Capstone Checklist Self Evaluation Student Name Justin Powell

COMPETENCY 1. Implement strategies that support diversity and anti-bias perspectives when
working with children, families and community.
Strategies to counter bias in child attitudes and behavior
1 Give examples of situations that show you treat all children with equal respect and consideration.

All children are given equal respect and consideration in my classroom. There is a space set aside for c
children bring in a family picture and have it proudly displayed always. The library center is filled with a
multicultural books, giving children images of all different walks of life. Im firm with limitations and do
children learning to follow rules and boundaries. I never label a child or hold it against them if a rule is
direction I try to change the behavior, I learned that a long time ago. With every situation I show compas
childrens feelings, just like parents, how I react to a situation can leave a lasting impression. Lastly, I d
positive influence for all children, no matter any differences, a role model I am.

2 Give examples of situations where you offer activities and talk to children to build positive self-ident
differences in children.

All children are given the opportunity to do activities and are able to talk with me, building positive self
as, learning to value the differences in classmates. I open my classroom each day, so I greet every sing
door. With constant and open communication, Im able to learn so much from each individual family, he
teaching. I want every parent and child to feel welcome. I use visual images, such as a poster or flashc
images of adult roles with differing abilities and cultural backgrounds. I avoid all together any stereotyp
speaking. There will not be a time when I dont intervene in a tense situation when a child is rejecting an
activities and discussions are all had in building positive self identity, trying to teach the value of all d
Finally, all children in my presence are treated with respect, no matter the age, every person needs to fe

3 Give examples of situations where you are aware of and avoid using stereotypes in language referen
instead of fireman, etc.

I aim to avoid using stereotypes in my classroom. I once taught a week all centered on Community Hel
on my own family for help. My step father is an active firefighter at this time, and I asked him to come
little presentation, show children all about firefighters. Thinking outside the box, I asked if there were a
firefighters at his station and if so and its ok with her, working the learning to fit both of their schedules
and the girls were treated with the knowledge in living color that they too can become a firefighter. Wom
are few and far between, so I lucked out. The class has discussions about stereotypes, centered on the
being learned. Using real life examples to make my point get across, such as with the beginning of ea
coming into my room, the first theme is about school, and I make a point to explain that I am a boy teach
percentage of teachers are women. I have a job chart and there is no only boys jobs or only girls jo
kids can do, like setting the table. Finally, I dont discourage role playing, so many props through the cl
in house area and wants to wear an apron and wash the dishes, which is quite alright.

4 Give an example of a situation where you did or would intervene when children might tease or reject others.

I once had an African American boy, I really never gave it much thought. Once a new student joined the
him why are you chocolate? In ears reach, I simply said Everyone is different and theres nothing wr
Hes a good guy, why dont you two go play in an area? They did and became good friends. While teac
age children, I was moving around the classroom during work time, what my center calls free choice,
two girls teasing a boy about his height. All three children are five years old and the girls were making t
because he is shorter, saying he had to be the baby in house center because he is shorter. I went over t
got down to their level, and I explained that everyone is different, just because hes shorter doesnt mea
baby. I also made them aware that I am shorter than another teacher they all know, and that its okay. T
people taller than you to sometimes. The boy ended up playing the role of a dad.

Strategies to counter bias in materials and adult attitudes and behavior

5 Describe the materials you have provided in your environment to address a range of diversity (dolls, play props, books,
play food, clothing items, etc.)

There are plenty of materials in my classroom to embrace diversity. The library center is filled with all s
showing diversity on the book shelves. The house center has clothing that shows diversity. For instanc
child whose dad was from Africa and brought in some old clothes for the children to role play with. I ha
dolls to play along with too. Lastly, there is a poster on one of my walls with children cartoon faces on i
different expressions, teaching about feelings.

6 Give some examples of what you would consider to be stereotypical language or bias toward or against a child or grou
respond if you saw or heard these from adults or children in your classroom.

There is one instance that comes to mind that seemed bias towards children to me. One of my students
upcoming birthday and was passing out birthday invitations with the mother still in the room. One child
one, the rest of the class was invited. When he asked where his was, the mother told him You are naug
come! The boy began to cry, and I came to his aid. I walked over and gave him a hug and told him that
naughty. You dont want to go somewhere that doesnt want you there, its okay. The mother heard me
sarcastically, Whatever and left the classroom. All children need positive self esteem.

Wisconsin Preschool Credential

Capstone Checklist Self Evaluation Student Name: Justin Powell

COMPETENCY 2. Follow governmental regulations and professional standards as they apply to

health, safety, and nutrition.
1 Describe how you supervise children adequately by positioning self to see as many children as possible, how you a
childrens location at all times, how you monitor by sound when children may be out of visual range (as when using the

The supervision of the classroom is constant. With my center adopting the High Scope curriculum, there is a l
student interaction. My head needs to be on a swivel. The learning is mostly child based so I need to be prese
assistance. When setting my classroom up, I purposely designed it to have no blind spots or running lanes. T
preventing injuries and making it easier for me to stay aware of the environment around me. Being amongst s
the bathroom supervision is only a shouts ear. I feel that given how old they are, its a respect thing. Its most
Mr. Justin there no toilet paper or Were out of soap. I replace what needs to be replaced.

Describe the child tracking procedures you use when moving from one location to another (as in when going f
outdoor play area).

The center I currently work at has attendance sheets, which has each enrolled childs name on it in the classro
also has use of an I Pad, for work purposes only, that can mark children into the building and into the design
swipe of a finger. The I Pad has every child with a picture icon. When transitioning happens, such as movin
the classroom to the outside playground, I use the face icon on the I Pad to administer name to face counts.
children are with me. I take the I Pad and attendance sheets with me everywhere, if I child is picked up I need
of the building properly.

2 Describe your use of proper hand-washing procedures list the times when you wash your own hands and when you
washing their hands.

