E.B.

Prof. Gray

ECE 250

23 September 2017

Classroom Evaluation

Observation Date & Time: September 19, 2017, 8:30am-12:15pm.

Teacher’s Name: Mrs. Carole Gordon

Name of Facility/School: Oaklane Preschool Academy

Address: 1308 Wyoming St., Boulder City, NV 89005

Telephone #: 702-293-5188

Ages & Number of Children: 9 children, ages 2 ½ through 4 years old

SECTION 1: PHYSICAL ENVIRONMENT

Classroom:

1. Music Center: (Figures 1-2)

a. Number of children: 3-4

b. List of equipment/material and furniture: full-size piano and bench; toy instruments

including pianos, xylophones, saxophones, tambourines, drums, trumpets, cymbals, guitars, and

various noisemakers; table and three chairs; music books; posters of instruments.

c. Types of learning experiences possible: music comprehension, rhythm, gross and fine

motor skills, language.

2. Reading Center: (Figures 3-6)

 a. Number of children: 2-4

b. List of equipment/material and furniture: secluded area with rug, ottoman, and two

chairs; several shelves piled high with books; poster board.

c. Types of learning experiences possible: reading skills and comprehension, fine motor

skills, imagination, social cooperation, self-regulation, attention span.

3. Imaginative Play Center: (Figure 7)

a. Number of children: 3-4

b. List of equipment/material and furniture: puppets and stuffed toys; large table with two

chairs; bins with play food and dishes; kitchen toys; cradles with dolls, doll clothing, and

blankets; purses; strollers.

c. Types of learning experiences possible: social skills, cooperation, self-regulation,

attention span, familiarity with household objects, imagination.

Outdoors: (Figures 13-18)

1. Available equipment: picnic table; several bikes, scooters, cars, and rockers; toy trucks,

shovels, buckets, and a kitchen area for the sandbox.

2. Fixed components: sandbox; spinning teacup; playground structure with climbing component

and slide; metal fence and gate.

3. Natural features: 4 trees.

4. Types of learning experiences: social skills, following instruction, imagination, fine motor

skills, manipulation of objects.

Evaluation: The reading center was piled high with books, and as DAP says on page 147, “The

classroom should have a good selection of books, including storybooks and information books

that reflect the full range of cultures among the children, and teachers should share the books
with children in various ways.” With so many books, there is large variety for children to choose

from, making it unlikely that they will get bored of the reading center any time soon.

Concerning the imaginative play center and the outdoor area, DAP states that

“[Preschoolers] react joyfully to opportunities for dancing, creative movement, physical dramatic

play, and being outdoors where they can move without constraint” (113-14). The inclusion of

opportunities for all of these kinds of activities is a positive and important addition to the

classroom.

The music area wasn’t as well-stocked as it could have been. It appeared to be mostly set

up for the teacher playing the piano and the children singing or playing toy instruments. An

appropriate music center should include a wide range of learning materials, including “[m]usical

recordings from diverse cultural groups for listening and dancing, rhythm instruments, picture

songbooks, props for movement (scarves, flags, streamers), CD player and headsets” (Education

289). It was well supplied with songbooks and toy instruments, but it could have benefitted from

additional materials.

Overall, the classroom was abundant in toys, board games, dramatic play props, books,

and outdoor toys. Perhaps a bit too abundant, as many materials were put into large bins together

and books were stacked high on top of each other, lessening the appeal of playing with them.

Toys were messy and unorganized in general, and areas did not have adequate seating and space

for the number of children in the classroom. In addition to the setup of the music center, this

aspect of the classroom could be considered inappropriate.

SECTION 2: CURRICULUM

1. Philosophy:
 a. Center/School: “Oaklane Preschool Academy has designed a program to help your

child make a smooth transition from home to school by laying the basic foundation for academic

achievement, as well as establishing objectives for the physical, social, and emotional growth of

each child. By creating such an environment, Oaklane Preschool Academy will treat your child

as an individual and will aid in his early development.” (Figure 19)

b. Teacher: Mrs. Gordon’s personal philosophy is that teaching should focus on the

whole child – the cognitive, emotional, social, and physical skills. Her focus is on getting

children not only prepared for kindergarten, but to equip them to excel in kindergarten and

beyond. She believes in nurturing and encouraging early signs of excellence in learning, and

doesn’t think they should be held back. Values discipline and teaching children to be aware of

and obey rules and structure. Also believes in fostering both the teacher-child and the teacher-

parent relationships.

