Jaime Hoonsan

ECE 251
Observation of a Caring Classroom Environment
School: Lighthouse Academy
Teacher: Ms. Vickie & Ms. Brittany

Telephone: 702-616-6767
Age/Grade: Pre-Kindergarten, 4 through 5 Years Old

Teacher Characteristics
Ms. Brittany and Ms. Vickie are from the same culture and have formed a close bond due to this.
I witnessed both teachers show a child unconditional acceptance to a child. The following is an
instance where the teachers were unconditional in their acceptance.
Unconditional Acceptance Observation
On 2/20/15, I observed Ms. Brittany interacting with a 4 year old girl in her classroom. During
lunch, a little girl who was sitting at the table spilled her milk. She looked around the room and
began to cry. Ms. Brittany approached the child and said I see that youve spilled your milk. Its
ok though! Dont worry, we can clean this up. Lets get some paper towels. How many paper
towels do you think we will need to clean the milk up? The childs face lightened, and she
replied Thank you Ms. Brittany. I think we need 3 or 5 paper towels. Then, Ms. Brittany and
the child went together to the paper towel dispenser, counted out 5 paper towels, walked back to
the spill site and cleaned the spill. The little girl had a smile on her face and then began talking
with her classmates who were sitting around the table with her. Ms. Brittany got the child another
cup and then the child used the small pitcher to pour herself another cup of milk. After she
finished her lunch, she gathered her trash and threw it all away.

Acceptance of Challenging Behavior

While observing circle time, I noticed that there was one child in particular who was lacking
self-control. To my dismay, the teacher offered little advice to the child as to what appropriate
behavior would be. The child was treated harshly. I feel that this situation definitely should have
been handled differently, and in a manner that would have given the child further support in
developing her self-control.
Observation
During circle time, Ms. Vickie and Ms. Brittany were talking with the children about their
upcoming party for Resurrection Week. One child, was having a very difficult time as the
teachers were talking. She began playing with the Velcro on her shoes, then she started to touch
the boy who was sitting next to her. Lastly, she began making noises with her mouth. The
children became very excited as the teachers began explaining some of the activities that would
be taking place. One little girl stood up and began jumping up and down shouting Yeah!!! Ms.
Vickie looked at the little girl, said her name and then said if your behavior doesnt improve,
your mommy wont be able to attend the party. The childs face sank and her body tensed up,
and then she sank back to the floor. A moment later, she began to cry. Her crying was ignored.
(At this point I stepped in. As an administrator, I could not allow this to happen to this child. I
pulled the child aside, comforted her and explained that we love her so much, and it is our job to
help her grow into a big girl. I let her know that if her mommy was able to attend the party that
she could definitely be there. I then talked with the teachers about what had transpired. I offered
them advice about supportive techniques such as using a fidget for a child who has a difficult
time with self-control or a shorter than average attention span, and reminded them we are here to
support not only the child, but the entire family, regardless of the childs behavior.)

Consistency with Classroom Rules

Ms. Vickie and Ms. Brittany are generally consistent with classroom rules. The rules are posted
in the classroom near the circle time carpet. Positive redirection is the technique that both
teachers say is used in the classroom to enforce the rules. However, as noted in the above
observation, positive redirection was not used by one of the teachers.
Observation
The children were all in learning centers. Ms. Vickie went over to a bell and rang it, and then
said Ok everyone, its time to clean up and go to circle time. The children all began cleaning
up. One little boy hurriedly cleaned up the Lincoln logs that he was playing with. He picked up
the container and ran to the shelf and put it away. Then he ran over to the Science Center. Ms.
Vickie said the childs name, and then said I see that you are forgetting to walk. Please
remember to use your walking feet so that you dont fall and hurt yourself or someone else.
Bonding Rituals
I did not observe any bonding rituals occurring. I interviewed Ms. Brittany to ask what type of
bonding rituals she uses. She thought for a moment and then replied I give a lot of high-fives if
I see them doing something that they should be doing. I am also really big on giving hugs.
Another thing that I do is at nap time, we have one child who I have to keep close by me. I hum
to him and it helps him calm down before he goes to sleep.
Other Ways of Bonding
Since I did not observe any bonding rituals taking place, I also interviewed Ms. Vickie to see if
she had any type bonding measures that she uses to bond with children. Ms. Vickie replied We

have one girl who has gone through a lot this year. She has a hard time saying good bye to her
mom in the mornings, but as soon as she says good bye, she comes over and gives me the longest
hug. We will hug for a few minutes. I mean a really long time! Then she says thank you, smiles
and heads off to play. That is the type of bonding that I do.
Schedule & Routines
Dolphin Classroom Schedule (also attached)
6:30-7:30 Breakfast in the Pelican Room
7:30-8:50 Discovery Time @ Centers / Music
8:50-9:00 Clean Up
9:00-9:30 Circle Time
9:30-10:00 Outdoor Play / Gross Motor Activities
10:00-10:20 Snack
10:20-11:30 Math and Phonics
11:30-11:45 Bible / Group Activity / Art
11:45-12:00 Beds / Clean Up
12:00-12:30 Lunch
12:30-2:30 Nap
2:30-3:00 Clean Up / Snack
3:00-3:15 Circle Time / Review