The promoting of giving children good healthy habits happens each day, with consistent hand washing. The begin
understanding starts with my example. I use the classroom sink every time, not the bathroom located in the room
there so the children have a visual to see. There are many instances throughout the day that require hand washin
classroom, returning from outside, blowing your nose, touching a cut or open sore, even with gloves on, coughing
bathroom, and before and after meals. Of course I cant model hand washing after I use the bathroom, but with ev
When I first started educating children I noticed how most kids are speed washers, doing it as fast as they can.
for children to wash hands more efficiently, I talked with fellow teachers. The suggestion is something I adopted, s
and continuously washing until the song is over. Every child is supervised, and knows the proper technic. I learn
germs can spread without washing; the washing of hands can really cut down on sickness.

3 Describe your schedule for cleaning and sanitizing furnishings and equipment.

The cleaning is happening every single day, such as the bathroom, wiping down chairs, counters, garbage cans, ta
I constantly keep the classroom clean, with the help of the children. The sanitizing of toys happens once a week d
The school age 4k children only have a rest period, no nap, which lasts 1 hour. This is the time I sanitize, using t
of water and sanitizer tablets.

4 Describe what it means to use standard precautions - including cleaning and sanitizing of surfaces, use of gloves and
contact with body fluids, cleaning spills as they occur, cleaning and sanitizing toys that have been mouthed or exposed

Standard precautions is defined as a set of basic steps child care providers can use to protect themselves from ch
infection. The steps are proper hand washing, using disposable gloves, cleaning of equipment, removing waste, a
prevention. Standard precautions should be intended for activities using of hands, with contact with blood and bo
explanation for hand washing is this use of soap and water to prevent bacteria or viruses from the hands. A glove
when a care giver when touching or coming in contact with blood, saliva, mucus, urine, or all other bodily fluids. A
clean, made of the material of vinyl, nitrate, or latex. To dispose of materials which have been used must follow a
and procedures for handling waste, laundry, and medical equipment. The equipment used for disposition cant be

When blood is present for an injury, disposable gloves are needed to be worn. Using a clean
bandage, firmly pressing down to stop the bleeding. Being careful elevate the bleeding body part. With a suspect
assist the area to be elevated. Firmly bandage the place of the wound, not interfering with the circulation. Make s
tourniquet. Keep the child in a lying down position. Unless the act causes discomfort back injury or pain elevate
inches. Make sure the child remains warm but not hot. Use a light blanket to cover the child. In an instance of co
or a child whom may need stitches, contact responsible authorities and the childs parents. If there is any detachm
medical care is needed. Put it in a bag and tie it up. Leave the bag in a container full of ice. Dont put the detache
on the ice. Accompany the bag with the child to the hospital. Finally, get the information of the childs immunizati

5 Describe your process for being aware of childrens special health care needs, nutrition needs or allergies, etc. Do yo
health checks as children arrive?

Every time a new child is enrolled at the center, the parents fill out an emergency card, listing things like the fa
their address, a phone number to be reached at, and all allergies and medication if need be. This information i
office and in the classroom clipboard, which opens up and has a compartment to take everywhere with the cla
needed. All allergies of children in the classroom are also label inside a cabinet by the food supplies, cups, pla
This is so any substitute staff member is aware of the situation. The list is updated regularly to stay current. W
communication with families, any changes or situations that happen can keep me informed, like taking a medic

6 Describe your process for administering medication or applying sunscreen or other products. What do you do to follo
requirements for administering and logging?

I am not authorized to administer any medication. The management team is responsible for that. I am aware o
after giving it needs to be put in there, the information of what, where, and the time given. All medicine is kept
During the summer months, I do need to apply sunscreen. Every child bring their own individual bottle of sun
cant share it. They are kept in a locked cabinet away from the children. When its time to put it on, the childre
designated area of the carpet, stains the tiles floor if it gets on it. I have a box full of gloves beside me. I apply
washing my hands and putting on new gloves in between each child.

7 Give some examples of how you use care routines such as toileting, meal and nap routines as opportunities to build
language, concepts (food classification, nutrition, healthy living, manners, etc.) and to build childs self-awareness,
and self-help skills.

From the time a child becomes my student, I am inviting, caring, understanding, and respected, developing tru
relationship with them. The days are filled with routine and throughout this time many moments children need
help skills, such as going to the bathroom, washing hands, and help to clean the classroom. Handwashing an
modeled by me when I have a new class come in, most just a refresher, doing it in the 3 year old classroom. S
and self awareness, happen at circle time. With discussions, charts, and the game of hangman, which I like t
encourages social interactions. The self awareness happens when theres a need for personal space, such a
or participated in Physical Fitness, an activity that occurs daily.

8 Describe what you do during meal/snack times. Do you sit with children and promote childrens feeding skills and soc
With every meal time that is provided, after passing it all out, I sit down and eat with my class, showing the examp
to eat. I sit at the table with my chair pushed into the table, eating over my plate, and chewing with the mouth clos
always something with nutrients, a meat, fruit, vegetable, and milk. Everything is not well like. The children and I
at the table. While in the reading I learned in depth about picky eaters and how a teacher can influence eating ha
by offering it.

9 Describe what you do to handle and serve food using proper safety precautions and sanitary techniques.

The table is cleaned before the children sit down for a meal. I wash my hands and put on gloves. I place the food
table with a scooper in it, an example of self help is that the children serve themselves. I watch as everything is
sure nobody sticks a finger in the food, or drops a spoon on the floor and still wants to use it. After all is finished
table once again using the proper solutions.

10 Describe your clean up routine how do you encourage children to participate in daily clean up and maintenance of the

The act of cleaning the classroom, I work hard on making it a fun process. With the current weekly unit, I keep it in
incorporating it into the cleaning, such as say the topic is the zoo, each day the children pretend to be a different a
cleaning the classroom. I find making the activity a part of what we are doing, gives the children more motivation
everybody clean up.

11 Describe your toileting routine how do you help children use the toilet following good health and hygiene practices?

In teaching good hygiene in the scenario of the bathroom, I model a good hand washing technic with each new inc
washing for the length of time to sing from beginning to end the ABCs. I also give the boys the explanation of the
using the toilet, putting the seat up, still have to reiterate this from time to time. Finally, I keep supplies available in
such as toilet paper, soap, and paper towels.

12 Describe your nap time routine what do you do to follow licensing regulations and meet childrens need for rest? Wha
does not sleep at nap time?

