Chapter 2: Using the Class List Log to Look at Separation and School Adjustment 

 
 
Fact Reflection 
2-1 (Using the Class List Log)  Apart from the importance of a teacher 
❖ A method is needed to guide the  knowing how to properly note 
teacher to record information about  observations, it's important that 
every student so that no one is  observations do not take up too much of 
missed. Every child requires an  time each day.  
equal amount of importance.   
❖ The ​Class List Log​ is a method or   
format to record one or more short,   
important-to know pieces of info   
about each child present that day.   
➢ Designed to be quick and  The goal is still to teach the class the 
easy; not an overwhelming  necessary lessons they need for life.  
task for the teacher   
➢ Best for recording   
on-the-spot observations or   
memorable frequent events   
❖ How to Prepare a Class List Log   
➢ List of class by first names   
(so that it is easier to   
remember the child)   
➢ Date every observation,   
year included  The Class List Log is perfect because it 
➢ Select important info that  allows for both the teaching and the 
can form a baseline for  observing to take place without one 
working on a future skill or  overtaking the other.  
behavior   
■ Ex: “Writes names in   
cursive” 
➢ Can be used later for 
comparison 

2-1a (Uses)  Noting these actions and interactions with 

❖ Write short yet factual notes such  certain activities will help the teacher 
as:  understand the child on an individual level 
➢ How the child handled being  and how the class operates as a whole.  
separated from family   
➢ Large and small muscle   
skills (climbing vs cutting 
with scissors) 
➢ Art 
 ➢ Dramatic play (making sure 
to not level and role in play) 

2-1b (How to Find the Time)  I would personally use technology to record 
❖ Clipboards and tablets are two  info because when I write too fast, there is 
great ways to record info for the  no guarantee that I will later be able to 
class list log with  read or understand what I wrote. 
➢ Technology makes   
note-taking and sharing  Also, it will be easier for me to share the 
easier than ever  information through email or text with the 
❖ Taking notes in either format is not  family member if need be. 
the first priority within the 
classroom.  

2-1c (What to Do with this Info)  In elementary school, my teacher would 

❖ The log is an effective method to  send out a weekly report on how the child 
use within the first week of classes  did. She would always write it on this cute 
➢ Helps parents and children  sticky notepad shaped like an apple and 
know that the teacher’s first  give it to the parents at dismissal every 
priority is building and  Friday. I still have the memories of my 
establishing relationships  mom or grandpa’s face lighting up when 
❖ Noting a child’s experience with  they read how I did that week and it made 
using and cutting with scissors  me feel so loved and gave me a sense of 
could potentially be transferred to a  pride in my work. 
developmental checklist for small 
muscle development 
 

2-2 (Using the Reflective Journal)  I am the type of person who does not enjoy 
❖ Reflective Journal: ​teacher’s place  taking the time to journal my thoughts, 
for recording personal thoughts  even though I wish I could. After reading 
➢ Similar to a diary because it  about the purpose, use, and effects of the 
is private  Reflective Journal, I now understand more 
➢ Mainly for the teacher’s  of its vitality.  
benefit because it creates a   
space in which you can vent,  I would like to build up the habit of 
and also self-examine  journaling as it will be beneficial in both 
  my personal life and career.  
2-2a (The Reflective Journal Mirror)  There are so many thoughts that our mind 
❖ The journal is similar to looking in  processes on a day to day basis and in 
the mirror  order to make sure we truly process the 
❖ Can be a reflective place to  important thoughts that we come across, 
self-examine a troublesome area  having this outlet is profound.  
➢ Ex: attitude towards child or   
coworker, creeping doubt   
about one’s ability, or an   
unprecedented prejudice   
❖ Uses:  The child should never know what is in this 
➢ It’s not part of the childs  journal, good or bad. This is simply a tool 
file, simply provides a  for the teacher and observer.  
healthy outlet for the writer 
➢ It must be kept at home, 
away from the work site 
 

2-2b (Home Visitation Programs)  Preparation is key when it comes to the 

❖ Observation and recording is still  observation process.  
important when done in a 
non-classroom setting 
❖ Home educators, as a rule, need to 
have a method for thinking about 
their daily practice both for 
personal analysis and growth to 
better prepare for supervisory 
sessions.  

2-2c (How to Find the Time)  As someone who struggles with finding 
❖ Reflective journal is a personal  time to journal, I think some possible times 
investment requiring personal time   for reflection could be: 
❖ If you choose to write it in a blog or   
online format, it is inappropriate to  ❏ In the morning while having 
make that information public. It is  breakfast (speaking thoughts into a 
only for the writer’s eyes.   secure, online diary app)  
❏ Between commericals of watching 
your favorite show during the week 
❏ Right before bed 
❏ I was going to suggest that the 
teacher could journal during her 
prep or lunch break but that would 
be too risky if it got in the hands of 
someone other than the writer.  
2-2d (What to Do With The Reflective  I feel that it is important to not let this 
Journal)  journal become a burden or another task to 
❖ Keep it secure, private, and away  check off the list. It should be something to 
from work  look forward to.  
❖ Used as an emotional release that 
you may not get in any other form 
❖ Used to explore questions, develop 
theories, and examine biases.  

