Luz E.

Singh

Professor Gray

ECE 250

22, November 2015

Classroom Evaluation

Name of Facility: Tom Williams Elementary School Teacher’s Name: Mrs. Hardy

Address &Telephone #: 3000 E. Tonopah Ave. Ages and Number of Children:

North Las Vegas, NV 89030 16 Children/ Kindergarten

(702) 799-7179

Section 1: Physical Environment

1. Classroom: Three different learning centers.

1. Learning Center: Library Center

a. Number of children center can accommodate: 4

b. List of equipment/material in center: Bookcase and books which

consist of; picture books, nonfiction, story books, numbers and

poetry.

c. Types of learning experiences possible: At this center students are

able to develop letter and word identification, comprehension,

storytelling and sequencing. As well they are able to experience

independence and responsibility. This center helps students with

their social/emotional experiences by encouraging the sharing of

materials with peers.

. Learning Center: Writing Center (Writing sight words on the white board and attempting to

build a sentence.)

a. Number of children center can accommodate: 4

b. List of equipment/material in center: White boards, dry markers,

erasers, sight word wall, story of the day, and a pocket chart with

the alphabet.

c. Types of learning experiences possible: Students will experience

oral communication, develop spelling and vocabulary. Students will

experience collaboration among peers while increasing their fine

motor skills.
. Learning Center: Computer Center

1. Number of children center can accommodate: 4

2. List of equipment/material in center: Computer/Math Center

(website: www.stmath.com)

3. Types of learning experiences possible: At this center students

will experience counting, matching, classifying, sequencing and

problem solving while developing their computer skills. The

students will as well experience cause and effect by observing the

outcome of pressing the keyboard while identifying the letters on

 the keyboard. Students will experience confidence, responsibility

and self-control.

Outdoors:

1. Available equipment- Two basketballs, two soccer balls, one hoping ball

and two toy trucks.

2. Fixed components- Playground with stairs, three climbing structures and a

slide. The playground is under the shade with cushion flooring.

3. Natural features- The outdoors was composed of 2 tress, large area with

short grass, and a small area with dirt.

4. Types of learning experiences- Students experience diverse social and

emotional skills such as, role playing, taking turns, and cooperation.
 Through the social interaction experienced outdoors students develop

vocabulary and conversational skills. As well this exposure facilitates the

increment in gross motor skills such as running, jumping, climbing, hoping,

balance, and hand and feet coordination.

Evaluation:

The power point from chapter 8 states “The effective teaching

strategies…using grouping as an instructional strategy.” (Teaching to Enhance

Learning & Development) The use of centers for literacy and small groups for

math is an appropriate strategy since it helps enhance the learning experiences and

development of the students by helping students become independent.

The use of centers and group activities provide students with the

opportunity of collaboration among them and with their teacher while developing

their social skills. “Teachers provide many opportunities for children to learn to

collaborate with others and work through ideas and solutions…Children work

collaboratively to answer questions…” (DAP 224) Overall the use of centers is

appropriate for many reasons among them, the development of social skills,

language, critical thinking ect.

“Teachers locate computers to foster shared learning and interaction…

Teachers encourage children to use technology to document their experiences and

work…” (DAP pg. 242) The use of technology is appropriate, since it is available

for the students use not only in groups, but individually as well. The use of

programs or websites are individualized and taken at each student’s level.

 The lack of uniqueness or personal touch in the centers and in the

classroom overall is what I found to be most inappropriate, since feeling welcome

and incorporating materials and decorations is what promotes interest among

students. Per chapter 6 power point notes “Appropriate environment is created by

the learners, teachers ….invites and encourages all children to participate… is an

environment that invites, values and respects the individual child…” (Community

& Culture of a developmentally appropriate environment)

Section 2: Curriculum

1. Philosophy

a. Teacher: Mrs. Hardy’s philosophy is the following; “Every child is a

unique individual who needs a secure, caring, and engaging atmosphere in

which to grow and mature emotionally, physically, and socially. As an

educator, I need to help students meet their fullest potential in these areas

by providing an environment that is safe, supports risk-taking, and invites a

sharing of ideas.”

b. Center/School: Tom Williams Elementary school philosophy states,

“To effectively achieve high social and academic standards through a

partnership of students, parents, staff, and community.”

2. Goals

a. Program Goals: The program goals for the kindergarteners include

children building, improving and practicing letter formation, pre-reading

skills, enhancing listening and communication skills, an introduction to

 basic math concepts. Acquiring an active interest in the world and obtain

productive problem solving skills are as well part of the program goals.

b. Classroom Goals: Mrs. Hardy’s main classroom goal is to provide students

with a safe classroom environment where students feel free to interact with

peers without any fears of being bullied or rejected, leading to positive

outcomes in their social and emotional development. Mrs. Hardy stated that

all her additional goals are to for her students to achieve the necessary skills

that will be essential in their following years. Mrs. Hardy’s specific goals

are that her students will be able to obtain pre-reading skills, write their full

name clearly, letter and sight word recognition. In math she expects her

students to acquire basic math concepts such as counting by ones, fives and

tens, classifying objects, matching, sorting, recognizing shapes and patters.