After eating lunch the children have a rest time, giving the chance to mop and clean. The children are 4 and 5
center doesnt require that they have to take a nap. They do have a cot, label with their name, and a clean shee
laundry day is Thursday. They dont have to sleep unless they chose to. The children that decide to stay up a
cots with a book or table toy. The rest time is 45 minutes to an hour, depending on how many do fall asleep.
Preschool Credential
Capstone Checklist Self Evaluation Student Name: Justin Powell
COMPETENCY 3. Analyze social, cultural and economic influences on child development.

Strategies to understand and honor family culture

1 Describe your process for gathering information from families (during intake and ongoing) to
become acquainted with and learn from families about their family structure, preferred child-rearing
practices; and information families wish to share about their socioeconomic, linguistic, racial,
religious, and cultural backgrounds.
What tools (such as enrollment forms, intake interviews, emails, phone calls, daily conversations,
etc.) have you used?

The knowledge of understanding a family can come by many different ways. When a child is
enrolled the family fills out an emergency card, which has the information of the childs physician,
phone numbers for the parents, current address, allergies, and any medicine the child will need to
take. When becoming a member of our classroom, all children are given the opportunity to bring
in and show a family picture. It finds its way to the family board, to give children comfort and
reveal the make-up of every family. The constant open communication between teacher and
family will help with the learning and positive interactions.

2 Describe your process for sharing information with families about teacher/program philosophy,
curriculum, goals, and practices.
What tools and strategies (such as intake interviews, emails, phone calls, daily conversations,
newsletters, bulletin boards, etc.) have you used?

The communication between parent and teacher can be informative as it relates to happenings
the classroom. To keep the parents in the know, I interact with all the families in the mornings
at drop off; finding out current information that may have changed that can be useful for me.
The parents are given the chance to express any concerns. My center uses me Pads to
chronicle the daily activities, and I send home daily reports, explaining all about the day with
the written word and pictures. In the hallway near my classroom door, there is a bulletin
board, explaining the daily schedule, a menu for the current months meal time, and the
curriculum that is happening for the current week.
3 Describe your process for establishing regular, effective two-way communication between families
and teacher about childs needs, adjustment, activities and progress.
What tools and strategies (such as informal conversations during arrival and departure, emails,
phone calls, texts, newsletters, conferences, etc.) have you used?

The lines of good two way communication begins in the morning with conversations at drop
off. When theres a need to get in touch with the parents, I have a direct phone number to get
a hold of them, such as when a child becomes sick. With the calendar year, my center holds
parent, teacher conferences, giving parents access to the childs, How I Shine folder,
showing current educational and developmental standards, the growth of the child. Finally,
the center has a monthly newsletter, giving parents insight into what is happening that
particular month.

4 Describe the family involvement opportunities you provide in your classroom and/or the program.
How do you make sure the opportunities respect family needs and perspectives? How do the
opportunities consider each familys interests and skills and the needs of the program staff?

By becoming familiar with the parents, such as the job they have, there have been times;
depending on the unit and their job I have asked a parent to come in as a speaker to describe
something. They also have an invitation to come into the room at any time, to eat lunch with their
child or just hang out. The parents also have the freedom to enrich the classroom with family
background, such as bringing in some clothes for house area, embracing the culture.

5 Give some examples of how your daily interactions demonstrate knowledge of the children,
childrens families, and the social, linguistic, and cultural context in which the children live.

The daily interactions with parents come in the form of face to face conversations, communicating
by phone, for parents wanting to check in and see how their child is doing, or contacting the
family to inform of a sick child, and by the electronic daily sheets which are sent directly to the
parents e mail. The familiarity of the family by way of positive, open communication will help in
understanding the child.

6 Give some examples of how you plan activities that incorporate the social, linguistic, and cultural
context in which the children live.

When planning activities for the children to experience, I look to incorporate everyday life, such as
the topic of farming, having the children plant a seed of some food in a pot. There is a focus on
social interaction, like when turning house area into a grocery store, having them role play, such
as becoming the cashier or a shopper, bringing the real world into learning. Finally, in the same
type of reference, while in house area I buy certain foods about a certain culture, emptying the
box and then bring it in, so the children can pretend to be using it.

Wisconsin Preschool Credential

Capstone Checklist Self Evaluation Student Name: Justin Powell

COMPETENCY 8. Analyze factors that affect the behavior of children.

1 Give an example of a time when you were dealing with a childs challenging behavior. What need or desired re
expressing through the behavior? Did you use observation and analysis to identify the function of the childs

I have a five year old girl in my classroom, whom recently became a big sister again. I observed soo
was born that her behavior had become more negative, always well behaved with few moments of ac
the time her brother arrived there were many instances of her just suddenly being overcome by tears
reason? With observing my assumption was that she was having trouble adjusting to the change. O
drop off, I talked to her dad, concerned about the situation. He told me that she was having a real ha
vying for attention with her younger sister and the new baby brother. He was appreciative about lett
that they just started making a point to spend more one on one time with the girls. With about a mon
was back to her normal self. There was nothing I really could do to help her, except keep reassuring
and daddy love you too.

2 Give an example of a situation when you were dealing with a childs challenging behavior in the classroom and
input from the childs family on the childs behavior at home and their goals for the child.

I once had a student whom entered my classroom and never wanted to conform to the classroom structure. Look
understand what is going on; I talked to mom for a little background to his life. This is when I was informed that h
divorced and mom recently got re-married, living with mom mostly, only seeing dad every other weekend. She sai
accepting of her new husband, whom now is living at his house. She openly admitted to me that she has no answ
the situation is not going to change. The behavior continued and all I could do is redirect him. Nothing changed u
accepted him. It was a long while until he gave his step father a chance.

3 Give an example of a childs challenging behavior and how you considered the childs temperament, abilities, h
progress to help you develop effective strategies to guide the child.

