Kira Carico

ECE 250 Fall 2016

December 4, 2016
Project
Circle one age group/grade: 3-4 4-5 K 1st 2nd

Section 1. Physical Environment

Equipment
1. Indoors: Smartboard, Teacher desk, Tables, Small Chairs, Backpack Cubbies, Supply/Storage
Cabinet, Bookshelf, Shelves, Elmo, Kitchen Set, Water Table, Portable Dress-Up
2. Outdoors: Playground with slide, stairs, and three different climbing points, Tables, Tricycles,
Water Table, Bouncy Balls
Room arrangement:

Art/Activity Shelf Computer/IPAD Table Bookshelf

Sink

Dress-Up

Reading/quiet
Area
Fountain
Water

Snack/Art/
Activity
Writing/Science Tables

Tables
Supply Cabinet

Circle time Area

Water/Sand Table Smartboard

Backpack Cubbies

Puzzles/Legos

Car/block

Time Teachers Desk

Kitchen

Area

Out
Area

Area
Centers:
Manipulative Center- puzzles, legos, bead lacing, interlocking cubes, connecting links,
magnet building shapes
Kitchen Center- sink, oven, fridge, cabinet, pretend food, plates, bowls, cups, utensils,
table, chairs, tea set
Car/Block Center- cars, road rug, building blocks
Reading Center – bookshelf, books, bean bags
Art Center – Crayons, colored pencils, paper, scissors, glue, paint, paint aprons
Dress-Up Center – doctor, nurse, vet, astronaut, suit, tutu, army, police, princess, there
are also tubs with accessories that go with all the dress up outfits
Computer Center – Desktop computer, two ipads
Water/Sand Table Center – Fake snow with manipulatives to find
*E. I really liked the way the classroom was set up, there was plenty of room in each
area for children to move and play while learning. “Teachers create a learning environment that
fosters children’s initiative, active exploration, …” DAP p.153The mobile dress-up was not in a
good spot because it blocked the sink and drinking fountain. Although easily moved an adult had
to do it which would be an inconvenience and the children should have easy access to a drink of
water. The centers had plenty of materials for all students who were in the center to play
together. The kitchen area provided a great chance for the children to use their imagination to
cook and eat together. “Make-believe or pretend play, with guidance and support from adults,
blossoms in the preschool years and allows children to make a number of cognitive gains…”
DAP p.131 In the Library Center there were many different books to choose from, some about
emotions, some about diversity others silly cartoon books but all age appropriate. “Most
children are now able to describe or label feelings, identify others’ emotions, consider why
others may feel that way, and express their anger or distrust in more acceptable ways.” DAP
p.123-124

