I observed classroom 4 on March 15, 2016. I also observed classroom 4 on May 12, 2016. Inside the classroom they have a lot of different activities for the children to learn and play. There is an area for children to read. The teachers also have a bookshelf for the children to choose a book and the children can read.
Learning to read and write became the basis of my development. Since I was in kindergarten, I have been taught to read and write. By watching alphabet videos, we would recite and write each letter every day until it stuck in our brains. We learned sentence structure, and we were inspired to write our own stories and draw them out on white copy paper; my classmates and I learned writing. While the teacher read to us Dr. Seuss books, we learned literacy sitting around a colorful, ABC lettered rug.
Pollard’s classroom, there were many different rules and styles of class management. When it comes to entering and exiting the classroom, Mrs. Pollard greets the students outside the room and then she plays either a hello song on the piano or a recorded song of a stylistic genre of music. When the students exit the room, she has them line up at the door and then picks a superstar of the day and that student gets to write his or her name on the superstar white board. When they go to the Orff instruments Mrs. Pollard calls people in order to go to the instruments and tells them to go around the instruments and not step over them. I assume she calls them to a certain instrument so they can play a different instrument each time and sit next to someone else because they have a seating chart on the floor.
I observed the teachers demonstrate to the students what they should do by going first. As the relay took place the teachers were encouraging the students by saying “you can do it.” Once the relay race was over the students went back inside and worked on independent work. On one side of the classroom, the kindergarteners were drawing pictures while the first graders were working on a math worksheet. Counting blocks were available to the students to use for this assignment. I observed the teacher walking around the room and working one-on-one with students.
Mrs. Derk's helped me out of the stroller and then lead me into the teachers lounge where there was a group of cubbies that each had a teachers name on it. She gave me a stack of envelopes and papers with names I did not recognize. She taught me the different names and where they went in the group of cubbies. This experience made my day and also helped teach me some names of teachers I would later
The first day I observed the entire fifth grade had a short day so their classes were on a time crunch. As the students came into the class, the teacher stood beside the door and welcomed every students with a smile. Beside the door was a small table that held the bell work papers and bell work turn in basket. As students came through the door they automatically picked up their bell work paper for the day. After grabbing their bell work, students placed their materials for the class on their desks and then proceeded to take their backpacks to the hall to hang up.
There is a variety of objects in this location such as: books, toys, blankets, snacks, and much more. D1 What is the situation in which the interaction occurs? How does he/she treat the other children? How do the others treat him/her? The situation that is occurring while observing Anaia is during lunchtime, all the students just woke up from their nap and now they are getting ready to eat lunch.
Briefly describe the setting: The school cafeteria is where every morning all the students including preschool gathers to wait for the rest of the students. Preschool uses 3 round tables with 6 chairs each table, were we place some coloring books, crayons, and toys to keep the children entertain while we wait for the rest to be drop-off – there are 15 preschoolers total. Objective description: B.G is in one of the tables playing with several cars along with his friend L (boy); suddenly he grabs a red truck and started moving the car around the table following the circle shape. After a while, he pushes the car from one corner to the other, so the car drops to the floor and every time he crashes the car, he starts laughing. I told him “honey,
If they weren’t in their seats by the second bell, they were marked tardy. In this one-room school house, there were rows of chairs with the oldest kids sitting in the back, and the youngest in the front. Throughout the day, the teacher would call a grade to sit in the front row and then he taught their lesson while the other grades worked. The children packed their lunches every day in brown paper bags and sat them in the shelves at the back of the room. They had a few classes in the morning and then it was time for lunch.
You walk into a classroom and see two dozen kids with faces filled with joy. They sit eagerly waiting for you to open your book and begin the story. You’re making a difference and all you had to do was read. This is the type of opportunity I was given on multiple occasions by the Literacy Express Program. I started participating in Literacy Express my sophomore year with the Holiday Express in December.
The teachers knew that when all the children entered the room and saw the table aligned with crafts every student’s eyes would light up with excitement. During my childhood, I spent a vast amount of time drawing and reading. I would spend my entire Saturdays reading books about knights in shining armor, elves, fairies and mystical magical worlds. Spawned from these hours of reading came a very active imagination. To take the images I saw in my head and make them a reality, I would use common tools such as paper and pencil.
Brennan was observed during the morning in his first grade classroom. At the start of the observation, the class was instructed to sit on the carpet for an activity. Brennan got up out of his seat and appropriately sat on the carpet. Brennan’s teacher, Mrs. Jones, began to engage the class in a writing activity. As she engaged the class in a discussion and wrote sentences on the board, Brennan appeared to pay attention as he stared at the board.
For example there are finger puppets, bookmarks and rulers that they would need in their school. 4. We all celebrate different days a smother day and others. You will find personalised gifts for all occasions that would please the person who is gifted by
As adults we use shapes every day, although we may not realise it. Think about when we are arranging furniture, cleaning out the cupboard or fridge, this is all done by arranging according to the shapes that are in them; road signs and markings make extensive use of different shapes, helping us to identify them before we can actually read them. When a child explores different shapes, they are using basic educational development; the observation of same and different. This concept provides them with a basic process that they will be able to use in observing, comparing and discussing all that is seen and encountered. This resource will aid students in year one develop the skills to differentiate various shapes by recognizing their key features.
The fourth finding I found was that even though Pre-K environments have an emphasis on group activities there was often a designated area in the classroom where children could go and be alone and self-reflect. However, these spaces were used differently throughout the three programs. In one program children went to what they called the “cool down chair” when they misbehaved. In this particular program usually a talkative child who may have been disruptive would have to go to the chair and think about what he or she did wrong. The chair was located in a corner where there were crayons and other play items that the child was allowed to use, but mainly it was a sort of punishment.