With my time in this field I have had the unique experience of moving with a bunch of children from room to room,
two all the way to becoming school age children. In that group I had two twin boys. The knowledge of the family b
completely known, being with me for so long. The boys didnt really follow any directions, always in their own littl
together. After doing a little research I learn this togetherness thing, is very common with twins. Over all this time
they just didnt comprehend much. I can sense there were delays, chronicling this in their assessment portfolios,
once during all my time with the family did they request a parent / teacher conference. Mom and dad are together,
living in separate addresses. The boys travel back and forth daily with drop off and pick up. Being so close to the
chance and maybe was stepping over my bounds, suggesting speech classes, mom seemed open to it, but it neve
With activities being planned, I would simplify them to better help them learn. When we said good-bye for the last
2015, a part of me felt like I let them down, wishing I could have helped them even more. I do wonder how they are

4 Give an example of a specific situation when you had a child with a challenging behavior, and you recognized
environment and childs level of social skills contributed to the behavior. Describe how you focused on teachi
communication, and emotional regulation skills and used environmental modifications, activity modifications,
support, and other teaching strategies to support the childs appropriate behavior.

I once had a class that was mostly made up of boys, with only a few girls. Throughout the day they would be a ba
were all together. The behavior good or bad is followed and control of the classroom at first was difficult. The chi
around, taking toys to area to area where they all dont belong, and not willing to clean the room at the appropriate
at that time I had a co teacher and we worked on coming up with a solution to minimize such the energetic class
arranged the classroom, eliminating almost all of the running lanes. Its just impossible to eliminate them all. We
about what is expected in the classroom, behavior and how the room is supposed to look. I showed the example o
properly by purposely making a tiny mess and cleaning it up. We challenged their play more, trying to keep them
expanding the imagination, such as with a topic of food, turning house area into a grocery store. By putting new i
grocery cart, grocery bags, and real used food items, like an empty box of cereal. This made a difference in the ch
dynamic of the room. We supported them by evolving the learning. Emotionally, there still emotional issues here
she is not sharing. I would get down to their level and explain what sharing is and figure out a solution. The class
supervised.
Wisconsin Preschool Credential
Capstone Checklist Self Evaluation Student Name: Justin Powell

COMPETENCY 5. Establish a developmentally appropriate environment.

Materials and equipment

1 Give examples of how your environment provides for childrens safety while being appropriately challenging in good
appropriate, addresses the range of abilities of children in room, no safety hazards, etc.

The classroom remains in good repair, notifying management of something that breaks and needs to be replac
age appropriate for the children, keeping it interesting and relevant. The materials can be used by all children,
level, some may need additional attention. The room is free of hazards, such as blind spots or dangerous obje

2 Give examples of how your environment is rich in variety to encourage exploration, experimentation, and discovery
and self-correcting, cause & effect, sensory appeal, construction, dramatic play, etc.

The environment has a variety of materials and activities to encourage the growth of children, such as a senso
feel. A magnified glass to examine things in depth. There are blocks, gears, and Lego to learn how to create.
puzzles to understand logic. As well as, house center to role play to act out real life experiences.

3 Give examples of how your environment promotes sensory exploration, creative expression, and fine motor learnin
and materials (not all plastic), sand, water, art materials, writing implements, and opportunities to practice a range of m

The HighScope curriculum established by my center is all about creative, self expression. The children have to f
learning experiences; I play the role of a support system. Each day the children do some sort of planning, a pictur
plan, or verbal plan. This helps fine motor skills and verbalization. The plan expresses where they would like to w
sensory table, with some sort of texture, such as sand or water. Chalk is available for children to express themsel
There are puzzles and yarn, which can be stringed into patterns, another fine motor activity.

4 Give examples of how your environment promotes gross motor skill practice space and equipment to stimulate a va
enhance sensory-motor integration, and develop controlled movement (balance, strength, coordination).

The classroom promotes gross motor development by preforming, Presidential Physical Fitness, learning perso
preventing another from being hurt. Music is generally playing and children tend to dance and put on a performan
has a separate room called, City Place where a balance beam is located, days I bring it into the classroom for an
classroom also has access to a parachute which can be used on bad weather days. Finally, I have a small bowling
balance and coordination.

5 Give examples of how your environment promotes pretend play and interaction between children - promotes comm
and cooperation to operate (see-saw), and a variety of pretend play props, etc.

The classroom promotes pretend play by having an enriched house center with clothes, dishes, utensils, babies, c
refrigerator stove, sink, and food. Children are able to role play together.

6 Give examples of how your environment is organized with appropriate materials to support range of curriculum areas
science/discovery, construction, art, etc.
The construction center is where children can interact too, creating things. Cooperative play also occurs in places
computers, and table toys. Children also have access to age appropriate books to look at.

7 Give examples of how your environment is arranged to support independent use low, open shelves, bins or baskets
picture/word labels so children know where to find and put away materials?

Every shelf is at the childrens level, easy access to materials. The shelves have labels, letting children know whe
Each material or item can be used by choice anytime. Even bathroom use, such as washing of hands, using the to
understanding that can be done independently.

8 Give examples of how you rotate materials to reflect changing curriculum and to accommodate new interests and skil
storage space in the center with materials to rotate into and out of room?

The rotation of toys and materials are kept in a un used room at the moment. There a teacher can choose materi
enhance the classroom. In another room considered as City Place, is an actively open room where children can
balance beam, a slide that takes children into a ball pit. As well as, a bunch of small buildings, such as a post offic
Anyway, there are plenty of materials to borrow to help educate for a certain unit. The library is filled with books th
rotated, I have boxes full of books in the classroom.

9 Give examples of how you have or might add or adapt materials to accommodate a childs special needs.

When encountering a child with special needs, I adapt by making projects and activities simpler, such as learning
scissors, I personally will show them the proper way to hold them, and proceed to cut the paper together. Just try
understanding. I make a big deal over small accomplishments. I spend a little more extra time and my expectation
know from personal experience. Children will make unfair judgements. I incorporate them by not excluding them
the other children feel free to accept them just like anyone else.

10 Give examples of how your environment has sufficient soft elements to provide comfort and responsiveness pillows

There are many instances of the use of soft items of comfort. The house center has a couch, blankets, and pillows
rugs and when its time for rest time, and comfortable cots with sheets on them.

11 Give examples of some play/learning materials that you created made from variety of found natural, or real mate
support curriculum topics.