3. Classroom Schedule:

7:35a-7:45a Student arrival

7:45a- 7:55a Morning jobs/turn in home work

7:55a-8:15a Journals

8:10a-8:55a Breakfast / bathroom break

8:55a-9:45a Specials (P.E., Science, Art, Music, Library, or Technology)

9:45a-10:30a Language arts

10:30-11:00a Literacy Centers (Library, Writing or Computer), and

teacher assistance by group.

 11:00a-11:30a Writing (Reflection from book of the day)

11:30 – 12:00p Math

12:00-12:10p Brain Break

12:10-12:30p Lunch/Recess

12:40-1:10p Math groups (one on one assistance)

1:10p – 1:40p Computers (I- ready, ST Math or Imagine Learning)

2:05p – 2:16p Clean up/ Dismissal

4.Lesson Plans:

Mrs. Hardy’s lesson plans for the week of Monday October 11, 2015

through Friday October 16, 2015 are attached.

5. Individualization:

a. I interviewed with Mrs. Hardy on the inclusion of children identified with

special needs in her classroom. Mrs. Hardy stated that currently she was

not in the inclusion program. However she had collaborated in previous

years with the program. Mrs. Hardy explained that in her prior experience

with inclusion she always tried to accommodate the student with the

typical developing students without making a difference between any of

them. She ensure to make certain accommodations for students if needed

such as one on one aids to help the student in the classroom or additional

time to complete assignments. Mrs. Hardy explained that regardless the

disability of any of her previous students she has always tried to

accommodate them and ensure that they participate in every activity

 assigned just like any typical student, because she believes that these

students can benefit from being with typical peers and in a general

education environment.

b. Typically developing children: While observing Mrs. Hardy I noticed

she uses positive reinforcement with all of her students, especially

students who have difficulties in following directions. During the

observation a student continued to interrupt Mrs. Hardy while she was

reading a book. At which Mrs. Hardy responded the first time with a

specific direction of what was expected from the student, “Kevin, please

sit on the chair and listen quietly.” However the student continued

interrupting at which Mrs. Hardy repeated once more what specifically

was expected from the student. When the student sat quietly Mrs. Hardy

acknowledge the student by saying, “Kevin, nice sitting quietly, thank

you.” The use of positive reinforcement and acknowledging positive

behaviors encourages a positive behavior from most if not all of her

students. As well Mrs. Hardy uses a weekly face template which goes

home with the students every Friday. The template consist of one face per

each day of the week and are colored with green, yellow or red depending

on their behavior for each day. Green is for the expected behavior, yellow

is for demonstrating somewhat of the expected behavior, and red is not

achieving expected behavior. If the face template is completed green for

the week the students are allowed to choose a price from the treasure box.

As well the template is sent home every Friday for parents to sign and
 send back. Mrs. Hardy explained that this creates a better communication

between parents and herself.

6.Evaluation:

“The daily schedule includes periods of activity and movement and also quiet and restful

times” (DAP pg. 221) The schedule is appropriately managed with the inclusion of bathroom

breaks, breakfast, lunch and periods of activity movement and quiet time. Mrs. Hardy stated that

as a teacher she tries to comply with school policies at the best of her abilities, however there are

times when the schedule needs to be adjusted. For example in inclement weather schedule Mrs.

Hardy adjusts the schedule to ensure students receive some type of indoor physical activity.

Per the DAP the amount of time spent in lining up and transitioning from one subject to

the next is inappropriate due to students diminishing the amount of time actually spent in an

activity where they can explore, ask and investigate. “Teachers allocate extended periods of time

in learning centers (60 minutes or more for a full day…) so that children are able to get deeply

involved in an activity at a complex level.” (DAP pg. 222)

I found inappropriate the use of treasure box at the end of the week to reward students for

their good behavior. As stated in the power point of chapter six, this creates students to only

want the reward from the treasure box rather than actually acknowledging what they have

accomplished either behavioral or academically. “Rewards/praise can negatively impact

learning… become dependent on external rewards…child’s focus shifts from what they have

accomplished to receiving the reward…” (Creating a Caring Community)

Section 3: Guidance

1. Routines:
 a. Students walk in to the classroom in a single file line. Each student

unstack their chairs, which are stacked into two groups of five and one

group of six chairs. After unstacking their chairs students hang their

backpacks on the chairs and the group captains get the writing journals for

their groups from the closet. Students begin placing their writing journals

on their table, when a voice in the intercom says, “Please stop where you

are and join us for the Pledge of Allegiance.” The students and teacher

turn to the flag at the front of the classroom and begin the Pledge of

Allegiance. As soon as they are finish they sit down and begin copying

their journal prompt. Which is “My favorite food is…” The students begin

writing in their journals.

b. The students enter the classroom quietly and sit on the carpet at the front

of the classroom, looking towards the smartboard. Mrs. Hardy

acknowledges the quiet entrance of the students by saying “Great job on

entering quietly and sitting on the carpet.” Mrs. Hardy explains “We will

work on our ten table within our math groups and I will be helping each

group at my table, please make sure you stay in task and work hard. Group

one to my table” Group captains go to the closet and take out a basket with

white boards, markers, dry erasers and medium size dice. The students

return to the carpet, sit in groups and begin working with their materials.