3:15-3:45 Outdoor Play / Gross Motor Activities

4:00-5:15 Discovery Time @ Centers
5:15-5:30 Clean Up / Transition to Pelican Room
Evaluation of Schedule
I love that discovery areas / interest centers are carried on for 80 minutes. This allows the
children ample time to enter into higher levels of play. I feel that there are a few items in the
schedule where times could be lengthened or shortened. Circle time is a bit on the long side. I
think that circle time should be shortened by 5-10 minutes. I love that music is a choice during
interest centers. I would also set a time of day specifically for music and movement, rather than
only offer it during center time. The way that math and phonics are done in this classroom is not
appropriate. I would revamp this part of the schedule as well. All of the children are either sitting
at a table or standing in line for 70 minutes just during this time alone. This is not acceptable for
young children. Additional time for art should be either incorporated into discovery time, or
added at another time during the day. Art should have a much bigger focus. 15 minutes is not
long enough to read a bible story, do a group activity and complete a process art project.
Teacher Interview
I interviewed the teachers about various signals that I saw being used. During curriculum time, a
child entered the classroom after returning from the Child Find program. Both teachers said Oh
toooooodles! simultaneously upon the boy entering the classroom. When I asked what this
meant, Ms. Brittany and Ms. Vickie told me that this was a signal that they had come up with to
help the boy remember that when he arrived in the classroom, it is time to work on writing his
name.

Another signal that I saw being used occurred during music and movement. Ms. Vickie was
directing the singing children with her hands in the same way that a choir director would direct a
choir. At the end of the song, she closed her hand and stopped moving it. The children
immediately stopped singing. Ms. Vickie told me that she has taught the children that when she
makes that movement with her hand that they are to stop singing.
Transitions
I observed the transition from morning circle to outside time/gross motor development. The
children were dismissed one at a time to get their coats on and line up. I feel that while this
transition was orderly, it took too long. It might have taken less time and been more appropriate
if the children were dismissed by hair color, or clothing color or some other way that allowed a
few children to line up at the same time.
I also observed the transition during curriculum time. The children were divided into 2 groups.
Half of them (13) went with Ms. Vickie to work on math, the other half of them (13) went with
Ms. Brittany to work on phonics. When the children finished their curriculum, they turned in
their papers to the teacher and then lined up on a line. The children had to wait in line for
everyone in their group to finish their paper, then each group switched teachers. This transition
actually went very smoothly, however it was not appropriate. The children shouldnt have to
wait. I feel that it would have been more appropriate if the teachers worked with smaller groups.
Perhaps if they did phonics and math at different times, rather than simultaneously. It also would
have been more appropriate if they called the children over from learning centers 4 at a time,
rather than trying to work with them 13 at a time. I understand the goal is to get the children to
the point where they are ready for larger group instruction, however not all children in this class
are ready for large group instruction at this time.

Rules
Posted Classroom Rules:
1.
2.
3.
4.
5.

No Running
Use Inside Voices
Keep Hands to Yourself
Use Nice Words
No Stepping on Toys or Books

Non-posted Rules Heard While Observing

While observing, I heard 2 verbal rules that were not posted. One of them involved lying. During
lunch, Ms. Vickie noticed that the water in one childs water bottle appeared cloudy. Ms. Vickie
asked the child about the cloudy water. The child replied that Mommy put sugar in my water.
Ms. Vickie responded Im going to ask mom about that today. Mommy wouldnt be happy if
she knew that you lied. The child then responded Ms. Vickie, I put some milk in my water. Its
not sugar. (In the above instance, I feel that the teacher was verbally manipulating the child. A
better way to handle this situation would have been to have a conversation with the child about
the situation, allowing the child to explore the concept of honesty, or possibly ask the child
questions about what sugar water tastes like, how mom had made the water. Then make a
comment that you would talk to her mom to find out about how to make the sugar water, so you
can make some for yourself. This would have given her the chance to practice honesty without
being manipulated.) The second non-posted rule that I heard was Keep your shoes on during
nap time.
Evaluation of Rules
After reading our handout, I thought about the written and verbal rules being used in this
classroom and decided that the rules could be narrowed down to 3.

1. Keep Yourself Safe

2. Keep Your Friends Safe
3. Keep Your Toys Safe
Anything that might happen would be covered under one of the 3 rules. If a child is being unkind
with words, they would be breaking rule number 2. If a child doesnt wash their hands after using
the restroom, they would be breaking rule number 1 and rule number 2. If a child runs, they
would be breaking all 3 rules. If a toy is thrown, all 3 rules would be broken. If the teachers put a
rule system such as this into place, it would cause the children to think on a higher level about
their actions, and about cause and effect.