Gia Shafer

ECE 250 Classroom Evaluation

Name of Facility/School: The Goddard School Teachers Name Ms. Kate Klimow
Address & Telephone #: 2680 Pecos Ridge Parkway, Henderson, NV 89052

Ages & Number of Children 14 children/ 3 yrs. old/ 2 teachers

SECTION 1: PHYSICAL ENVIRONMENT

Classroom:
1. Type/Name of Learning Center Science

a. Number of children 4 in science center & 1-2 at sensory bin

b. List of equipment/material and furniture Plants, sensory bottles, sea shells, dinosaurs,

magnets, fossils, pinecones.

c. Types of learning experiences possible Students have the opportunity to explore objects from

nature. This stimulates thinking and communication and provides opportunity to explore cause

and effect.

2. Type/Name of Learning Center Math

a. Number of children 4

b. List of equipment/material and furniture Gears, dice, sorting bears, connectors, potato

head, dice

c. Types of learning experiences possible weighing and measuring, sorting, counting and

writing students will establish a foundation for number awareness.

3. Type/Name of Learning Center Blocks

a. Number of children 6

b. List of equipment/material and furniture Legos, cars, wood blocks, cardboard blocks,

people and train tracks.

c. Types of learning experiences possible This center is designed for students to build and

create, they are developing the understanding of size and shape, learning to plan and being

introduced to the basic math concepts of geometry and numbers.

4. Type/Name of Learning Center Dramatic Play

a. Number of children 4

b. List of equipment/material and furniture Kitchen appliances, dress up clothes, community

helper clothes, dishes, food, babies, phones, paper and pencils.

c. Types of learning experiences possible Students experiment with different roles as they

explore pretend play. This area is filled with props to encourage imagination, students are

learning to share and work together, practicing verbal skills and developing reading and writing

skills.

5. Type/Name of Learning Center Creative Art

a. Number of children 6

b. List of equipment/material and furniture Yarn, stamps, paint, paint brushes, crayons,

markers, pencils, colored pencils, water paint, tissue paper, glue, chalk, stencils, construction

paper.

c. Types of learning experiences possible Creative art may be independent activity or children

may work together on a class project to develop insight into a world full of colors and textures.

Students develop small muscle control, hand eye coordination, and self-esteem.
6. Type/Name of Learning Center Computer Center

a. Number of children 1-2

b. List of equipment/material and furniture Computer, screen and appropriate sized chairs

c. Types of learning experiences possible Students sit side by side, this encourages them to

work together and become familiar with computer use and part. Basic early-learner software

such as phonics or counting games is available.

7. Type/Name of Learning Center Music and Movement

a. Number of children 4

b. List of equipment/material and furniture wooden musical instruments, bells & Cd’s

c. Types of learning experiences possible Students share instruments and explore music with

their friends, they learn distinguished sounds, listen to patters and express their bodies through

music.

8. Type/Name of Learning Center Manipulative & Cognitive Toys

a. Number of children 4

b. List of equipment/material and furniture Connectors, Mr. Potatoes head, tinker toys, pegs,

matching letter popsicles, lacing cards, and puzzles

c. Types of learning experiences possible Students are developing their hand-eye coordination

and the hand muscles necessary for fine motor skills and learning how to write. Students are also
practicing their problem- solving skills and learning to identify colors, shapes, sizes and weights.

8. Type/Name of Learning Center Language Arts

a. Number of children 5

b. List of equipment/material and furniture Books, puzzles and magazines

c. Types of learning experiences possible Students are developing their reading, pronunciation

and spelling skills. They are deepening their understanding of patterning, sequencing, and

practicing their fine motor skills. They are learning pictures have meanings and that pictures and

words can tell a story. Students are also exercising their language and listening skills and finding

enjoyment in the written word.

Outdoors:

1. Available equipment: Water table, basketball hoop, 1 rocker, 10 bases, 5 # bases, 4 hula

hoops, 5 large cones, 2 bucket steppers, 20 bean bags, 6 scooters, 6 jump ropes, 10 small cones,

5 balls, 3 sit and bounce balls, 2 watering cans, 10 shoveling tools and 1 parachute.

2. Fixed components: Large covered play structure, 2 slides, 1 tunnel, stairs, water fountain and

activities
3. Natural features: Large grass area and garden.

