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Karla Lopez

Professor Gray

ECE 250

22 November 2015

Classroom Evaluation

Ages: 5-6 Kindergarten Number of Children: 16

SECTION 1: PHYSICAL ENVIRONMENT

Classroom:

1. Type/Name of Learning Center: Art Center

a. Number of children: 3

b. List of equipment/material and furniture: Medium table, three chairs, paper, crayons, glue,

paint, brushes, feathers, craft sticks, pipe cleaners, glitter, yarn, scissors, tape, stamps, chalk,

markers, paper plates and paper bags.

c. Types of learning experiences possible: Exposure to the different materials can increase

childrens vocabulary and self-expression as they begin using their imagination and creativity.

Through manipulating the various materials they improve their eye-hand coordination and are

provided with the opportunity to classify and make choices.

2. Type/Name of Learning Center: Library Center

a. Number of children: 3

b. List of equipment/material and furniture: Wide variety of books, two small wooden book

shelves, medium size book shelf with cardboard book holders on top, colorful carpet, stuffed

animals and a color bed canopy above it all.

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c. Types of learning experiences possible: Children will start to care and learn about the

responsibility of books. They will develop letter and word recognition and start to build

comprehension, listening skills and verbal expression.

3. Type/Name of Learning Center: Technology Center

a. Number of children: 5

b. List of equipment/material and furniture: Large table, five chairs, five computer sets (monitor,

mouse, headphones, keyboard, etc.), the computers have programs that contain reading and math

concepts.

c. Types of learning experiences possible: Depending on the software being used the learning

experiences can vary. Children expand their knowledge by linking words to pictures as well as

develop cause and effect by observing what happens when using the keyboard. Visual perception

of the child can be enhanced by tracking on the screen and moving the cursor.

4. Type/Name of Learning Center: Block Center

a. Number of children: 4

b. List of equipment/material and furniture: Long, medium cubby shelf, color dices, different

size colored wooden geometry shapes, small connectable Legos, pattern puzzles, pattern boards

and papers.

c. Types of learning experiences possible: Children will begin to label and use comparative

language such as larger, taller, or bigger. As they stack and place blocks together, they will have

a sense of gravity and balance. Developing concepts of number, size, shape, one-to-one

correspondence, sequencing, and part-to-whole relationships when manipulating and connecting

shapes.

5. Type/Name of Learning Center: Writing Center

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a. Number of children: 3

b. List of equipment/material and furniture: Small, round table, three chairs, paper, clip boards,

pencils, crayons, alphabet stamps, stapler, glue, sharpener, colored pencils, tape, envelops, index

cards, alphabet chart, picture dictionary, dry eraser board and markers.

c. Types of learning experiences possible: Writing will help develop a childs thinking,

reasoning, questioning, and promote problem solving skills. Children will be able to increase

their vocabulary, develop spelling, and phonetic skills; obtain an understanding of the purposes

of writing, and extend their reading skills.

Outdoors:

1. Available equipment: Medium and large hula-hoops, jump ropes, small traffic cones, and a big

basket like box filled with basket balls, volley balls and soccer balls. On certain occasions

students are allowed to bring specific equipment from inside the classroom. If working on a

special project teacher provides materials such as: blocks, chalks, bubbles, large construction

paper, and water colors to provide students with different learning experiences while outdoors.

2. Fixed components: Large size play structure with slides, different climbing ladders, sliding

pole, monkey bars, and connecting bridges. Playground structure is set on a rubber playground

flooring with a large shade over entire structure. They also have a pair of regular size soccer

goals set on grass area.

3. Natural features: Plain large grass are with about six medium size trees on opposite side of

play structure.
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4. Types of learning experiences: Learning through the use of their senses and observation that

will raise awareness of the world around them. During outdoor play children will be involved in

mainly physical games that will help develop muscle strength and learn about balance and

coordination as well as experience cause and effect. Outdoor play teaches skills like problem

solving, conversational, negotiation, and taking turns that leads children to learn about sharing.

Children are encourage to use their imagination which become another learning experience.

Evaluation:

Inside and outside physical activity areas with adequate space for children to move freely and

safely without bumping into each other (DAP 190). The play area outside has the amount of

space for children to move around freely and the playground structure which is set over rubber

playground flooring is safe and appropriate for childrens ages.