Section 2. Curriculum
Philosophy
Teacher's philosophy: “It is my belief, that as a teacher, I will be providing students with
the ability and tools to create and develop their own knowledge and understanding of a variety of
topics. All children bring their own amazing and diverse gifts to the classroom including
ethnicities, abilities, and talents. As a teacher, it is my duty to develop positive self-esteem, love
of learning, and respect for others. I will nurture the diversity of students and provide a safe,
positive learning environment for all my students.” ~Juanita Munoz
 Center/School philosophy: Our mission at Roger D. Gehring Elementary School is to
provide a safe, nurturing learning environment to promote the academic and social success for
each of its students through a community partnership with students, their families, and staff.
Goals
Program goals: Gehring Elementary School is located in Area 3 of the Clark County
School District and we strictly adhere to the district's goal that all students will have the
knowledge, skills, attitudes, and values to achieve academically, prosper economically, and
participate in a democracy.
Classroom goals: “Students will be encouraged to expand their thinking and stretch their
minds in ways that they had previously believed was impossible. I strive to create a community
in my classroom where the students will not only be learning but also teaching others, including
myself.” ~Juanita Munoz
Lesson Plans: Attatched
Individualization: “After a few days of working with a child, assessing their strengths and
weaknesses, I can create lessons and activities that help the child to be successful at the level
they are, while developing the skills needed to expand knowledge and skills. Any lesson or
activity can be tweaked to fit a certain child or even changed to be presented in a way that helps
a student understand. It will not hurt the other students to learn a new concept in a different way”
~Juanita Munoz
*E. The curriculum I was able to observe was well organized and age appropriate.
Opening circle began with interactions between the children welcoming each other to class as
well as the teachers in the room, children shook hands with peers and teachers with greetings. An
alphabet song was sung and children participated, teachers reminded them they needed to be
singing when necessary. They then sang a song about colors, students took turns finding objects
in the room, teacher asked “Can you find something blue?” “Teachers assess each child’s
progress toward the program’s stated curricular goals,…” DAP p.162 Along with every song
included in circle time, there were movements or dances that kept the students interacting and
paying attention. Children never sat more than five minutes at a time. “Children spend little time
sitting; they are able to move around freely throughout much of the day.” DAP p.163 The teacher
tended to only call on children who raised their hand, which was only two or three different
children, which left the others much less involved with answering questions and making
suggestions. “Teachers talk mostly with verbally skilled children, neglecting the children who
most need language or communication help…” DAP p.165 Altogether the opening circle went
smoothly and students seemed to enjoy learning while singing and dancing.
Section 3. Guidance
1. Routines
1. First thing in the morning, the students walked to the classroom in a line and knew
to wait outside until the teacher said good morning and gave them a high five. Some students
were given verbal prompts to remind them what they were to do when entering the classroom.
Students knew to go in, take off their backpacks and jackets, and put them into their cubbies, the
children then knew to go sit in an assigned square on the carpet and waited for everyone to get to
“circle time” greeting each other as they joined.
2. When getting ready for snack time, students were called one at a time and given the
verbal prompt to wash their hands, get their snack and find their seat. Most students were able to
follow the three step directions, although most needed some sort of prompting while washing
their hands.

2. Classroom rules
Eyes Looking
Listening Ears
Quiet Mouth
1. Classroom rules were posted on the walls in the classroom. The teacher would ask before
starting a group activity “what are our classroom rules” and children would recite the rules and
point to their eyes ears and mouth.
2. The teacher also had the students say the classroom rules if the class as a whole was
getting too noisy.

3. Teacher Interactions (Specific objective observations of how teacher interacts with children
during regular activities/lessons)
1. During circle time activities, the teacher was up and moving and singing along with the
students to provide an example as well as interact with the children. The teacher also would have
a student come to the front to be an example for the other students with her.
2. The teacher praised students for transitioning quietly from one area to another without
having to remind them. Teacher also praised student for holding their pencil the correct way.
While students were working on writing their name the teacher walked around helping and
praising students for what level they were at; from holding the pencil correct to correct letter
formation, all the way to “good job writing your first and last name”.
4. Guidance Techniques
1. While children were at different centers, the teacher set up a tea party for the students
in the kitchen center, told them it was a tea party, showed them how to pour the tea for each
other, and initiated a conversation about what they were going to do when they went outside to
the playground. When students were engaged in drinking tea and having a conversation the
teacher left and the tea party continued.
2. The teacher was able to guide two students who both wanted to play with a certain
ball to play together by rolling the ball back and forth. The students were happy and playing
together once they realized they could play together with just one ball.
*E. The guidance provided in this classroom was pretty well spread out between the
students by the teacher and the assistant. I think a little too much guidance was provided while
doing activities at the table. The teacher wanted the student to stay in the lines while coloring and
was firm on this directive. “Or the classroom is highly teacher-directed so that children become
too adult-regulated.” DAP p.158 Students were reminded of the classroom rules many times
throughout class and the reminders seemed to keep them from getting too chaotic. The teacher
reinforces her rules by making keeping them simple and teaching the students what they mean.
“Teachers set clear limits regarding unacceptable behaviors and enforces these limits with
explanations…” DAP p. 159 The teacher has a clear schedule posted for the children to follow so
they know what to expect throughout the day which makes transitions go smoothly. A visual
timer is also used so the students know that a transition is coming. “Teachers involve children,
particularly older preschoolers, in considering rules of group behavior and responsibility.” DAP
p. 159 Besides sometimes being too hands on, not letting the children make mistakes or do their
work wrong, the guidance in the classroom encourages children in a positive way to learn new
concepts.