4. Types of learning experiences Students are developing hand-eye coordination, balance, large

muscle control, body and spatial awareness and hand eye foot coordination.

Evaluation:

DAP pg. 153 “Teachers allocate extended time periods in learning centers so that children are

able to get deeply involved in an activity… Children have ample time and opportunity to

investigate what sparks their curiosity”. After observing the children in centers and reviewing the

schedule the children had adequate time to explore each center they chose, each center was open.

Children knew the routine, how many friends could be in each center and moved freely

throughout the room. Each center was very popular with the exception of the computer lab.

DAP pg. 163 “…Teachers make sure that children have plenty of opportunities to use large

muscles in balancing, running, jumping, climbing and other vigorous movements, both in their

play and in planned movement activities. Children play outdoor every day except when weather

is extremely inclement.” Through my observation I saw when outdoors some children played on
the play equipment, others played in the teacher directed obstacle course and some boys were

playing soccer. In the classroom I observed the children playing simon says to get their wiggles

out and did music and movement throughout the day. Students were able to stand at the table or

in circle if need be.

PEARSONS pg. 110 “Principle 10: Play is an important vehicle for developing self-regulation as

well as promoting language, cognition, and social competence” Child direct activities were a

large portion of the day, the teachers were involved in their play to deepen their level of interest

as well as model appropriate behaviors.

The classroom was well organized, open and friendly. The children knew the routine and

classroom rules, for example when switching centers, they would remove their name tag and go

to another center that had an opening. The classroom was pleasant to all 5 of my senses and

children were happy and eager to learn. I did not witness any inappropriate practices in the

environment but would suggest more music and movement and social studies pieces.

SECTION 2: CURRICULUM
1. Philosophy

a. Center/School: The Goddard School philosophy is to provide an atmosphere suited to the

development of self-esteem, confidence and love of learning. By combining the best possible

equipment and professionally educated staff in an environment specifically designed for young

children, we can provide an outstanding program.

b. Teacher: “I believe that as an early childhood educator I am responsible for providing young

children with positive and fun learning experiences where they feel free to express themselves. I

strive to model patience, respect and care for all children and adults I come in contact with, as

well as, providing an environment where children and families from different cultural
backgrounds feel welcomed and accepted. As a teacher, I seek to form close relationships with

each child under my care, and their families. I see each child as an individual with a great

capacity to learn and bale to make positive contributions to those around him or her.”

2. Goals

a. Program The educational goal of The Goddard School is to utilize fun and creativity to foster

a love of learning. We challenge our students by promoting inquiry and discovery through

exploring the world around them. This instills a sense of confidence in their ability to master

new situations and tasks through reasoning. Children will be exposed to a variety of teaching

methods so that they will be able to enter any elementary school.

b. Classroom Goals: “Our goals in our classroom are what you would find in any typical 3-

year-old classroom. Which include but are not limited to:

1. Children will learn to make the transition from home to school with confidence and to

transition with ease during class time.

2. Children will develop self-help skills. (i.e. eating with little assistance, toileting by

themselves, care for own backpacks/lunchboxes, help clean up after play)

3. Children will develop social play through the year from parallel to interactive play with peers.

4. Children will learn appropriate ways to interact with peers by peer mediation and myself and

my assistant modeling correct behavior.

5. Children will learn and use appropriate social and classroom behaviors.

6. Children will learn to be independent and self-motivated.

7. Children will learn to use a thumb and forefinger grasp.

8. Children will gain strength in large and small muscles.

9. Children will be proficient in alternating feet when going up stairs.

10. Children will be able to listen to stories and be able to discuss aspects of the story.

11. Children will focus on the teacher's message.

a. make eye contact

b. verbalize ideas/opinions when teacher prompts

c. focus attention on whomever is speaking

d. respecting others when someone else is speaking

e. answer who, what, where, when, why questions

12. Children will understand that they are allowed to have choices but have to respect others

choices as well.”

3. Classroom Schedule:
4. Lesson Plans:
5. Individualization:
a. Children with Identified Special Needs: “Currently, I do not have any children in my

classroom with special needs. However, I was a behavior assistant and have worked in full

inclusion classrooms before. To include the child and family with special needs, I would treat

them as the same as I would any child in my classroom with including them in everything we do,

allowing enough time for them to get whatever it was that needed accomplished or extending

that time for that child to finish up whatever project we are working on, while starting a new

project for children to go to. In our classroom we always have several activities going at once,

whether it be two art activities with different centers open, or an art and a science center for the

children to explore all throughout our center time with specific times allotted for each center.