Offering a variety of tasks, materials, and learning centers helps children practice specific skills

and learn to use different types and sizes of equipment (DAP 191). Ms. Scott has a wide variety

of materials available at each of her centers. Children would need to move many things around to

find what they need do to the unorganized environment of the centers; adding labels and

increasing the amount of storage available can help with this issue.

The classroom includes a dramatic play area to which all children have frequent access (DAP

222). One of the things I found to be inappropriate is that there is no dramatic play center nor any

props to mimic daily life available for children.

Teachers should make sure there is enough space for active play that is protected from traffic

(Pearson 200). Inside Ms. Scotts class there is not enough room for active play and between the

childrens assigned seats there is no room for traffic either; children need to walk around the

tables or step over other childrens unorganized belongings. A good early childhood
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environment is organized into separate learning centers... (Pearson 200). Ms. Scotts classroom

despite having unorganized centers did have the centers well defined into separate areas.

SECTION 2: CURRICULUM

1. Philosophy

a. Center/School: Climbing new heights toward excellence. Reynaldo L. Martinez Elementary

School is to provide a safe, positive, secure environment where all students can reach their

potential in an ever changing world. Teachers, parents and students will unite to raise student

achievement by fostering: life-long love of learning, positive self-image, sense of personal

responsibility, appreciation of individual differences and development of talents.

b. Teacher: Part of my philosophy I would say is to create memorable learning experiences in a

safe environment where children feel comfortable. I must say that I like to start by building a

caring relationship with the children and their families through constant communication. As a

kindergarten teacher one focuses on teaching academics, but it is also important to teach the

necessary social skills to help children become better human beings. I constantly like to remind

myself that even though teachers are given a set curriculum to follow, teachers choose how to

implement it using as our guide the childrens diverse background, culture, and most importantly

their learning methods. As one gains more experience the teaching philosophy with what one

started will keep changing and hopefully to for the best way to teach children. (Scott)

2. Goals

a. Program Goals: At Reynaldo Martinez we want to ensure all students are hard workers,

critical thinkers, and responsible citizens who can work cooperatively to achieve academic

success.
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b. Classroom Goals: I have goals for each student that depend on their academic level. Besides

academic goals I also have specific goals for some students who have problems with behavior,

communication, or social/emotional. My goal as a teacher is to help my entire class overcome

any difficulties they might encounter and to teach them as much as they can learn while

implementing the curriculum. (Scott)

3. Classroom Schedule:

8:50-9:10 Morning Work

9:10-9:20 Group Meeting

9:20-10:20 Centers/ one-on-one

10:20-10:50 Math Workshop

10:50-11:20 Math/Small groups

11:20-11:50 Lunch and Recess

11:50-12:05 Silent Reading

12:05-12:30 Writing/Handwriting

12:30-1:00 Literacy Jobs

1:00-2:00 Specials

2:00-2:30 Phonics

2:30-3:00 Language

3:00-3:20 Clean Up and Dismiss

4. Lesson Plans:

5. Individualization:

a. Children With Identied Special Needs: I have not yet encounter the opportunity to work

with children with special needs. If this was to happen I would start by working with the childs
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family to learn as much as possible about that childs needs. Depending on the childs needs and

academic level I would have to re-think my teaching methods and re-structure my approach to

certain situations. The most difficult and important task I must accomplish is to teach other

students how to interact with one another without making differences. (Scott)

b. Typically Developing Children: As far as difficulty following routines and cutting I would

say constant practice as well as hints to remind children what comes next is what has work best. I

currently have two students in class that have difficulty sitting still I try to keep them busy with

things that interest them, but even though that has helped they are not yet where they should be.

Helping children who have problems with social skill can become quite challenging, but after

youve had a few it becomes easier. I had a boy back in preschool with non-verbal

communication problems. The best way I found of helping him was by constantly speaking

without overwhelming him and finding projects where he could interact with other children.

Keeping the parents involved in the whole process is very important and helpful. (Scott)

6. Evaluation:

Kindergarten teachers often do not have a say in the curriculum that is chosen by their school,

district, or state. Despite this fact, teachers have the most important role to play in how the

effectively curriculum is implemented (DAP 231). During the interview with Ms. Scott, she

mentioned to me the same quote I obtain from our DAP book showing how are of the situation

she is. She as well mentioned taking the time to learn about the children and their families which

helps her gather information to find what teaching methods would work with each child.

