Determine the level of emotional needs of the child with the novice teacher. Can the child label and identify emotion pictures? Can he or she label her own emotions? Does she talk about her emotions aloud?
Write an objective based on the level of emotional need. An example would be, "The child will identify emotional states in classmates." This means you can ask a child, "How does that make him feel?" and the child will answer with the appropriate emotion.
Encourage the novice teacher to watch the interactions between children as they play. Does anyone need help asking to join play? Are the children able to play cooperatively for short periods of time? Does anyone isolate himself or are there any bullies?
Develop an objective based on the play and interaction needs of the child. If the child or group of children typically plays alone, give them the skills to enter the play. A hierarchical example would be, "The child will stand in the vicinity of the playing children," then, "The child will ask the group if she can join, using taught phrases such as, 'Can I play?' "
Model for the novice teacher how to observe a child in peer situations. Look for interactions. Does the child add to a conversation? Is the child easily intimidated by others? Does the child take care of his belongings? Does the child ask for help from peers or adults?
Write objectives based on a student's self-efficacy and self-help skills to increase self-esteem skills. For example, "The child will tell the teacher when someone calls her a name," or "The child will ask for help with her backpack instead of crying at her hook."