ALL children work at different paces with different subjects and we let them explore and learn

on their own with guidance in our classroom.”

b. Typically Developing Children: “With typically developing children in my classroom we

give them 2 choices when they are having difficulty following routines. This usually only

happens during circle time and we give them the choice if they want to come to circle or go to

the library and sit quietly to read a book. Children with difficulty in learning social skills I have

them use the buddy system. Usually when new students enter my classroom, I have an existing

student "show them the ropes" and basically the student that lacks social skills at least has one

friend they can always count on. So far, this has worked in my classroom. I observe each child

in my class daily and luckily, so far we have not had a whole lot of trouble with students lacking

social skills! When a child is having difficulty sitting still we stand up and play a game of simon

says. We let them sit or stand (if need be) but we tend to keep our "circle time" small and split it

into 3 different circles a day, which makes my students PROS at transitions and they love to
change things up! With any child that struggles with something we encourage and talk them

through their problems/difficulties and help out as much as possible without doing it for them.”

6. Evaluation:
DAP pg. 160 “The curriculum addresses key goals in all areas of development and in the

domains of physical education and health, language and literacy, mathematics, science, social

studies, and creative arts.” The curriculum is set up in a way to teach the whole child and every

child. Teachers understood the skill set of each student to help assist them and also know when

to challenge them. This was evident when children were in interest centers as well as the teacher

direct art project of making fireworks and name tracing.

DAP pg 162 “Teachers assess each child’s progress toward the program’s stated curricular goals,

and they reflect on their practice by monitoring the effectiveness of their teaching….” This was

evident by observing the teacher take anecdotal notes, once child was observed struggling with

her small motor skills when coloring her coffee filter, the teacher went and assisted her. During

the interview portion the teacher showed me each child’s portfolio, their progress throughout the

year, parent teacher conference notes as well as the anecdotal notes.

PEARSON pg 237 “Play and projects are particularly valuable ways of bringing curriculum

content to this age group. In fact, research shows that in content rich classrooms with engaging

social studies and science, children play in more complex and high level ways.” I observed the

children “Playing” there was never a forced group time of academics, during circle or story time

there was always an alternative activity for children to participate in if they chose. The

curriculum and supporting learning materials were plentiful and the environment was print and

language rich. The only thing I would want to change is the children’s wait times (observation

below).
SECTION 3: GUIDANCE
1. Routines:

a. After lunch, the children throw their lunches away, head right into the bathroom, try and go

potty, and then wash their hands and get on their nap time mats with books or they talk quietly to

other children that have finished their lunches. The children all do this without being told. Once

everyone is cleaned up from lunch the teacher brings everyone over to hear a story a child

brought in to share. Once the story is over the teacher played a song the children all enjoy

(Zoom, zoom, zoom, we're going to the moon) as the children sing the song, they return to their

nap time mats and lay down. The children continue to talk quietly to one another until the

teacher turns out the lights for nap time.

*everyday the teacher plays one of two songs before nap and the children know that it is time to

return to their mats before nap time.

b. The class joins the teacher for story time before lunch on the carpet, as the story is ending the

children are getting antsy to go eat lunch. She brings out their "name cards" for them to spell

their names before washing their hands for lunch. They children get excited that they can

recognize and spell their first names. Even though some children had difficulty spelling their

names, the teacher included all students when asking for a certain letter in their name.

2. Classroom Rules:
a. Wash hands when entering the classroom.

When coming in from outside, the children line up on the fence before entering the classroom.

The teacher reminds them to wash their hands once they put their water cups in their cubbies.

Each student’s name is called as they cross the threshold into the classroom. Upon entering the
classroom the children put their water cups away and go to the sink and wash their hands, each

singing their abc's. Then immediately go to the carpet, sit on their names, and wait for further

instruction.

b. Time for clean-up.

When the teacher gave a 5 minute warning, some students started to clean up while other still

played. After the 5 minutes, the teacher had a student ring a bell and the children started to clean

up. One child in particular chose to throw toys. The teacher reminded all the children to use "soft

hands" while cleaning up. All but two students sat at circle while the other two went and cleaned

up the puzzle center (that no one was at) and once the children sat at "circle" the teacher

rewarded the 2 students with stickers for helping out when they saw a mess that they didn't

make.