From the beginning of me becoming a part of this industry, I was taught all about enrichments, creating items for c
Over the years I created things, such as binoculars out of toilet paper rolls, a volcano out of a milk carton, and a bi
orange juice container.

12 Give examples of how the materials are in sufficient quantities to occupy every child in activities that meet his or her

Children access to enough materials and toys to work comfortably. There are plenty of items for more than one ch
particular activity.

Indoor space
13 Give examples of how your environment has protected places for children to play individually- defensible spaces to b

At childrens level, the classroom walls have carpet material attached to it. The outlets have plastic covers plugge
the possibility of a child being shocked.

14 Give examples of how your environment has places for children to play with peers spaces divided by low shelves fo

There is ample space in each specific center for peers to work together, with enough materials to play with the sam
The shelves are at their level and positioned to give each center defined space.

15 Give examples of how your environment has places for children to be all together large open rug area, tables and ch
for meals, etc.

There is a large alphabet rug for children to come together for group time. Three large tables and one small one ar
children to do art projects and meal times, with chairs positioned around them, both at childrens level. The define
children the chance to work together.

16 Give examples of how your environment has equipment such as tables and chairs that are sized to the children using
feet touch floor and table top is about mid chest height, climbers not too big or too small for children.

Children have access to children size tables and chairs. The shelves are low enough for the children to reach. In
toilet, toilet paper, paper towels, soap, and sink are all properly positioned for children to independently use. The
the books in library is on the floor, so children can easily look at books whenever they wish.

17 Give examples of how your environment has space that is divided into areas that are supplied with materials organize
and learning.

The shelving units, which are at the childrens level supplying the materials are positioned to separate running lan
obvious where a center begins and ends. For personal items children have specific square shaped cubbys space
hooks. So theres no confusion to whom certain things, such as a backpack belongs to.

18 Give examples of how your environment has areas with pathways for children to move between areas without disturbi

The room is rather big and there is open space to move freely without invading personal space. The centers are d
much of an obstacle to move. The tables are also spaced out for easy access to walk around.

19 Give examples of how your environment has ways to moderate or minimize visual and auditory stimulation- window
dimmers, sound absorbing materials, etc.

The windows in the classroom cant be opened, preventing an accident from occurring. There are shades that can
rest time. There are not curtains and when the lights are off, a few stay on for supervision.
20 Give examples of how your environment has places for displaying childrens work artwork on walls or shelves, pho
samples, etc.

There are bulletin boards, planning, math readiness, literacy readiness, and art, which display the childrens creati
knowledge. There is also hanging art, displayed on a string that is connected to the ceiling. There is also knowled
children help design an upper case and lower case letter each week, such as coloring the letter Rr with the look of

21 Give examples of how your environment has defined spaces for families to sign in and out, gather information about c
info board with schedule posted, curriculum activities, parent pockets or bins for notes, daily care sheets, clipboards, an
place to sit and write or for child to dress/undress, etc.

In the hallway by our classroom, theres a board showing the months lunch menu, focused curriculum, daily sched
newsletter. Access to an I Pad, work purposes only, a daily report is sent electronically to parents e mail each
home vine for parents to take things home, such as art work or important information. Finally, I have childrens em
such as a phone number to reach the parents at if need be.

22 Give examples of how your environment has individual space for each childs belongings - individual hooks for each
coat/backpack, a separate area to store extra clothing, children's things are individually stored to support organized acc
independence.

Children have individual cubby spots to put belongings, such as a blanket or extra clothes. They also have individ
a jacket or backpack.

23 Does your room have comfortable adult sized places to sit while interacting with children during play, routines and tea
activities? Describe them.

The teachers have adult size chairs in the classroom. There is also plenty of space to sit during interactions with t
as soft carpets and cushions.

24 Are you able to see children in all areas of room? Describe how.

The classroom is arranged so I have good supervision. There are minimal blind spots, cant eliminate them all. I c
from one center to another, low shelving units give me good vision. The room has walls surrounding it, not open c
supervise.

Outdoor space
25 Give examples of how your outdoor play space has equipment that is designed for age and abilities of children using

The center I currently work for outdoor playground has two different play spaces, one for younger children and on
On the older side, children have two huge play structures with steps and slides. There are tricycles, hula hoops, a
other equipment, a big stationary bulldozer, caterpillar, grasshopper, and circular type of teeter totter, which childr
climb on.

26 Give examples of situations that show you are attentive to children during outdoor and indoor time and promote their
discovery.

The children have been on a nature walk. The class has made journals to chronicle all that they see. When the cla
the sky or a worm on the ground, giving me the opportunity to speak on the topic of nature animals.
Credential
Capstone Checklist Self Evaluation Student Name: Justin Powell

COMPETENCY 9. Practice positive guidance strategies.

1 Give examples of how you express warmth through behaviors such as physical affection, eye contact, tone of voice, a
a positive emotional climate as reflected in behaviors such as frequent social conversations, joint laughter, and affec

Theres a positive vibe every day in the classroom, I rarely raise my voice, usually to just get the childrens attentio
know were going inside from outside. Im willing to console a child in need of a hug in the midst of a sad moment
to the children, I always look them into their eyes. There is constant positive dialog, especially during meal times,
with them each day. Finally, I tend to joke around, causing smiles and laughter. When a child is a bit under the we
concerned, compassionate, and mindful of the childs feelings.

2 Give examples of how you function as a secure base for children, responding promptly in developmentally appropriate
positive initiations, negative emotions, and feelings of hurt and fear by providing comfort, supports and assistance.

Before all else, I pride myself on being a secure base. I constantly am getting down to their level, eliminating any p
superiority. A safe haven for the emotion of sadness or suffering with sickness, the children need to feel like they
to me. When something happens and they want to share a sense of happiness, I always show acknowledgement a
support the children in all different forms, educationally, physically, and emotionally. With this assistance I feel I a
secure base.

3 Describe how you establish and convey to children clear and consistent classroom rules and expectations.

The established understanding of the classroom rules and expectations, begins with consistency, when the classr
predictability, its easier to have transitions run smoothly. The daily schedule is posted on the wall, so children ca
pictures and words what to expect next. The consistent way of handling situations, gives children the knowledge
gaze situations, I create a calm and consistent expectations of how the environment will feel.

