Brandman University ECED 302

Positive Climate and Positive Behavior Support Self-Assessment

From Hancock and Carter (2016) and CLASS Dimensions Guide Pre-K (2008)

Due Week 2 Sunday at Midnight

20 points

Self-Assessment How Priority

Consistently?

Name: Brianna S. Gitchuway Alw Som Nev After

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Program Type and Name: Preschool Christian Center (Footprints) es each
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Skills and Activities priorities

I create a positive learning environment through my interactions ( from CLASS) X

I intentionally try to create fun and engaging learning activities on a daily basis. X

I seek out opportunities to share fun, relaxing moments with children. X

I make sure to smile warmly, make eye contact, and show enthusiasm for what I am doing. X

I take time to engage in social conversations and ask children about their lives. X

I am respectful of children and show this through using their names and modeling polite language X

I encourage children to engage in positive interactions with each other throw modeling sharing, X
helping, and other strategies

I take time to listen carefully to children and respond immediately and sensitively. I try to be a X
resource for children..

In moments where my patience is tried, I make an active effort to understand the children’s X
perspectives.

I make consistent efforts to tune in and notice how children are doing and responding to the X X
classroom activities in the moment.

I seek out children’s ideas, points of view; and make sure to prioritize their contributions X

Though I follow a schedule, I am flexible when I can, in order to follow children’s interests. X

I consistently provide children with choices throughout the day. I provide choices of activities, X X
books, songs and centers. I build in as much choice as possible.

I provide children with real job and responsibilities, and increase the level of responsibility as the X X
year progresses.

I use a predictable, orderly classroom environment to support positive behavior X

I build caring positive relationships with every child and family to encourage communication and X
trust.
I work to bond and build trust with each individual child X

My classroom uses visual cues and labels to prevent problem behavior (e.g., pictures that indicate X
where to sit during circle, signs that represent the number of children per center).

Different areas in my classroom have clearly defined physical boundaries. X

My classroom does not have wide-open areas where children might run. X

Children and adults can move easily throughout the different areas of my room. X

I can easily monitor children from various places I the room-there are no “blind spots.” X

Activity materials are prepared in advance and adequate for the children per activity. X

Our schedule balances teacher-and child- redirected and large and small group activities. X

My classroom has an illustrated schedule posted at children’s eye level. X X

My class consistently follows our schedule; I refer to the schedule throughout the day. X

I provide children with a warning prior to Transitions (e.g., “Five more minutes until Clean up”). X

I use more than a verbal signal to indicate the beginning of a transition (e.g., ring a bell). X

I use transitions to pre-correct behavior (reminding children of expectations for new setting). X

I plan for transitions, including ways to keep children engaged (e.g., finger plays, songs). X

I define and teach expectations to support positive behavior X

My classroom has 2-5 positively stated behavior expectations (e.g., Be Kind, Be Safe). X

Classroom expectations are illustrated and posted at children’s eye level. X X

I use our expectations to establish rules specific to our typical settings (e.g., at circle, “Be Kind” X
means listen to others and use an inside voice).

I explicitly teach and review classroom expectations for each of our typical settings. X

After I reach expectations, my class could state them to me if asked. X

I communicate with families about our classroom’s behavior expectations. X X

I explain expectations to others who will interact with children (e.g., assistants, volunteers). X

I acknowledge appropriate behavior and respond consistently to problem behavior X

I provide children with positive feedback at least 4 times more often than negative feedback. X

I comment on appropriate behavior with specific, descriptive feedback (e.g., “way to share that X
toy-you are a kind friend!”)

I have a system that goes beyond verbal praise to acknowledge individual appropriate behavior X
(e.g., routine spotlight during circle!”).

I share information with families about their child’s appropriate behavior. X

 I have a system to acknowledge class-wide appropriate behavior (e.g., celebrate by playing a X
favorite game or taking 5 extra minutes outside).

I have defined what problem behavior looks like in my classroom. X

I respond consistently to problem behavior (e.g., I always give a prompt before a warning). X

I use consequences for problem behavior that are logical, and natural. X

I can respond to problem behavior without interrupting classroom activities or instruction. X

I collect data and use it to make decisions that support positive behavior. X

I know about patterns and levels of engagement based on collected data. X

I know how much time we spend transitioning based on collected data. X

I know about how and when children follow behavior expectations based on collected data. X

I take time to assess and think about whether my curriculum and schedule is meeting students’ X
needs cognitively, socially, and emotionally.

I take time to review data I have collected and make changes to my classroom accordingly. X

Reflection Questions

● My 5 or 6 priority areas are:

1. My classroom has an illustrated schedule posted at children’s eye level.

2. Classroom expectations are illustrated and posted at children’s eye level.

3. I make consistent efforts to tune in and notice how children are doing and responding to the classroom

activities in the moment.

4. I consistently provide children with choices throughout the day. I provide choices of activities, books, songs

and centers. I build in as many choices as possible.

5. I provide children with real jobs and responsibilities, and increase the level of responsibility as the year

progresses.

6. I communicate with families about our classroom’s behavior expectations.

● I choose these as my priorities because these are the main ones I need to work more on in my career as a

teacher. One of the things I need to work on would be having the classroom rules and schedule posted

for the children for them to see. I have always assumed since the children can’t read, there was no reason
 for that to be at their eye level. I have discovered that just because they can’t read, doesn’t mean they

can’t visually see what is on the paper. In order to change that, I want to include pictures with the

weekly schedule and classroom rules in order for the children to see exactly what they should be doing.

It gets difficult when I am by myself in a classroom with 12 children who love to run around and ask a

million questions throughout the day. I have noticed when I’m doing craft, I try to be attuned with the

activity, but I have a hard time multitasking and looking at what the other children are doing when they

are waiting for their turn for arts and crafts. I also need to work on having the children choose what they

want to do for the day because we have a set schedule that the director has us follow. Even with that

schedule, I want to be able to have the children choose what they want to do one day out of the week

because it is important when they are able to have a choice as well. Having the children have

responsibilities in the classroom such as line leader and cleaning off the tables, is a great way for

children to learn about being responsible inside of the classroom. The reason that I need to work with

parents more is because I have noticed that children are able to see the connection between teacher and

parent. Because of COVID, I have noticed most parents not wanting to talk and instead they grab their

child and leave right away. I know some parents are very eager to go home because they had a long day,

but I do need to work on my parenting skills a bit more.

1. My one or two priority areas I wish to include in my Week 8 Supporting Social Emotional Development

Action Plan is:______.

● I make consistent efforts to tune in and notice how children are doing and responding to the

classroom activities in the moment.

● I consistently provide children with choices throughout the day. I provide choices of activities,

books, songs and centers. I build in as many choices as possible.

2. Why are you choosing this area or areas instead of all of the others?
 ● I am choosing these areas because it is going to help me more in the classroom to understand

each child as a whole and to give them each the opportunity to express what they like to do and

we can all explore those. It continues to create a learning experience for children and me as well.

3. How does this priority area or areas support social and emotional learning as suggested by the Teaching

Pyramid?

● When children are given choices to do what they want to do for the day, they start to discuss with

their peers what they would like to do and this creates a conversation between all children in the

classroom. The children are then learning more social skills and I am learning to be more open

and listen to the children’s requests. For example, one of the children suggested we have bring

your own toy day ad because I thought it would be a great idea, we are now having bring your

own toy to school day on friday of next week. I am going to have the children draw the toy they

will be bringing and to explain what the toy is to the other children.