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It was very apparent that a variety of spaces are provided in the classroom, including “comfortable

work areas where children can interact, work together and also places for silent or shared reading,

working on construction projects, writing, playing math or language games, writing, and exploring

science.” (DAP pg239). Within the classroom there is a whole group rug area; great for group

collaborations and peer interaction, a comfy reading corner with plenty of pillows for students to curl up

and read quietly, a small-group area for focused individualized instruction, a computer area, as well as

the arrangement of student’s desks as I have previously mentioned. Organizations was a clear point of

importance for Ms. Eden, every item had its place. It was also clear Ms. Eden knew that a “Community &

culture of a developmentally appropriate environment…is well organized.” (Week 3, slide 16). I did not

observe any inappropriate practices regarding the physical environment.

SECTION 2: CURRICULIUM

1. Philosophy

a. Center/School: “Our mission at Gragson Elementary School is to provide rigorous and

purposeful instruction that develops the potential of all of our students by modeling respect and high

expectations of academic excellence in the school and beyond.”

b. Teacher: “I believe all students can learn regardless of their socio-economic status or

background. I believe that if I am respectful and loving to my students, they will be the same in return.”

2. Goals

a. Program Goals: “To read at first grade level which is typically 67 words per minute, adding

and subtracting within 20 using multiple strategies including word problems, time to the half hour, and

basic 3d shapes.
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Students should be able to write a full paragraph with details, a beginning and an ending. Use capital

letters, spacing, and end punctuation should be used properly. Vocabulary and sight words should be

spelled properly as well.”

b. Classroom Goals: “I want everyone to be at grade level by the end of the year at a minimum. I

want to make sure my students are kind and respectful, and able to work effectively in a team.”

3. Classroom Schedule:

8:30-8:55 breakfast

8:55-9:05 Morning Meeting

9:05-9:15 Phonics

9:15-9:35 Whole Group Reading

9:35-10:55 Small Groups/differentiated instruction

11:00-11:30 Lunch

11:35-12:15 intervention (small group)

12:10-11:5 Math

1:20-2:10 Specials

2:15-3:00 Grammar/Writing

3:06 Dismissal
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5. Individualization:

a. Children w/ Identified Special Needs: “I have one student with an IEP for a learning disability.

He is treated the same as all of the other students in the class; however, during testing, I work with him

one-on-one.”

b Typically Developing Children: “If redirection doesn't work, I use token boards, but this is very

rare. We work very hard to build community in our classroom. We also don't often sit for long periods of

time. The students are up and moving around a lot. If they are sitting to work on an assignment,

conversation is encouraged.”

6. Evaluation: During a group activity on the whole-group area rug I was able to observe Ms. Eden

implementing various parts of her lesson plans. She used this as a main frame work but also allowed the

children’s input to help guide the conversation and flow of the activity. When performing a routine

rotation between activities I did not observe Ms. Eden give a notice that they would be switching

centers. This goes against what we know should be done, which is that “Teachers give children advanced

notice of transition and, when possible, allow them to complete what they were working on before

moving on to the next thing.” (DAP pg.294). Ms. Eden also had a fairly strict structure of what activity each

child would be engaged in. Using a list, she instructed each student what center they were at every time

they switched. Although this practice seems rigid, upon speaking with Ms. Eden she informed me that,

for instance, she will group children at a higher reading level together with children at a lower reading

level. “Teachers provide opportunities for children to develop and refine fine motor skills, especially in

relation to writing and drawing experiences.” (DAP pg. 307) and this practice is very apparent in Ms. Eden’s

classroom. The children are given ample opportunities throughout the day to write. Students write in

their Lexia packets, math journals, and on various writing activities.

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“Each ECE program/center/facility should have a philosophy.” (Week 9, slide 2) and that includes Gragson

Elementary school. Their mission statement is easily accessed by parents through their online website.

