I.

Observation:

The Four Domains of the Child

II. Grade Level and Subject Area:

Kindergarten

III. Setting:

Classroom, 17 students, 11 boys 6 girls, 1 head teacher, 1 Behavior Specialist 1

student teacher

IV. Pre-Observation:

The purpose of this observation is to observe the four domains of an individual

student. I observed the emotional, physical, cognitive, and social development of the

child. To prepare for this observation, I read a chapter in The Teach 3 Introduction

to Education book, by (Koch, 2016). This helped guide me through the observation

process of what to expect of a five-year-old Kindergarten student.

V. Data:

Child 1 was sitting nicely with the rest of the class on the story time carpet, as I read

them a story Twas the night before Thanksgiving! As child one listened attentively,

I noticed he raised his hands each time I took a moment to pause and ask a question to

engage the class in discussing the highlights of the characters of the book I read to

them. I called on child 1 and he proceeded to answer in a nice manner. Each child

went around the room and said what they were thankful for.

Next the teacher said, all students earn points for sitting nicely and raising their

hand, and every three minutes you will earn a point that students are working and

focused. A math video was introduced, and the students focused on a math lesson by

Go Math an example of a question is David has 4 crayons. Joan has 3 crayons. The

number of crayons Lynn has is 2 less than David has. How many crayons does Lynn

have? Child 1 can demonstrate following directions as the teacher gave instructions

for the math workbook. (which is greater than < or less than >). I noticed child 1 got

to working quickly on his assignment, and needed some guidance as to which way

you write the arrows. Students watched another video to reinforce the math lesson.

The total minutes of the math lesson equals to 45 minutes per day.

Stations were assigned to the class next. Each group of four students are called by

their color of their table. The assignment was to cut, paste matching dominoes. Child

1 demonstrates, cutting, counting, and gluing. Child 1 finished the task with no

assistance. Next, the teacher gave instructions for every groups station. The teacher

said, if you do a nice job with stations, as a reward we can do a dance break.
 As the students were instructed to clean up their stations, child 1 is determined to

clean up everything, where he begins to tug n war over the station bucket. The teacher

shouts out and said you are not in control of yourself, and you are going to lose

points now. Child 1 said I dont care the teacher replies by saying well if you

dont care, then we can just send you down to the principals office. Child 1

responds by answering the teacher back, again I dont care. Child 1 is then sent down

to the principals office. When child 1 came back with the behaviorist, he sat down at

the time out chair, and the teacher reminded him to take deep breaths. He responded

o.k. Im taking deep breaths for myself. The teacher responds, you are going to stay

over there because you were not in control when you needed to clean up. Child one

responded o.k. Center times were called where the class socializes with their friends

for 20 minutes, doing a fun activity of their choice. For example, coloring, drawing

on a white board, blocks, building games, puzzles, etc. Child 1 could not participate

in centers. He was still taking a break, seated at the time out table in the time out

chair. The teacher rings the bell and the class cleans up and is instructed to pack up

their belongings. Child 1 runs over to his backpack, as the teacher reinforces him to

go back to the chair and walk.

VI. Analysis:

During this time child 1 had difficulty following the rules, with his peers socially

during cleaning up. Child 1 needs to feel validated that he is in charge. After the

teacher corrected him, child 1 became defiant, and answered back which leads me to

believe child 1 is having difficulty with his emotions, and self-regulation. Child 1

had difficulty with the punishments from the teacher. Cognitively, child 1
demonstrates success, and participates, in discussions and completes the task with

very little prompt. Child ones physical ability is age appropriate where he

demonstrates coordination.

V11. Recommendations:

In my recommendation to the teacher would be to try to concentrate less on

punishments, and begin to work on attacking the problem, rather than putting a band-

aid on it. My suggestion would be to introduce the responsive classroom approach.

The responsive classroom approach gives the student a natural, and logical

consequence, rather than exclude them from recess, centers, or physical Ed. If a

teacher chooses to do so, the student will become even more rebellious because the

child couldnt release his energy during these critically, developing times for the

Kindergarten student. This is an important concept, rather than a punishment.

Chances are the student thats misbehaving is bored to begin with.

The Responsive Classrooman approach to elementary education that

focuses on both pedagogy and encouraging a positive school atmosphere

recommends logical consequences for misbehavior. According to Mike

Anderson, a program developer for Responsive Classroom, their approach

distinguishes between logical consequences and punishments So, a logical

consequence for making a mess in the cafeteria might be to clean up that

mess, but not to clean the entire cafeteria. As Anderson points out, If
 students dont enjoy what theyre doing, theyll misbehave.. (Singrid,

Anderson, Cordel 2013).

IX. Citations:
IX. Citations:
Sigrid, Anderson, Cordel Oct. 23, 2013 Nixing Recess: The Silly, Alarmingly
Popular Way to Punish Kids www.the atlantic.com/education/archive 2013/10
nixing- recess-the-silly-alarmingly-popular-way-to-punish-kidsI
13