4 Give examples of how you promote pro-social behavior by interacting in a respectful manner with all staff and childr

The promoting of pro social behavior is present in our classroom by me speaking to all people, parents, co tea
in a kind, respectful manner. My tone is calm, avoiding tension or chaos. With any concerns brought to my attent
acknowledgement, understanding, and the ability to reassure the parents that I will look into it and get back to them

5 Give examples of how you promote pro-social behavior by modeling turn taking and sharing as well as caring behav
children negotiate their interactions with one another and with shared materials

The promoting of pro social behavior in assisting children is by coming together for group time, communication
between children showing knowledge and new ideas. The classroom is arranged for learning in different areas, ch
together to work together cooperatively.

6 Give examples of how you promote pro-social behavior by helping children use language to communicate their need
children to listen to one another, and encouraging and helping children to provide comfort when others are sad or di

Children have the freedom to approach me with concerns, questions, and friendly conversation. With all moments
together, small group, large group, center time, and outside time, children can be kind and patient to all children, r
every child has to say.

7 Give an example of a situation when you assisted children in resolving conflicts by helping them identify feelings, d
and try alternative solutions.

There once was a situation with two girls in house area, they were arguing over a certain baby doll, there were two
being used, I could see them each pulling on the baby, like a tug of war and yelling at each other. I calming went o
down to their level; I asked if I can see the baby? They handed me the baby? I asked them about the baby and the
they were the mommy and that the baby was theirs. I picked up the two other baby dolls and asked who want to b
asked if one lets the other be the mommy of the baby, they were arguing over, the other can be the mommy to both
babies. The girls agreed upon the suggestion and played well together the remainder of their time together.

8 Give an example of a situation when you helped children manage their behavior by guiding and supporting children
frustrated, gain control of physical impulses, express negative emotions in ways that do not harm others or themselves
cooperatively with other children.

There was a time when I was helping a child learn to print their name. I had her name printed on a big card, and it
She is having trouble printing it on a separate piece of paper, slamming the colored pencil down and saying I can
paper and colored pencil and printed her name on it. I handed the paper and colored pencil back to her. Then I as
over the letters I have written. It wasnt perfect but managed to do the activity with no more frustration.

9 Describe how you use positive guidance strategies. Describe what you consider to be inappropriate physical punishm

I use positive guidance strategies by being hands on, remaining present mind and body always. I keep supervisio
as much as possible unforeseen negative situations. I consider inappropriate physical punishment, putting childr
always re-directing, or physical contact, such as spanking or pushing.
10 Describe what you would consider to be inappropriate use of threats or derogatory remarks, or withholding or threate
as a form of discipline.

I would consider taking inappropriate use taking things away, like food or a certain activity. Using negative words
childs self esteem. There can be a positive suggestion for every situation.

Credential
Capstone Checklist Self Evaluation Student Name: Justin Powell

COMPETENCY 7. Document childrens behavior.

1 Describe how you document childrens behavior. Do you conduct regular observations of each child?
Do they include written observations, notes and analysis?

With the documentation of behavior, only occurs with less desirable behavior. There has to be
something really severe, like physical harm to a child or spitting on a teacher or classmate. The
little things, such as giving me attitude, is something that I handle in the moment, in a manner that
does not escalate the situation. When I feel that the actions warrant documentation, there are
observation forms I fill out, explaining in detail what has just happened. Then, I write the situation
in an accident / incident log, which is kept in the classroom, both the form and book need to be
signed by management, just in case more is made out of what has happened.

Describe a situation when you talked and listened to children as well as observed them to assess their
strengths and needs to guide you in planning activities and individualizing for the child.

There are constant learning observations happening throughout each day, such as the
advancement of fine motor skills, cutting, printing, and cleaning an area after working in that
space. It is logged in a little notebook, the information is transferred into a packet that evaluate
the childs growth, for the purpose of discuss it over a scheduled conference. The complexity or
limiting of putting together activities are based on knowing the childrens skill set. There was a
family years ago, only instance of this, wanting me to write down all undesirable behavior into a
personal notebook, to discuss at a later time. One example is the child was mad at the fact that it
was time to clean the classroom, wanting to still be playing, broke the block tower she was
making and then ran for the door, wanting to leave the classroom. The documentation is the
personal notebook lasted a total of three days, realized this act was changing anything, I changed
the behavior over a period of time by having her assist me, like setting the table or evolving her
reading skills, reading a book to the class.

2 Describe the process you use to gather information from families on their observations of their
childs behavior at home. Do you use their input to contribute to the assessment process?

The gathering of information from a family to get a sense of fully understanding the behavior
displayed at home or current experiences begin with constant communication, learning about this
helps me better assess the children from perception to reality. Children bringing in family
pictures, just looking at a photograph, can see family heritage. Actions can be associated with
this. There also can be doctor observations families can share, anything behavioral oriented that
would warrant me knowing. All information will be helpful.

3 Give an example of a time when you noticed patterns in a childs challenging behaviors to help
you develop effective, consistent, and individualized responses.

There once was a situation with one of our students experiencing a sudden change in behavior,
reason being he now shares time between both parents, they are currently separated. The
parents alternate days throughout the week, a significant difference in behavior when with
different parents. The challenge is on the days after being with dad, much more aggressive and a
harder time to follow the rules of the classroom. When with mom, a calmer, more willingness to
listen and cooperate in activities. I set up a conference, with both parents present to speak on the
matter. The behavior changed a little. I gave it a try to unite and look for positive consistent
behavior.
Capstone Checklist Self Evaluation Student Name: Justin Powell

COMPETENCY 10. Examine the critical role of play.

1 Describe how your curriculum plans reflect an emphasis on play-based learning.

The curriculum reflects play based learning by planned group activities, mastering social skills while interacting
and teachers. The experiences are hands on, using all sorts of objects to enhance learning. The understanding o
off the organization of how objects are properly represented. The emphasis is making sense of things in the socia
interactions in many different ways.