2. Goals:

a. Program Goals: Number concepts, reading readiness, introduction to Spanish, science

experiences, creative arts, music and rhythm, aerobics, and physical education. (Figure 19)

b. Classroom Goals: The most important goals Mrs. Gordon wants her class to achieve

are understanding their activities and comprehending the lessons. Another teaching goal is for

children to learn limits, discipline, and how to be respectful.

3. Classroom Schedule: (Figure 20)

6:30am – Opening/Breakfast

8:00am – Circle

8:45/9:00am – Play Outside

9:15am – Snack
 9:30am – Circle (calendar, weather, counting)

10:00am – Go to Designated Classrooms

11:00am – Music Time

11:30am – Lunch

12:15pm – Naps

2:15pm – Start Getting Up From Naps

2:45pm – Snack

3:00pm – Play Outside

3:15pm – Story Time

3:45pm – Go to Designated Classrooms

4:30pm – Spanish

5:00pm – Music, P.E., Games, etc.

6:00pm – Free Play (bingo, cards, etc.)

4. Lesson Plans: Lesson plans are not weekly and instead are based on monthly units and are

unique to each teacher’s discretion. September’s unit consists of “All About Me/I Am Special”,

family, fall season, shapes and colors, and Spanish. (Figures 21-23)

5. Individualization:

a. Children with Identified Special Needs: Mrs. Gordon believes that all children,

especially children with special needs, need love and to be treated as individuals. Identifying and

understanding a child’s need is of chief importance. She understands that sometimes bad

behavior can mask a disability, so observation is key to helping these children.

b. Typically Developing Children: The best thing to help typically developing children

with the areas they struggle in is communication and partnership with parents. It’s important that
children work on skills at home as well as in the classroom. Teaching by example, modeling, is

also an effective way to help children learn.

6. Evaluation: Mrs. Gordon has the correct viewpoint of children with special needs. She

understands that they need to be observed, as that can help tremendously in adapting curriculum

for them, and that they absolutely need to be treated as an individual, undefined by their

disability. As Education puts it, “Children with disabilities are diverse and distinct from one

another. All children have unique skills, interests, dislikes, and talents. Therefore, it is essential

that teachers recognize each child as a distinctive individual” (133). This is an appropriate way to

view and behave with children, especially those with disabilities.

Though learning limits and discipline is important for children, it is also important for

children to play a part in deciding their curriculum. The schedule at Oaklane seems too

constrictive. The only free play is in the schedule is early in the morning, when staff is waiting

for all children to arrive, and at the end of the day, when staff is likely just waiting for children to

be picked up. The rest of the schedule is locked in place, with no room for children to choose

what they would like to learn. Concerning child-directed activities, DAP more fully describes

this inappropriate practice: “Teachers do not recognize how important it is for children to guide

some of their own activities, such as play, and they frequently interrupt or undermine children’s

immersion in or managing of their own activities” (155).

Regarding the curriculum and daily activities, I found them to be robust and diverse,

despite them being almost entirely teacher-directed as stated above. They involved all different

methods of learning – through language, through music, and kinesthetic learning. Children were

able to play actively outside, as well as engaged in fun aerobics exercises during circle time.

They had a substantial music time, where they all got to practice instruments, keeping time, and
singing. There were “presentation” times, when children had the opportunity to speak in front of

their classmates. Page 161 of DAP says that for varied appropriate curriculum, “Teachers

integrate ideas and content from multiple domains and disciplines through themes, projects, play

opportunities, and other learning experiences so that children are able to develop an

understanding of concepts and make connections across content areas.” A diverse method of

teaching is important to be able to reach and connect with all students at all levels.

SECTION 3: GUIDANCE

1. Routines:

a. Morning snack time with all nine children present. Children are told to wash their

hands, which they do quickly and in an orderly manner. They are then told to sit around the table

and eat their snacks. When a teacher brings out a water pitcher, children are told to wait their

turns and ask nicely if they want water. The teachers engage in small talk with the children

during this time, listening to stories from home and funny observations. One boy spills his water

all over the table, to which a teacher cheerfully says “Accidents happen” while wiping up the

spill. Children are told to clean up their trash afterward.

b. Craft time focused on coloring, cutting out shapes, and gluing shapes to paper. Four

children participating in this activity. First, the teacher discusses the differences between circles

and ovals, then has the children come up to the chalkboard to practice drawing both shapes. The

teacher holds each child’s hand and draws the shapes for them. During one girl’s turn, the

teacher is preoccupied, so the girl stands there a minute, waiting, looking as if she expects to be

helped and can’t do it otherwise. During coloring time, children are told what colors to use in

their pictures, and told to color the entire picture. The whole activity is hurried, and children are
not given free time to finish at their own pace and not allowed to talk.