SECTION 3: GUIDANCE

1. Routines:

a. During small group rotation Ms. Eden’s cell phone alarm goes off. Students at each learning

center begin cleaning up and putting their materials away. Once everyone had finished, the students

stood next to their regular assigned seats. Ms. Eden (Looking down at a paper with names listed.):

“Students A, B, C, D, E, and F; you’ll be with me” (The six students called go to the reading area, grab the

basket filled with books that has their name, and walk to sit at the kidney shaped table.) “Students G, H,

I, J, K, L and M; Lexia packets” (The students called, walk to a metal shelf, retrieve their Lexia worksheet

packets from their folders and each one grabs a pencil. They then go back and sit at their assigned

seats). “Students N, O, P, Q, and R; get on Lexia please” (These students walk to the computers, sit down

and place the earphones on).

b. (Class was arriving back from library.) Teacher (smiling with a calm tone): “Put your books

away please and have a seat on the rug.” (Four students put their books away and go to have a seat, five

students stand by their desk and began talking/ laughing, two students stand near their book baskets

and look through their books, 6- students are putting “wolf bucks” in their storage pockets.) Teacher

(Looking at students on seated on the rug.): “Thank you Student A, Student B, Student D, and Student C,

for having listening ears and following directions.” (Other students still standing near their desks and

around the room look towards Ms. Eden as she speaks. They begin to walk towards the rug and sit down

next to their peers.)

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2. Class Rules: There were no posted rules, Ms. Eden said this was due to limited wall space. 1- I respect

my friends by keeping my hands and feet to myself. 2- I respect my environment by using tools properly.

3- I respect myself by being kind to others.

a. Student is seated with his left foot tucked directly underneath him. His head is turned to the

left and he is smiling at the student seated next to him. Using his right hand, he is spinning a pair of

small scissor around his index finger. Ms. Eden is standing behind him, two tables away, and looking

towards his direction. She watches him for a moment and then walks towards him and the squats down,

so they are face to face. She is to his right and speaks low and calmly. Ms. Eden: “Are you done

coloring?” (Student shook head side to side.) “Okay, so please put the scissors back in the tin and finish

coloring.” (Student slowly placed the scissors back into the tin, picked up a red crayon with his right

hand, and began coloring on his paper using a tri-pod grasp.) “Thank you.” (Ms. Eden smiles and walks

away).

b. Entire class was seated on the whole-group area rug. Student A was seated directly behind

Student B who had a long ponytail. Ms. Eden (Standing at the front-left corner of the area rug and

smiling. She holds up a ‘when I grow up’ worksheet.): “Ms. Luna gave us a paper that she would like us

to fill out.” (While Ms. Eden speaks, Student A, sitting crisscross with her head leaning on her right hand

which is curled into a fist begins to slowly reach her left index finger forward into the bottom of Student

B’s ponytail. Student A then moves her finger in a circular motion, twirling Student B’s hair). Student B

(Turning back to look at Student A and frowning.): “Stop!” Ms. Eden (Turning to look at the students and

speaking in a very calm tone.): “I hope we’re remembering to keep our hands to ourselves. Student A,

would you please scoot back and give Student B a little more room?” (Student A places both hands

down on the rug and pushes herself backwards twice. Student A then shoves both hands into her lap.)
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3. Teacher Interactions:

#1. During a whole group activity on the rug, students were working in groups of threes. Each

group had been given a note card with a noun on it. Ms. Eden (Looking out over the students) “What

group has the answer for that first sentence?” (Four out of the six groups raise their hands.) “Look at

your card, are you sure?” (pause) “Does it go with the first sentence? Talk with your partners.” (Students

begin to whisper to each other.) “Do you have a place, ‘there’ or a person ‘their’?” (Students continue

talking.) “Let’s try again, who thinks they have it?” (One group of three raise their hands.) “Okay, stand

up and complete the sentence.” (The group rises and walk towards the pocket chart. Student A uses left

hand to place the note card in the blank space in the sentence. All three of the students turn to look at

Ms. Eden.) Ms. Eden (Smiling): “Read it for us.” Student A (Looking back towards the pocket chart.):

“Student K and her Mom left their house to go for a walk.” Ms. Eden (Still smiling): “Fabulous job! Have

a seat please.” (Students smile and go sit back down on the rug.)