2. Classroom Rules:

1. Listening when others are talking

2. Follow Directions
 3. Keep hands, feet, and objects to yourself

4. Work quietly and do not disturb others

5. Show respect for school and personal property

6. Work and play in a safe manner

a. The students are cleaning up. Mrs. Hardy states “It is time for brain break,

we will be going out to the playground. Please remember to play nice with

your friends, share the balls, and take care of our playground.” Mrs. Hardy

began calling each group to line up as she said, “Please do not forget to

push in your chairs and walk quietly and with our tiger tails through the

hallways.”

b. The students are working in groups during math and the noise level rises.

Mrs. Hardy says, “Eyes on me.” Students respond, “Eyes on you.” Mrs.

Hardy says “The noise level is too high, we need to use our inside voice in

order for us to hear the person in front of us.” The students return to work

in their groups quietly.

3. Teacher Interactions:

a. Students are working on their writing journals. Mrs. Hardy walks around

the tables and acknowledging the work of the students. She stops behind a

student and says. “Beautiful picture Alexis, it is explaining your favorite

food.” She continues to walk around the classroom and says “Everyone is

working really hard and I can see many different foods that our friends

like.” The students continue to work as Mrs. Hardy calls a student to share

what they wrote. The student shares, “My favorite food is pizza.” Mrs.
 Hardy asks, “What is your favorite part of the pizza; the cheese, peperoni

or the crust?” The student responds “Cheese.” Mrs. Hardy thanks the

student and calls on another one to share.

b. Students are divided into centers. Mrs. Hardy walks to observe the centers.

She approaches the students in the library center and asks. “What book are

you reading?” The student responds “A Halloween book.” Mrs. Hardy ask

the student “Can you find the sight word and, in your book?” The student

turns a page of the book and with her right index finger begins pointing at

each word in the book. The student turns the page again and continues

pointing with her right index finger. The page is turned a third time and

the student says “Mrs. Hardy I found and.” Pointing at the word in the

book. Mrs. Hardy responds “Great job.”

4. Social-Emotional Guidance Techniques:

a. Students are released for brain break. She walks to the playground and

approaches a student sitting on the stairs alone. Mrs. Hardy asks “Are you

okay?” The student responds “Yes.” Mrs. Hardy asks “Why are you not

playing with your friends?” The student responds “No one wants to play

with me.” Mrs. Hardy responds “Of course they want to be your friends.

Have you asked any of them if you could play?” The students answers

“No.” Mrs. Hardy says “Go and ask them if they would like to play with

you.” The student stood and a peer close by approached her and said.

“Come on let’s play.”

 b. Students are in groups practicing math. Mrs. Hardy says “We need to use

our inside voice.” The students return to work lowering their voices. A

student laughs and a peer responds “Shh shh.” The student continues

laughing. Peer makes the sound louder and more pronounced. Mrs. Hardy

responds to peer “Please the shshing is not needed, I have let your friends

know that we need to use our inside voice.” The student’s peer returns his

attention to his group and continues working.

5. Evaluation:

“Teachers use verbal encouragement in ways that are genuine and related to what the child is

doing. They acknowledge the child’s effort and work with specific comments…” (DAP pg. 227)

During my observation I was able to see Mrs. Hardy acknowledge the students with positive

comments. Always ensuring the student was aware of what exactly was expected of him or her

and acknowledgement for completed tasks successfully. Mrs. Hardy appropriately applied this

practice in her classroom. However I would recommend to expand the practice by providing

acknowledgement in a student’s effort.

Mrs. Hardy appropriately approaches children getting to know them, their likes and

dislikes through caring and warm communication in and out of the classroom. “Teachers talk

often and warmly with every child-getting to know children, building positive relationships…”

(DAP pg. 224) The teacher approaches the children during lessons, drop off, and pick up, lunch

and every possible opportunity to extend her knowledge of each individual student.

“Because interactions with peers are critical for social learning, teachers must make sure to

provide children with ample time and opportunities for those interactions, such as space,

materials……They should also help children who need assistance to find play partners and
should teach children proactive strategies…” (DAP pg. 199) As stated by the DAP teachers

should assist students with strategies to find friends. Mrs. Hardy applied this practice in the

playground by advising a student who was alone to ask peers if they would like to play. In my

opinion Mrs. Hardy did appropriately approached the situation to help a student interact with

peers.

Overall Mrs. Hardy applies most of the practices appropriately. However what I did find

inappropriate was the use of “Good job” when a student was doing what he or she was told or

when a task was completed. Instead of the use of good job, Mrs. Hardy could expand that phrase

to inform the student of what they are doing correctly.