2-3 (Looking at Separation and School  Without the child feeling fully secure in the 
Adjustment)  new space they are in, it makes absolutely 
❖ A smooth transition from home to  no sense to begin teaching material.  
school, at beginning of the year, or   
as child enters the program,   
provides for the child’s immediate   
comfort and contributes to later   
success.   
❖ Attachment:​ emotional bond to   
primary caregiver   
➢ Between 8 weeks and 6   
months, infant begins to   
differentiate between   
familiar and unfamiliar  By not communicating to the child that 
people  their feelings of separation and anxiety are 
➢ The role of the teacher is to  valid, you as the teacher are setting an 
support the infant’s  example not just for the first day or rest of 
attachment to the family  the school year, but for the entirety of that 
■ Images, voice tapes,  child’s life.  
etc are helpful for 
child to adjust  
❖ Separation Anxiety: d ​ istress when 
a parent leaves an infant’s presence 
➢ Beginning at 8 or 9 months, 
ending around 24 months  
❖ When securely attached, the child 
develops a sense of trust to 
emotionally explore 
2-3a (Preparation for Entering Programs  Building a solid connection between the 
or School)  family will also show the child that you can 
❖ Beginnings are memorable events  be trusted.  
❖ Making smooth transitions into the   
program, either first time at all or   
first time of that day, begins long   
before the parent and child come   
through the door.   
❖ The family is the most important   
source of information for assessing   
the child’s development.   
➢ Families should be consulted   
concerning their goals for   
the child and their   
expectations of the program   
❖ When visiting the home…  The more you communicate with the family 
➢ Important to provide time  and show a genuine interest in providing 
for the family and child to  their child with the best resources possible, 
ask questions and tell stories  the more open they will feel in the future 
of their family  when unexpected situations occur.  
➢ Families can ask questions 
or express concerns they 
have 
➢ Home visits from public 
school teachers have been 
found to be effective in 
aiding adjustment to school 
➢ Visiting home provides 
unique opportunity to 
observe and promote healthy 
attachment 
2-3b (Working With Families for Arrivals  The overarching theme throughout this 
and Departures)  chapter is open and honest communication. 
  It truly can take a bad or good situation 
❖ The partnership of families and  and make it even better.  
teachers gives the child the   
confidence their needs will be met   
by trustworthy adults.    
❖ Open communication between  Without this essential communication, no 
family and program is important.   true progress can be made.  
❖ Everyday the child should be 
greeted upon arrival.  
❖ The disappearing parent 
undermines a child’s sense of 
security and will lead to the fear 
that everytime the child turns their 
back to engage in a school activity, 
their family member will leave.  

2-3c (Primary School Arrivals and  My 6th grade homeroom teacher would 
Departures)  greet us all with a hug (if we chose to do 
❖ Arrivals are an important time to  so) before we went to hang up our coats 
make notes of the child’s:  and bags. As simple of a task as it may 
➢ Appearance  seem, it wildly improved my mood for the 
➢ temperament/behavior  day, whether I realized it in that moment 
❖ At end of the day, bringing the  or not.  
activities to a close in a relaxed   
way, gathering belongings, and  My mom is a first grade teacher and for 
sending each student off with good  both safety and emotional purposes, has 
feelings about their day and  each student hand them an index card 
learning is vital.   (their dismissal card). When they hand it 
to her, she needs to see which guardian is 
taking them home and tells the adult one 
good thing the child or one area they 
struggled with (behavior, homework, etc).  
2-3 (Helping All Children with School  In the same way that the family can 
Adjustment)  provide this information, the teacher is able 
❖ It is important to know about how  to also through observation.  
a child develops attachments, as 
well as about the possible effects of 
separation on those attachments. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2-4a (Separation Anxiety and Difficulties)    
  My only vivid memory of kindergarten was 
❖ A child in the midst of a  the third day of school. The first day for 
“separation anxiety attack” may  me was full of excitement and wonder. 
display out-of-control behavior.  Saying goodbye to my parents wasn’t 
➢ Can be embarrassing for the  difficult.  
family member, as they   
might feel judgment from   
the teacher   
❖ Sympathetic words and facial   
expressions convey understanding   
for the feelings of loneliness and   
anger, reassuring that the family   
will return   
❖ To try to distract is to deny the   
child’s feelings.   On the 3rd day, I was overwhelmed by all 
❖ Each child has individual behavior  the noise in the cafeteria as we ate with 
patterns to be learned  kids in 1st-3rd as well. I cried hysterically 
❖ If separation difficulties are  for my mom and had to be calmed down by 
anticipated, the teacher may  one of the lunchroom aids. They tried 
suggest that the child and  calling my mom, but she couldn’t answer, 
departing parent take photos and  so they had me look at a picture of her that 
video together for viewing later in  I had to bring in from a previous activity. 
the day by the child.  This helped me immensely and after that, I 
❖ Difficulties with separation may  felt comfortable with the adults in the 
not always appear at the start of  school and ready for the whole year.  
the year 
❖ For infants, refusal to take 
nourishment in an immediate 
danger signal 
❖ For toddlers and preschoolers, 
eating away from home may be 
distressing, being perceived as a 
betrayal of that personal time with 
close family members 
❖ Environmental changes can affect 
sleep, so children in new places 
may have difficulty resting. 
❖ When the child is sending a signal 
of distress or going through a new 
phase, the best defense is that close 
communication and understanding 
between family member and 
teacher. 
 
