeper level learning in 1,2,3! / _cKelsey Anne Carlton
300			_aVol 101 (1) pages 14-21 : _billustrations ; _c27 cm
500			_aTeacher Tinh lives and works in Kon Du Village in Vietnam. She has a diverse class, both in terms of ethnic groups and mixed abili-ties. When she entered her new classroom on the first day, she noticed that one child, Vy, did not greet her in the same way as the other students. Instead of saying hello or giving the teacher a hug, Vy lowered her gaze, did not say a word, and walked away. As the first week progressed, Tinh noticed that Vy seemed to be experiencing more challenges adapting to the classroom than the other students were. She rarely spoke to the teacher or her peers and showed little emotion throughout the day. Worried about Vy, Tinh wondered what she could do. A few weeks later, Tinh received training on process-oriented child monitoring (POM), delivered by VVOB-Education for Development in conjunction with the provincial Department of Education. During the training, Tinh learned that POM is a child observation approach that can be used to determine students' levels of wellbeing and involvement in the classroom, which helps a teacher understand if deep-level learning is taking place. While Tinh knew she was supposed to observe her students, this was the first time she was taught a systematic and focused way to conduct these observations.
653			_aChildren development
653			_aPOM approach
942			_2ddc _cCR _n0
999			_c10302 _d10302