Research clearly demonstrates that children learn more in programs where there is a well-

planned and implemented curriculum (DAP 41). Because teachers know individual children

best and are most familiar with the context in which children live, teachers often prepare their
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own curriculum plan (Pearson 230). Even though Ms. Scott must follow set curriculum through

my observation and the additional information gathered from my interview with Ms. Scott I

obtained a clear view of the method she uses to help her plan the implementation of the

curriculum. Ms. Scott keeps track of every childs progress as well as their strengths and

weaknesses that helps her see what teaching methods work best and with whom did they work

best. She uses the gathered information to plan out the best method of implementing the

curriculum to reach each childs unique goals which I found to be the most appropriate practice.

One advantage of written curriculum plan is that they can be evaluated (Pearson 231). Ms.

Scott evaluates her curriculum to know when it is best to introduce certain topics. She as well

like to take note on what subjects are working and which are not and from there make

suggestions on how to correct the curriculum. She as well uses the written curriculum to

communicate with parents on where their children are and where they need to be.

SECTION 3: GUIDANCE

1. Routines:

a. While children interact with one another in their assigned station a timer rings. Ms. Scott

speaks loudly, Please start getting ready we have five more minutes. Classroom sound level

begins to raise as children move around the room holding different objects. Children begin to

gather at the front of the room sitting on the carpet. When all children are seated at the front of

the room Ms. Scott says, Thank you all for cleaning up and promptly taking a seat. Now that we

are all settle lets choose a book to read. Does anyone have a suggestion?

b. Each child is quietly working at their assigned seats as Ms. Scott says, Okay, everyone its

almost lunch time. What are we supposed to do now? Children begin to put away their work.

Ms. Scott says, If you brought a lunch please make sure you take it with you and girls you may
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line up. All the girls walk to the front of the door and line up behind it. Ms. Scott says, Now

our boys can line up. The boys stand from their seats and rush to line up behind the girls. Ms.

Scott approaches the door and turns off the lights immediately the children begin to walk

towards the hallway.

2. Classroom Rules:

Be Responsible: Raise your hand and complete all work.

Be Safe: Keep hands to yourself, walk dont run, and use materials wisely.

Be Caring: Use kind words and take turns.

Be Respectful: Use good manners and always be honest.

a. Children were individually working on their daily journals; Ms. Scott was helping a boy who

sits towards the center of the class. Across the room another boy start shouting, Me, me, Ms.

Scott me I need help too. Ms. Scott finishes helping the boy and approaches the other boy who

seats towards the front of the room. Ms. Scott squats down and looks at the boy who was

shouting and asks, Do we shout in this class? The boy answered quickly, No, but I need

help. Ms. Scott responded, I understand you need help, but next time please raise your hand

and I will gladly come help you.

b. As the whole class walked in line to go outside one boy started to run towards the front of the

line. Ms. Scott immediately said, Larry please use your walking feet we dont want any

accidents happening. Larry immediately started to walk. When Ms. Scott turned to look at the

other children Larry started to run again. Ms. Scott looked at Larry and he stood very still. Ms.

Scott approached Larry and said, How about you and I walk together this time. Larry looked at

Ms. Scott and nodded his head. Larry and Ms. Scott walked side by side until they were outside

in the playground area.

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3. Teacher interactions:

a. The children were sitting on the floor gathered in front of Ms. Scott who was holding a small

bunch of flash cards with different sight words on them. Ms. Scott holds one card to her forehead

with the word like and then says, Raise your hand if you have a sentence for me. A few of the

children rose their hands Ms. Scott choose one saying, Go ahead Theresa. Theresa answered

quickly, I would like to go to the park. Ms. Scott responded, Great job with that sentence.

Does anyone else have a sentence they would like to share? Ms. Scott continued with the cards

and little by little more children rose their hands to share their sentences. As each child shared

their sentence Ms. Scott would verbally praise that childs work and even when a mistake was

made she would thank their effort and help them correct them sentence.

b. Ms. Scott finished reading a segment of a book about making friend when she asked one of

the girls, So what do you do with your friends besides homework of course. The girl giggled

and said, We read. Another girl said, We get to go to the park. Soon most of the children

started to share what they with their friends. When the class started to get loud with the

childrens voices Ms. Scott softly said, Remember low whispers. How about I share what I do

with my friend. The childrens voice level began to lower and Ms. Scott began to say, We like

to go out and eat together while talking about the book we read that week. Ms. Scott than asked,

What do you think the character in our book will do with her new friend? Immediately

children started to raise and wave their hands in the air. Ms. Scott and the children continued to

share ideas complementing the cover of the book.