 

2-4b (Permanent Departures and  Departures are equally as important so that 

Good-Byes)  the child feels comfortable when coming 
❖ Beginnings are just as important as  back the next day. The child should look 
endings.   forward to both coming and going from 
❖ A good-bye party for a child who is  school.  
moving or leaving the program 
helps recognize the child for the 
contributions they made to the 
class.  
❖ Planning for departures as well as 
arrivals is an important part of the 
teacher’s responsibilities and also 
offers opportunities to observe. 
❖ The Class List Log on arrivals, 
departures, and routines will yield 
information to track how the child 
is faring in making adjustments to 
the out-of-home program 
➢ How does the child organize 
for the end of the day? 
➢ What is the child’s response 
to the cute of the 
approaching end to an 
activity? 
➢ How does the child greet the 
family member at the end of 
the day?  

2-5 (Including All Children with School  Again, the common ground when it comes 
Adjustment)  to observation is preparation and 
❖ The teacher has the responsibility  communication.  
to be prepared to help these 
children and families make the 
transition into the program as 
stress-free as possible. 
➢ Prior knowledge of the 
child, no matter the 
situation, helps this process.  
➢ Families and professionals 
providing info, research, and 
extra observation and 
patience will all be required.  
2-5a (Children with Special Needs)   
❖ Children with disabilities must be   
admitted into settings that can be   
adapted to accommodate them.   
❖ Children already identified as   
having a physical or mental  It is no easy feat to handle all different 
impairment may come to the  learning styles of 25 or more children. 
program with an   However, having a common goal that each 
➢ Individualized Family  child will be able to learn to the best of 
Service Plan (IFSP)  their ability makes it easier to achieve.  
■ Similar to IEP for   
children ages 0-3 and   
their families   
➢ Individualized Education   
Program (IEP)   
■ Document for every   
student with a   
disability ages 3-21,   
describing current   
level of functioning   
and short and long   
term goals   
❖ The family of a child with a   
disability may be more anxious   
about leaving child in a school   
setting.    
➢ That anxiety may be   
transferred to the child   
❖ Teachers should become familiar  Understanding, through observation, a 
with the language the child will be  child’s patterns and what either makes or 
using to communicate  doesn’t make them tick is vital for your 
➢ Visual impairments  success as a teacher/observer and the child 
■ Audio recordings  in question.  
about routines and 
typical class day 
➢ Hearing impairments 
■ Picture album 
❖ No matter what modifications are 
needed for the child to be included 
in the classroom, they should 
enable the child to function to the 
height of their ability. 
 
 2-5b (Diverse Cultures)  In the same way that communication 
❖ An awareness of cultural parenting  between the adult and teacher is important, 
styles and attachment and  having a solid relationship with the student 
separation practices will help the  is important.  
teacher adjust expectations and   
actions.  The child needs to feel welcomed, heard, 
❖ The ​culturally competent  and understood before they can dive into 
(classroom activites, materials, and  reading, writing, and science.  
curricula that respect diversities)    
➢ program acknowledges and  They are experiencing all of these changes 
supports each family’s  for the first time and have no prior 
uniqueness in beliefs and  experiences on how to navigate through 
values translated into daily  these changes. It is the role of teacher to 
practice  help with these transitions in the best 
❖ For a Dual Language Learner  possible way.  
(DLL) it is helpful if the teacher 
learns a few of the most important 
words 
➢ “Eat, toilet, clean up, 
mom/dad returning soon, 
and I can help you 
 
Class List Log Date:

Recorder:

Observing: ______________________

Child’s Name: Comments:

_______ ___________________________________________
___________________________________________
___________________________________________
___________________________________________

_______ ___________________________________________
___________________________________________
___________________________________________
___________________________________________

_______ ___________________________________________
___________________________________________
___________________________________________
___________________________________________

_______ ___________________________________________
___________________________________________
___________________________________________
___________________________________________

_______ ___________________________________________
___________________________________________
___________________________________________
___________________________________________

_______ ___________________________________________
___________________________________________
___________________________________________
___________________________________________