2. Classroom Rules: No posted classroom rules other than playground rules, which are as

follows: 1) Keep sand in the sandbox; 2) no pushing, shoving, kicking; 3) only teachers push the

swing; 4) don’t stand on front of boat; 5) do not climb trees; 6) do not bump or crash into other

cars or bikes; 7) do not run over people; 8) keep hands to yourself; 9) no screaming or yelling.

(Figure 24)

a. When told to sit for circle time, several children remain standing. The teacher begins

counting from 1. When she gets to 3, the few children still standing have their names called

sternly in a warning, after which they sit down.

b. One unwritten rule that is verbally stated several times is to be still and not touch

others. One boy puts his hands on a girl’s head, feeling her hair. When she moves away and he

unintentionally hits her, she complains to the teacher. The teacher then says, “Hands to yourself,

buddy.”

3. Teacher Interactions:

a. The teacher reads from a big book of bedtime stories. She reads enthusiastically, with

lots of vigor and color in her voice, and constantly asks the children what they think will happen

next. She starts a sentence and waits to see if they can finish it. She explains words that children

don’t understand, and makes allowances for some off-topic comments. Teacher also encourages

children to make the sounds featured in the story.

b. Girl is told to use a pointer to indicate pictures on a poster board showing a family. She

stops to notice a drawing she had left on a table. When she asks about it, teacher says “Leave it –

don’t worry about anything else.” Girl begins using the pointer competently, yet teacher

suddenly tells her she should use the shorter one because that will be easier for her.
4. Social-Emotional Guidance Techniques:

a. While working on the craft, a 3-year-old girl tells an almost 5-year-old girl that they’re

friends. The older girl says, “I don’t want to be your friend because I already have a friend.” The

teacher quickly replies, “Well I don’t want to hear about that. We love each other!”

b. During circle time, a teacher notices that one girl has picked her nose. The teacher

says, “No no, honey”, directs her to wipe her hand on a tissue and throw it away, then takes her

to the bathroom to wash her hands.

5. Evaluation: Other than during the story time, the teacher didn’t provide much scaffolding for

the children to build off of. As explained in the NAEYC position statement, “Teachers know

how and when to scaffold children’s learning – this is, providing just enough assistance to enable

each child to perform at a skill level just beyond what the child is able to do one their own, then

gradually reducing the support as the child begins to master the skill, and setting the stage for the

next challenge” (DAP 19). The teacher often finished the sentences of the students, or

completely did things for them, as if completing the task on time was more important than the

child learning from the task. This is an example of the inappropriate practice displayed that day.

Another inappropriate practice observed was the teacher not listening to her students.

Again, except for story time, children were expected to be quiet or to raise their hands to say

something pertinent to the topic. This matches a description of inappropriate practice found on

page 156 in DAP: “Teachers put a high priority on children being silent unless addressed; they

ignore or correct children for talking or for not waiting to be called on.” Many of the

conversations between children and the teacher were simply instructions on how to behave.

I was impressed with how positive and orderly snack time was conducted. Children

weren’t just sitting at the table being waited on; they were active members of the routine.
Though they had no hand in preparing the snack or in pouring water, they did independently

wash their hands and clean up after themselves. The importance of simple routines is explained

in Education: “Routines – snacks and mealtimes, cleaning up, washing hands, dressing for

outdoors – all provide opportunities for children to practice newly acquired skills and to engage

in conversation essential for developing language. In addition, teachers can use routines as times

for individual interactions such as sitting and talking with children during snacks and meals”

(203). This quotation perfectly describes the snack time I witnessed.

For the most part, the teacher is rather dismissive toward the children’s comments or

behaviors, and seeks to keep them all in line according to the schedule. However, there are some

activities that that were executed in a manner that involved the children and valued their input,

like the engaging, interactive story time and the independent snack time.
Photographs

Music Center

Figure 1

Figure 2
Reading Center

Figure 3

Figure 4
 Figure 5 Figure 6

Imaginative Play Center

Figure 7
Non-center Areas

Craft/board game table Circle area

Figure 8 Figure 9

Eating Area

Figure 10
Free Play area

Figure 11

Figure 12
Outdoor area

Figure 13 Figure 14

Figure 15 Figure 16
 Figure 17 Figure 18

Classroom Schedule – Figure 20

School Philosophy and Goals

Figure 19
 Monthly Unit – Figure 21 Daily Schedule Outline (Morning) – Figure 22

Monthly Unit – Figure 21 Daily Schedule Outline (Morning) – Figure 22

Daily Schedule Outline (Afternoon) – Figure 23 Outside Rules – Figure 24