How to become a Kindergarten Teachers, Except Special Education 2024

Kindergarten Teachers, Except Special Education Teach academic and social skills to kindergarten students.

Kindergarten Teachers, Except Special Education is Also Know as

In different settings, Kindergarten Teachers, Except Special Education is titled as

Bilingual Kindergarten Teacher
Classroom Teacher
Educator
Instructor
Kinder Teacher
Kindergarten Classroom Teacher
Teacher
Title One Kindergarten Teacher
Transitional Kindergarten Teacher

Education and Training of Kindergarten Teachers, Except Special Education

Kindergarten Teachers, Except Special Education is categorized in Job Zone Four: Considerable Preparation Needed

Experience Required for Kindergarten Teachers, Except Special Education

A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified.

Education Required for Kindergarten Teachers, Except Special Education

Most of these occupations require a four-year bachelor's degree, but some do not.

Degrees Related to Kindergarten Teachers, Except Special Education

Training Required for Kindergarten Teachers, Except Special Education

Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training.

Related Ocuupations

Some Ocuupations related to Kindergarten Teachers, Except Special Education in different industries are

What Do Kindergarten Teachers, Except Special Education do?

Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills.
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Observe and evaluate children's performance, behavior, social development, and physical health.
Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests.
Read books to entire classes or to small groups.
Demonstrate activities to children.
Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to children.
Prepare and implement remedial programs for students requiring extra help.
Meet with parents and guardians to discuss their children's progress and to determine their priorities for their children and their resource needs.
Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Guide and counsel students with adjustment or academic problems or special academic interests.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists.
Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them.
Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies, and administrative regulations.
Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety.
Collaborate with other teachers and administrators in the development, evaluation, and revision of kindergarten programs.
Prepare, administer, and grade tests and assignments to evaluate children's progress.
Meet with other professionals to discuss individual students' needs and progress.
Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
Administer standardized ability and achievement tests and interpret results to determine children's developmental levels and needs.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities.
Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Attend staff meetings and serve on committees as required.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.

Qualities of Good Kindergarten Teachers, Except Special Education

Oral Expression: The ability to communicate information and ideas in speaking so others will understand.
Written Comprehension: The ability to read and understand information and ideas presented in writing.
Speech Clarity: The ability to speak clearly so others can understand you.
Oral Comprehension: The ability to listen to and understand information and ideas presented through spoken words and sentences.
Problem Sensitivity: The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem.
Written Expression: The ability to communicate information and ideas in writing so others will understand.
Fluency of Ideas: The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
Speech Recognition: The ability to identify and understand the speech of another person.
Inductive Reasoning: The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Originality: The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
Deductive Reasoning: The ability to apply general rules to specific problems to produce answers that make sense.
Information Ordering: The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Selective Attention: The ability to concentrate on a task over a period of time without being distracted.
Near Vision: The ability to see details at close range (within a few feet of the observer).
Category Flexibility: The ability to generate or use different sets of rules for combining or grouping things in different ways.
Time Sharing: The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).
Number Facility: The ability to add, subtract, multiply, or divide quickly and correctly.
Flexibility of Closure: The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
Memorization: The ability to remember information such as words, numbers, pictures, and procedures.
Speed of Closure: The ability to quickly make sense of, combine, and organize information into meaningful patterns.
Far Vision: The ability to see details at a distance.
Perceptual Speed: The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object.
Mathematical Reasoning: The ability to choose the right mathematical methods or formulas to solve a problem.
Visual Color Discrimination: The ability to match or detect differences between colors, including shades of color and brightness.
Visualization: The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
Trunk Strength: The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without "giving out" or fatiguing.
Finger Dexterity: The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects.
Arm-Hand Steadiness: The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
Auditory Attention: The ability to focus on a single source of sound in the presence of other distracting sounds.
Static Strength: The ability to exert maximum muscle force to lift, push, pull, or carry objects.
Extent Flexibility: The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
Gross Body Coordination: The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion.
Multilimb Coordination: The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
Gross Body Equilibrium: The ability to keep or regain your body balance or stay upright when in an unstable position.
Hearing Sensitivity: The ability to detect or tell the differences between sounds that vary in pitch and loudness.
Dynamic Strength: The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue.
Stamina: The ability to exert yourself physically over long periods of time without getting winded or out of breath.
Control Precision: The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
Manual Dexterity: The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Explosive Strength: The ability to use short bursts of muscle force to propel oneself (as in jumping or sprinting), or to throw an object.
Wrist-Finger Speed: The ability to make fast, simple, repeated movements of the fingers, hands, and wrists.
Depth Perception: The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object.
Sound Localization: The ability to tell the direction from which a sound originated.
Spatial Orientation: The ability to know your location in relation to the environment or to know where other objects are in relation to you.
Glare Sensitivity: The ability to see objects in the presence of a glare or bright lighting.
Peripheral Vision: The ability to see objects or movement of objects to one's side when the eyes are looking ahead.
Night Vision: The ability to see under low-light conditions.
Dynamic Flexibility: The ability to quickly and repeatedly bend, stretch, twist, or reach out with your body, arms, and/or legs.
Speed of Limb Movement: The ability to quickly move the arms and legs.
Reaction Time: The ability to quickly respond (with the hand, finger, or foot) to a signal (sound, light, picture) when it appears.
Rate Control: The ability to time your movements or the movement of a piece of equipment in anticipation of changes in the speed and/or direction of a moving object or scene.
Response Orientation: The ability to choose quickly between two or more movements in response to two or more different signals (lights, sounds, pictures). It includes the speed with which the correct response is started with the hand, foot, or other body part.

Tools Used by Kindergarten Teachers, Except Special Education

Audiotape players
Compact digital cameras
Compact disk CD players
Computer laser printers
Desktop computers
Educational board games
Intercom systems
Laminating machines
Laptop computers
Overhead display projectors
Pegboards
Personal computers
Sand tables
Science activity kits
Television monitors
Toy block sets
Video cassette recorders VCR
Water tables

Technology Skills required for Kindergarten Teachers, Except Special Education

Bloomz
Children's educational software
Microsoft Excel
Microsoft Office software
Microsoft Outlook
Microsoft PowerPoint
Microsoft Word
Padlet
Seesaw

US Universities

How to become Kindergarten Teachers, Except Special Education in 2024