2 Describe how you provide ample time for child-directed play and child choice of play materials.

I provide time for child directed play by allowing at work time for the children to play with whatever they want, wi
defined in the environment. I supervise the classroom, stopping for interaction amongst the children, strengtheni
between teacher and student. The free play outside is another example of child directed play, children have the c
in any activity they wish to.

3 Give examples of how you join children in learning centers during play/work time to extend and deepen childrens learn
and prosocial skills.

There is a period of time within each day when I interact with the children of my classroom, enhancing a connectio
scheduled work time, presents a chance for children to freely have an acceptable, respectful, relationship with a
the effort to join children in learning, supervising the environment completely observing the entire room and indiv
to their level and play with them using materials from all areas, whichever the area children are presently playing i
volunteer my time to enhance childrens learning through my own experiences. I also insert myself in play among
initiating games such as kickball, dodgeball, freeze tag, and rely races.

4 Give examples of situations when you supported childrens social play skills by helping them enter into, sustain and enh
peers.

Just being involved in childrens play activities is me helping support their social play skills. While involved indoo
activities, I have the ability to bring children together. The easiest way to do this is by group children together, suc
and outgoing children. I have the power to help children flourish friendships. I also give children the opportunity
share their own life experiences, promoting social play skills by way of share play and happenings of childrens liv
make every child feel wanted and appreciated, part of my job is to assist children in every possible way. The educ
important, but socialization is just as important.

Preschool Credential
Capstone Checklist Self Evaluation Student Name: Justin Powell
COMPETENCY 6. Develop activity plans that promote child development and learning.
Daily Schedule- predictable, yet flexible
1 Where is your schedule posted in the room?

The schedule is posted on one of the walls at the childrens level.

2 Describe how your schedule provides time and support for transitions.

The schedule provides time and support for transitions by being arranged so there is a good flow of developmenta
activity and gross motor activity, set up in a way where it follows the activities smoothly.

3 Does your schedule have indoor and outdoor experiences planned and provided daily as weather permits how often
children outside? What conditions prevent you from getting the children outside?

The schedule does provide indoor and outdoor activities each day. There are two separate outside times for child
move, developing gross motor skills. There are two instances where the class is unable to be outside, if there is ra
temperature drops to an unsafe condition. Each day I have an outdoor activity planned, such as freeze tag or kick
conditions prevent the class from going outside, I have certain activities available, such as a parachute or my indo

4 Describe how your schedule incorporates time for play, creative expression, large group, small group, and child-initiate

The schedule incorporate time for play creativity by expressing themselves, freely in the art area. Large group and
children the opportunity to play while expressing themselves through large motor activities, Physical Fitness, ou
reciting the Pledge of Allegiance. The small group activities include cutting, printing, using the computer, reading
time, such as grabbing materials to play with. The child initiated play happens in area time, the ability to choose
their time playing.

Health and Physical Development

5 Give examples of how you provide varied opportunities and materials that support fine-motor development. List exam
you have available in the room.

The variety of materials I provide to support fine motor development are plans, each week children create plans fo
to work. On a piece of paper using a colored pencil the children make picture and written plans, practicing fine mo
use of handling a pencil. There are scissors available to them, learning the concept of cutting. There is a library a
proper way to take care of books. There are an assortment of toys within each area, understanding how to grab, p
apart, stack, put on clothes, and learn to clean up after themselves.

6 Give examples of how you provide varied opportunities and materials that support large-motor experiences that stimu
skills, that range from familiar to new and challenging, enhance sensory-motor integration, and development of controll
(balance, strength, coordination) and enable children with varying abilities to have large motor experiences similar to th
present in room). How do you meet YoungStar criteria for a minimum of 60 minutes of physical activity daily?

The variety of opportunities and materials of large motor development is by participating in Presidential Physical
exercise activity preformed daily. While spending time outside, some type of game happens, such as kickball or fre
activities happens each day. There also is a special room in the building called City Place, where the children ha
go up-stairs, down a slide, and walking on a balance bean.
7 Give examples of how you lead varied opportunities to help children learn physical games with rules and structure, stim
skills, enhance sensory-motor integration and development of controlled movement (balance, strength, coordination. H
YoungStar criteria for 15 minutes of teacher-led activities?

The way I help lead children to understanding teacher lead activities is by being the example. When introducing
game, I give the children a proper understanding of the rules and if need be an example the way the activity should
enhancing learning by way of sensory materials, I will present it to all children before use. The items will be locate
table, movement is needed to stand beside it. To effectively master these activities, coronation, strength, and bala

Social and Emotional Development (See Competency 9 for related criteria)

8 Give examples of how you plan varied opportunities for children to recognize and name their own and others feelings.

The children are openly encouraged to express themselves, especially in moments of conflict. I would rather hear
fists. I want to forge everlasting bonds with the children, early on the sense of trust is established, giving them the
their back. I want them to be comfortable enough that whatever they are telling me good, bad, or indifferent is safe
created a chart a long time ago, which I occasionally do now, which is labeled How Do You Feel Today? I chart t
dry erase board beside the childs name.

9 Give examples of how you plan varied opportunities for children to practice regulation of their emotions, behavior and a

I provide opportunities just by preparing activities. Just by having children collaborate over anything that brings e
and attention to happen. There can be role playing, creativity, cooperation, and team work.

Language Development and Communication

10 Give examples of how you plan varied opportunities for children to develop communication and vocabulary by respo
communicating needs, thoughts, and experiences, describing things and events, conversations, and experiences such

During my first group time each day the children give answers to what I call The Question of the Day? This is a
centered on the current unit. Children are given the opportunity to vocalize opinions, feeling acceptance gives val
worth. The communication is happening with the work plans, besides written plans and pictures, children on certa
called a verbal plan. This lets children express where they wish to work. We also do a letter of the week, in big ca
which children design and is displayed throughout the room.

11 Give examples of how you support the development and maintenance of the childs home language whe
you try to learn familiar words, terms or phrases in childs language? Do you have opportunities for child
language in print?

The shelves are labeled, putting together print and materials. The conversations I have between the children are s
level, so they can easily understand. There are books in the library area that are age appropriate, some have the s
setting and situations.

12 Give examples of how you provide opportunities for children to become familiar with print by making print accessible
classroom. Are items belonging to a child are labeled with his or her name? Are materials labeled? Do you have print
some rules and routines?