#2. Student is sitting on her knees facing Ms. Eden. Ms. Eden is leaned over a laptop, pulling up a

slideshow. Student (Tilts head and using right index finger pushes lip against her teeth.): “My cat doesn’t

eat.” Ms. Eden (Still looking at computer): “She doesn’t eat?” (Student smiles and shakes her head from

side to side. Ms. Eden slightly turns her head to look towards student.) “Oh, she must be very hungry.”

Student (Puts hands on her knees): “She does eat, but she has to eat outside.” Ms. Eden (Nodding her

head slightly and smiling.): “That’s good that she eats. We wouldn’t want her to be hungry.” Student

smiles swivels her body to right and sits on her bottom facing smart board screen.

4. Social-Emotional Guidance Techniques:

#1. During a whole group activity on the rug, students were working in groups of threes. Each

group had been given a note card with a noun on it. Groups had to work together to figure out which

sentence on the board their note card went with.

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Teacher (looking down at students): “Okay who thinks they have the answer to the next sentence?”

(students begin talking with each other.) “If you think you have it, go ahead and stand up.” (One group

of three student’s stand up and walk towards the pocket chart. They are watching their feet as they step

around the other classmates. Student A places the note card at the being of the sentence.) “Who’s going

to read it for us?” Student A (Smiling and looking towards Ms. Eden): “I want to read it!” Student B

(Smiling and looking towards Ms. Eden): “I want to!” Student A (Frowning and looking towards Student

B): “No! Me!” Teacher: “How about we let Student C read it?” Student A (Smiling student claps hands

together and looks towards Student C): “Oh! Great idea!” Student C (smiles): “They saw a big cat.”

#2. Ms. Eden (smiling and holding her own hands): “Find a buddy and share what you would like

to be when you grow up.” (Students begin to pair off turning to sit crisscross in front of each other.”

(Student A stands up and walks towards Ms. Eden.) Student A (Frowning and pointing back at Student

B): “Student B doesn’t want to share with me.” Ms. Eden (Smiles and nods her head): “That’s okay, how

about you ask Student C if you can share with her and Student D? It’s okay to have a group of three.”

(Student stays silent and keeps looking at Ms. Eden.) “Would you like me to help you?” (Student A

shakes his head up and down and looks downward. Ms. Eden walk over to the two other students and

Student A follows. Ms. Eden is kneeling on one side of the students and Student A is standing on the

other side.) Ms. Eden (Smiles at Student A.) “Student A, why don’t you ask Student C if you can share

with them?” (Student A looks downward again and has both hands holding on to either side of his shirt.)

Student A: “Can I share with you?” Student C (turns her head to the left to look at Ms. Eden, whom

smiles and gives a slight nod. Student C turns back to look at Student A): “Yea. You can sit there.”

(Student C points to empty space in front of Student A. Student A sits down crisscross next to the other

two students.)
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5. Evaluation: “Teachers are warm, caring, and responsive. They help children learn how to establish

positive, constructive relationships with others,” (DAP pg.290) and Ms. Eden is a prime example of this.

During my observation Ms. Eden maintained a calm tone and a smile. It was clear to me that the

children felt safe; they were smiling, talkative, and making lots of eye contact. When one child seemed

uncomfortable entering a group he immediately sought help from Ms. Eden. I also saw that within her

classroom “Children often solve problems or engage in activities in small groups or with partners.” (DAP

pg. 292). During the time I was there I watched them work in groups of three to solve problems, share

personal goals in pairs of two, and work together on packets. It’s important that “teachers engage in

many one-on-one conversations with individual children” (DAP pg.298), Ms. Eden did this multiple times.

She engaged in active listening and gave feedback when the children shared anecdotes with her. She

also helped children scaffold their learning by giving hints and connecting it to information the students

had previously learned. This goes along with what we learned about “giving cues, hints and offering

assistance -cues/hints based on what the children already know.” (Week 10, slide 3). I did not observe any

inappropriate practices regarding the guidance section.