Melanie Cook

ECE 250

Parson Elementary School, CCSD

Ms. Romeke, 1st Grade

Circle one age group/grade: 3-4 4-5 K 1st 2nd

Section 1. Physical Environment

1. Equipment:
-4 large table desk
-5 computers for students, 1 laptop for teacher
-1 smartboard projector
-chairs
-Kidney table (for small groups)
2. Outdoors:
-Age appropriate jungle gym
-various balls
-hula hoops
-jump ropes
3. Room arrangement
**SEE ATTACHED FILE**
4. Centers:
Teacher stated she only has centers for reading and math
-Math: unit blocks, pattern blocks, unifix cubes, whiteboards and markers,
number lines, number brackets, part-part-whole maps, 10 frames, i ready
computer for math program

Reading: Phonics, spelling word activities, word builders, word sorts, sentence
building and writing, books, i ready computer for reading program
 Evaluation: ​The room was set up in a manner that allowed the students to work
as a group but also space enough to work independently; “Teachers arrange
tables or flexible groupings of desk to enable children to work alone or in small
groups.” (DAP pg. 293) The students were engaged and while I was present,
they were given multiple ways to work on their sight words; “Effective primary
grade teachers do a number of things to promote listening, speaking, vocabulary
knowledge, reading and writing skills.” (DAP pg. 286). One thing I did observe to
be developmentally inappropriate however was, that during a sight word game
students were all given the same activity. There were students that struggle with
even the 3 letter sight words but were still given 5 letter sight words on the same
scale as other students. “Teachers know each child well and design the
curriculum, environment, and teaching methods based on their knowledge of
individual children’s abilities and developmental levels, as well as where each
child is in acquiring the skills and concepts important in a given area.” (DAP pg.
290)

Section 2. Curriculum

1. Teacher's philosophy​: “I believe that every child can learn, however every
child is different.” It is up to the teacher to know their students and meet those
needs for each child. This is an on-going challenge. As a teacher, you are
constantly reflecting on your teaching, monitoring your students, and
revising/redirecting your instruction to meet those instructional needs of your
students.”

2. ​Center/School philosophy​: “The staff at Parson School believes that

education is a lifelong responsibility. In our business, the bottom line is student
achievement. Students at our school are provided the opportunity to succeed.
Student achievement drives decision-making.

3.​ Goals​: “It is the goal of the Parson staff to establish and maintain an
educational environment in which teachers can teach and children can learn with
minimal disruptions.”
4. ​Program goals​: “I have a chart that will have the objectives for each subject. I
have provided a photo.”

5. ​Classroom goals​: “There is a classroom expectation chart posted in the

classroom for students to be reminded of the expectations of them while in
class.”

6. ​Lesson Plans:​ **SEE ATTACHED FILE**

7. ​Individualization:​ “I have one student that has an IEP. He has a resource
teacher that comes and helps him in the classroom for writing and math. He also
goes to resource room for reading instruction. I also have ELL students who are
 seated in the front of the classroom. Visuals, graphic organizers, peers, and
teacher provide extra support for those students.”

Evaluation: ​From the provided lesson plans you can see that daily, the
classroom follows a block schedule for most subjects. Starting with writing in the
morning, reading groups later on and so on. According to DAP however, “primary
grade children do not distinguish learning by subject area...this approach grows
out of a misguided, adult-imposed scheme, rather than from the way young
children learn and construct their understandings.”(DAP pg. 259) One thing I did
notice, was how the teacher will assist the ELL students and lower students by
pairing them up with a partner to help them; peer tutoring. “Peer tutoring is an
effective and efficient strategy based in our understanding that children’s
cognitive development and social development go hand in hand.”(DAP pg. 270)
Students that may have been hesitant to speak up in a whole group situation
were more open to share when it was just them and a familiar partner. Overall,
Mrs. Romeke makes it so that all students in her classroom are able to
participate, feel included and also feel free to speak up and offer answers in a
comfortable setting. “Teachers design all classroom activities to allow for the full
participation of all children, including those who are not fluent in English.” (DAP
pg. 291)

Section 3. Guidance

Routines

1. After breakfast student’s take out homework folders and get/give papers needed
for/from teacher.

2. Teacher gives candy as incentive (i.e got a sight word answer correct)

Classroom rules

1. “Listen and pay attention to each other and the teacher” Teacher reminds
students by saying quiet and focused tables will get to line up first.
2. “Do my best” Teacher reminds students before the sight word game to take their
time and use their letter sounds to read the words.

Teacher Interactions

1. Student had trouble reading “For”. Teacher broke down word and helped the
student sound it out.

2. Students were working on a cutting and pasting activity with “-ng” ending sounds.
Teacher was asking open ended questions to the student.

Guidance Techniques
1. One student had to go to the restroom, the teacher told them they should
have gone when the went as a class after breakfast and that if it was not
an emergency they would have to wait until the next class break.

2. One student was doing his work, he got up ask the teacher for help.
She responded by telling him to ask 3 friends for help with his question before coming to
her for help.

EVALUATION: ​One of the things I noticed in my observation, was that the students
were all on a “schedule” per say. Like when the student was told to wait to go to the
bathroom, “all activities are highly teacher directed, so children remain too
adult-regulated and don’t develop self-regulation skills.” (DAP Pg. 300) Mrs. Romeke is
very focused and aware of her students social-emotional development. She gives them
opportunities during centers and group time to interact with their peers and learn to ask
for help from them. According to DAP, “teachers provide many opportunities for children
to develop social skills...considered a central part of the curriculum.” (DAP Pg. 301).
Overall the guidance that is exhibited in Mrs. Romeke’s class can be seen in the way
her students act toward her, fellow students and even guest that come in and out of the
room. “Teachers promote children’s development of respect for others, conscience, and
self-control through positive guidance techniques.” (DAP Pg. 301) She makes her rules
known, consequences clear, and expectations visible to the children. The students even
regulate each other and work together to earn rewards, treats, etc by implementing
these rules.