3. Teacher interactions: a. On this particular day, the students were tracing their names, as well

as, making a flower mural, and coffee filter flowers. The teacher was helping the students trace

their names and then was having them do their coffee filter flowers at the same center. She was

interacting with all the students at the center making sure each one felt comfortable writing their
names. She was then talking with the other students at that center to make sure they knew to

color the whole coffee filter with color. The teacher made sure she was facing the rest of the

classroom so she could observe the entire class, not just the children at that particular center.

b. At circle, once the teacher is done with the calendar, going over shapes, numbers, and the

alphabet. She goes around the circle and asks the students to tell her one thing that they are

doing this weekend. (Fourth of July) As the students respond quickly and yelling their responses

to her, she asks all the students to "catch bubbles" and they begin to get quiet. She then asks

each student by name to say one thing they are doing. She writes each of these things on the

board (i.e. vacation, fireworks, going to the lake, camping) as each student answers if an answer

is repeated the teacher then gets excited and explains to that student that another student is doing

that as well. The teacher then concludes the conversation by saying that even though some

students might not get to SEE the fireworks that they are going to MAKE their own fireworks

out of paper, glue, and glitter. The teacher then transitions into explaining what their art project

will be for the day.

4. Social-Emotional Guidance Techniques:

a. As the children were interacting and playing with the legos, Student C dropped legos on

Student E. When this occurred Student E screamed and started to cry at Student C. The teacher,

took a deep breath and calming walked over to Student E. Asked them if they were alright, once

she calmed Student E down and they started playing again in the legos, she then went and talked

with Student C. She asked Student C various questions about how they would feel if someone

did that to them?, if it was a good choice or a bad choice?, and what they thought they should

do. The teacher explained to Student C that when they make bad choices some of their friends

might not want to play with them anymore and that they need to start making good choices so
they can always have friends in the classroom. She then asked Student C what they were going

to do and Student C answered the questions, they walked over to Student E and apologized and

ASKED to play with that student again. (In her classroom, the teacher has the students talk a lot

about feelings, being bullied, and she guides them through peer mediation with a lot of their

arguments with one another. Even at 3 the children understand how the other one feels or would

feel.)

b. Student V falls on the playground and starts crying. The teacher walks over and asks why she

is upset. Student V continues to cry and hold her ankle as she tries to tell the teacher there is a

bug in her shoe. The teacher takes off Student V's shoe and pretends to dump the mysterious

"bug" out of the students' shoe. She has Student V look inside the shoe to make sure that the

"bug" is out. The teacher then asks the student if her ankle is alright. Student V starts to cry and

points to an imaginary cut on her ankle. The teacher goes and gets a band-aid, helps the child up,

gives her a hug and Student V joins her peers.

5. Evaluation:

DAP pg. 158 “Teachers model and encourage calm, patient behavior and facilitate children’s

development of self-regulation by supporting them in thinking ahead, planning their activities,

and thinking about and using strategies to solve social problems…” This was made evident when

observing how she spoke with both student’s C and E about the legos mishap. She was

supportive to both children and helped student E self-regulate and express his feelings.

DAP pg. 159 “Teachers set clear limits regarding unacceptable behaviors and enforce these

limits with explanations in a climate of mutual respect and caring” I did not observe any real
behavior problems which leads me to believe this DAP is true. Children spoke of their feelings,

talked out problems, looked for assistance from teachers when needed.

HANDOUT “Teaching to Enhance Learning & Development Edu chap 8/ DAP 154-56,222-24,

294-97 Slide 1 “Effective Teaching Strategies A. Acknowledging and encouraging B. Giving

quality feedback C. Modeling D. Demonstrating” It was evident that the teacher was efficient in

all four of these teaching strategies by the relationship and bond she has with each student. She

demonstrated and supported Child E the appropriate was to play with legos and most importantly

how to be social with a peer, she modeled love and care with student V that needed the bug out

of her shoe and a pretend band-aid, during one of the brief circles when the group was discussing

4th of July she acknowledged and encouraged each student to participate and valued their

information.

The guidance and support she gives her students is beautiful, her professionalism and calm

attitude is a benefit to the classroom and reflects in the students treating their teachers and peers

with respect. I did not observe any developmentally inappropriate practices.