Observation Of Hagerman's Pre-Kindergarten

Above are pictures of Mrs. Pollard’s classroom at Hartwood Elementary School. The atmosphere of the room is extremely bright and learning-oriented. The lighting is bright and there are posters around the room that are colorful. The picture on the left shows the set-up of the entire room and the picture on the right shows the front of the room from the perspective of the students. If anything is difficult to see in the pictures, Mrs. Pollard has Orff instruments set up on the side, a piano in the front, and two desks in the back; which leaves a space in the middle of the room for students. She also has posters of instruments, recorder fingerings, and solfège around the room.

The author conducted an in-person interview with Morgan Sedlacek, who works with Allen ISD as a first-grade teacher in a general education classroom.

The teacher is able to scan the entire area without blind spots. Math corners, alphabet, number dots, charts and theme boards are positioned with the young learner in mind. Keeping a classroom simple, clean, and welcoming benefits students and

I observed at Kindercare Daycare located at 800 S. Arlington Heights Rd. Elk Grove Village, IL 60007. I was observing the Preschool and kindergarten classroom. The children’s ages ranged from three to five years old. There was at the most twenty children in the room that I observed in, and one staff member per classroom. The classroom has an office for staff right when you walk in, for staff to let parents in and out. They can see the students from the window, which is good for the safety of the children.

The donated money should be used in the eight grade math and reading classrooms because it will improve the focus and attention of the students. The students' self esteem will go up which will let them participate and do more to benefit the classrooms. They will also be less antsy because they will be focused on work, and not worrying about their uncomfortable seats.

On Wednesday, September 30th I observed Mrs. Bangham’s three to six year old classroom. The observation was from 8:00 to 10:00, at Greensboro Montessori School. Since they combine different ages I focused more on the five and six year olds that would be in a normal Kindergarten class. I learned so much about Montessori schools and how they work in the two hours I observed.

Most classrooms are analogous in their basic structure. They typically consist of the essential accessories such as chairs, tables, and desks. However moving past the basic structures they become more unique. Their distinguished qualities, often correspond with varying influential factors. These factors include, instructor and subject matter, school setting, and student population. These differences are noted in most, if not all classes, including Dr.Ngezems English 1101 class.

My experiences, which I had been in constant disagreements with my co-worker at my workplace, Kittell Academy. The disagreements were between female co-worker and I about my business attire. My co-worker believed that my attire is inappropriate in Kittell Academy.

The prepared environment is also a social environment allowing the children freedom to interact through work and play with others, developing empathy and compassion, and becoming socially aware. The children soon learn that this classroom belongs to them and they gladly accept responsibility for the orderly care and maintenance of the prepared environment. A keen sense of community life emerges as children take responsibility for their own behavior through the sharing of Grace and Courtesy Lessons and through their imitation of the behavior of their older, normalized peers and of the

The following evidence contains a range of photographs from my classroom. As a teacher, it is my duty to create and maintain a supportive and safe learning environment. This is established by the iHelp job chart. This classroom management strategy gives each child in my class responsibility and autonomy. It contributes to a safe learning environment. Alternatively, the use of ClassDojo application shows that I am able to manage challenging behaviour by establishing and negotiating clear expectations (4.3.2) As a class, students chose their own Skills, this means that students have a clear understanding of behaviour and expectations. Students also indicate how many points they believe each skill is worth. The students receive an incentive at the end of the week if they have received over 50 points. The student with the most point also receives a reward and becomes the Dojo Champion for the week. This rewards system establishes and negotiates clear expectations to the students (4.3.2). Students also choose the behaviours that will result in negative points. This means that discipline issues are addressed promptly, fairly and respectfully (4.3.2).

The period of time that I will be reviewing is coming from Mrs. Porter’s first and second grade ELL classroom. Pseudonyms will be in place for all students and teachers present in this description and story. On this particular day I was to help out at a literacy station. Stations are a regular routine in this classroom for all subjects, and the students really do enjoy this part of the day. It breaks up learning into different activities that are both individual practice and group work. On this day, I felt a little stressed and worried for Mrs. Porters students. The 4 children I was working with at this station were assigned a work sheet where they were to write “are big” or “is big” in the sentences below. Mrs. Porters class is extremely

When I enter Schoolhouse, the toddlers peer curiously out the door from their foam letter mat, waiting impatiently for a new face to enter after hours of seeing the same ones. I am met with tiny running feet and arms that reach to the sky in their desire to be lifted. I do. I greet each kid with tight hugs and smiles and questions about their day. “What did you learn?” “Did you draw

I completed my second set of field experience during the summer semester at Athens Elementary School. This field experience included a summer enrichment camp hosted by Athens University at the elementary school. The facilitator of this enrichment program at Athens Elementary was Dr. Hodges. During this camp there were a total of three classrooms. One classroom for first grade, second grade, and then third and fourth grade were combined. For the first couple of days I spent my time in the second grade classroom with Dr. Hodges. She then put me in the first grade classroom because I was going to be attending the entire camp and most Athens University students were not and she wanted a constant in the classroom

Again, I was able to do an observation other Pre-K class on two different days. I observed a second Pre –K class. The teachers were Ms. Tracy and Ms. Megan. Both are extremely qualified teacher with Master Degree in Early Childhood. I observed the environment and the interaction of the teachers and their students. Although, both classes used the same structure routines as well as the curriculum provides by Goddard, there were some similarities and some differences.

The environment doesn’t seem to bother the children at all like it did me. There is so much on the walls I don’t know how the children are able to focus on what’s in front of them. The colorful décor makes the room feel like a pre-k room. With a lot of oranges and red shades. The rug being in center I thought was a good idea because the teacher has every child sit on the first letter of their name. It also had a lot of rainbow colors on it. The children know the rug is where they sit every day to learn every morning.