4. Social-Emotional Guidance Techniques:

a. While Ms. Scott was having one-on-one time with one of the children the rest of the class

worked individually on their sight worksheets. One of the boys in class named Alfredo rose his
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hand and when Ms. Scott asked what he needed Alfredo asked to go to the restroom. You may

go, but dont take long Ms. Scott answered. When Alfredo was walking back into class he

tripped and fell landing on his knees and palms. Alfredo started to cry and Ms. Scott rushed over

to him asking Alfredo if he was okay. Alfredo put both of his hands against his face partially

covering it. Ms. Scott asked, Are you okay? Do you need to go see the nurse? Alfredo still

covering his faced and crying said, Im just angry. The rest of the children had gotten out of

their seats and where looking at Alfredo. Ms. Scott asked the rest of the class to get back to

work. Giving all of her attention to Alfredo she said, Alfredo its okay to cry; you fell and it

must really hurt. Alfredo who had stopped crying took his hands off his face. Ms. Scott asked,

Do you need help getting up? Alfredo moved his head side to side and then stood up. Ms. Scott

got a little closer to him and asked one more time if he needed to go see the nurse. Alfredo

responded quickly, No. Ms. Scott patted Alfredos back and said, You know I cry too

especially if I get hurt and even though I might feel embarrassed I know it is okay to cry.

Alfredo smiled and wiped his tears with the back of his hand. Ms. Scott than said, Why dont

you go get a drink of water and come back ready to work. Alfredo did as suggested and when

he came back into the classroom he immediately took a seat and began to work.

b. Ms. Scott walked to the side of the classroom where she approached two girls who were

pulling each end of the same book. Ms. Scott grabbed one side of the book and asked, Is there a

problem? Both girls started to speak at the same time one saying I want to read the book and the

other saying I had the book first. Ms. Scott looked at both girls and said, Now I understand we

have a minor problem here. Immediately after she asked the girls, Can you girls think of a way

to solve this conflict? Both girls stood still and one of them responded, I had it first so I should

have it. The other girl responded, But I want to read it too. Ms. Scott looked at both girls and
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hinted the solution to the girls by saying, We have a class rule that might help you solve this.

Immediately one of the girls said, We have to take turns. The other girl responded, We can

share reading together because I can read really faster now. Before Ms. Scott could say

anything else both girls turned around and started to walk towards the library center.

5. Evaluation:

Teachers set clear limits regarding unacceptable behaviors and enforce these limits with

explanations in a climate of mutual respect and caring. (DAP 228). Young children are still

learning acceptable behavior and are bound to make mistakes (Pearson 199). When children

were using unacceptable behavior Ms. Scott would respectfully remind children of the rules.

Even when children would continue to use unacceptable behavior Ms. Scott enforced the rules

by speaking to the children and helping them correct their behavior without humiliating them.

Teachers model and encourage calm, patient behavior and facilitate childrens development of

self-regulation by supporting them in thinking ahead, planning their activities, and considering

strategies to solve social problems (DAP 227). Instead, children learn by solving problems

collaboratively with the teachers support (Pearson 95). The experience of seeing how Ms.

Scott handled the situation between the two girls arguing over the same book helped me learn on

how to better support children to solve their own problems. It was very appropriate the way Ms.

Scott guided the girls to find the best way to resolve the situation. She guided them through the

process without resolving the situation for them making of the situation another learning

experience.
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Photos
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Works Cited

Bredekamp, Sue. Pearson Custom Effective Practices in Early Childhood Education.

Massachusetts: Pearson Learning Solutions, 2013. Print

Copple, Carol and Sue Bredekamp. Developmentally Appropriate Practice in Early Childhood

Programs Serving Children from Birth through Age 8. 3 ed. Washington, DC: National

Assosiation for the Education of Young Children, 2013. Print.

Scott, Sara. Personal Interview. 13 November, 2015.