The written plans the children make on that certain day have their names on them. I place a strip of paper with the
printed on them. For those whom have grasp the whole printing concept, they look at it and print it on their individ
good understand of the children in our classroom, the children whom need a little extra help, I still put that strip of
them, I print it on the paper and they trace over my writing. The materials of crayons, markers, and colored pencil
them all day long in the art area. Each child has their own clothes pin on the take home vine with their name on it,
the concept of name recognition. The daily schedule which is posted at the childrens level is written out above th

13 Give examples of how you help children recognize print and connect it to spoken words.

I help children recognize print by reading books to them. With the children whom enjoy doing art during work time
to write words so they can copy it for whichever project they are working on. The written plan is another way to ac
I also make reference to the daily schedule, seeing whats coming up next in print.

14 How often and when do you read books children? Give examples of how you engage in conversations that help child
content of the book.

I read at least one book to the children each day, which is centered on the current unit. I ask question throughout t
page I just read or what they think will happen next? I also sometimes let the children talk about experiences they
topic of the book.

15 Give examples of how you allow children to explore books on their own and provide places that are conducive to the qu
books. Describe how children have access to various types of books, including storybooks, factual books, books wi
books, and wordless books.

There is a library area where children can comfortable read books. There are a variety of books children have acc
also invited to bring their own books from home to read. There is one girl whom comes each day and brings seve
own. I encourage this, embracing the ability to love and enjoy books.
16 Give examples of how you provide children with multiple and varied opportunities to write. Are writing materials and a
available in art, dramatic play, and other learning centers?

The children have access to art center throughout the day, providing opportunities to write with an assortment of m
colored pencils or crayons. The children preform the exercise of written plans. The children are also given the ch
name on an art activity paper. When working in the house area I am always available to help in any form of writing
creating a grocery list. The children also enjoy the chance to write on the classroom dry erase board, located in th

Give examples of situations when you supported children in writing on their own.

During work time, children have a chance to write by own choice. I can understand this by reading a childs writte
kinds of writing no matter the area, such as home living or construction, enhancing the learning.

Do children have access to the alphabet (e.g., displayed at eye level or on laminated cards) and to printed words abo
interest?

The alphabet can be seen in the classroom. The entire alphabet is displayed on the circle rug all the children sit o
seen in two separate instances, the big alphabet letters designed by the children and the entire alphabet is locate o
in view of all children.

17 Give examples of how you model functional use of writing and help children to discuss the many ways writing is use
you give children daily opportunities to write or dictate their ideas? Do you give children assistance in writing the w
they are trying to communicate? Do you support various types of writing, including scribbling, letter-like marks, and
spelling?

The written plans are something I model. The art area is open always, giving the opportunity to write. I will give as
areas when asked or I deem that a child is struggling with this. During circle times when reading a poem, a rhyme
talk about the many ways writing words can be formed.
18 Describe when and how you use rhymes, poems, songs and finger plays. Give examples of how you provide childr
varied opportunities to develop phonological awareness. Describe situations when you provided encouragement to p
of language, including syllables, word families, and phonemes, helping to identify letters and the sounds they repres
produce words that have the same beginning or ending sounds, and supporting childrens self-initiated efforts to write le
the sounds of words.

The curriculum supplies me with each theme with a bunch of poems, rhymes and songs. I tend to do some planni
incorporate finger plays too to the learning. The children enjoy these activities during circle time. The written plan
create, help children identify and understand letters. The big letters that surround the classroom on the upper hal
children design help in gaining knowledge. On the day we design these letters on the dry erase board the class ma
the words the children can come up with. There are letters all over the classroom in the form of words.

Approaches to Learning
19 Give examples of how you plan varied opportunities for children to develop a sense of competence and positive attitud
such as persistence, engagement, curiosity, and mastery.

I understand each individual child, knowing when to challenge a child more or be more hands off, looking for sma
accomplishments. I have constant involvement giving the children encouragement, wanting to give children self
project I as a teacher can give every child a sense of competence. My mind set can influence greatly. The childre
challenged more, I am persistent trying to keep the curiosity level high. I never look at things negatively, thus can
disliking school and learning.

20 Give examples of how you provide children with varied opportunities to gain an appreciation of, and to learn new conce
and express themselves creatively in ways that reflect diversity through art, music, drama and dance activities.

The house area is a place that embraces diversity, in the aspect of foods, clothes, and baby dolls. The art that
show diversity depending on a childs upbringing, free to express themselves any which way. With music play
chance a child may dance a certain way, because of the influence of a family.

21 Do you provide a variety of art tools that are accessible to children? List the tools that are available in the classroom.

The art supplies are colored pencils, regular pencils, crayons, markers, rulers, glue, magazines, paint, paint brush
and paper.

Cognition and General Knowledge

22 Give examples of how you provide children with varied opportunities and materials to explore math concepts such as s
patterns, quantity, measurement, number awareness, counting, and time. List some of the materials as well as activitie

There is a math number line for children to look at on one of the classroom walls at the childrens level. There is a
displays childrens activity projects. There are blocks, bear counters, play money, puzzles, computer games, and
mathematic projects. To be completely honest, math is everywhere.

23 Give examples of how you provide children with varied opportunities and materials to explore science principles and c
observation and investigation of the natural world, living and non-living things, weather, seasons, the five senses, prope
materials (sink/float, liquids/solids/gasses, etc.), light and shadows, geologic features, etc. Describe how you encourag
question, and reason about observed phenomena, collect data and represent and document findings.
The weather can be seen outside the classroom window, located in the back of the room.
The children on a given unit, such as the topic of weather, I do a daily question of the day and children tell me data
experiences and opinions. I challenge the children to grow and investigate certain aspects of life. There are toy a
bugs in the construction area. The children can use rulers, puzzles, water, which sometimes is up in the sensory t
in contact of every time there is a need to wash hands.

24 Describe how you use technology in the classroom with media such as television, film, videotapes, and audiotapes. (L
video, etc. and developmentally appropriate access to computers.)

There is only one form of technology for children to use currently in the classroom. It is two computers with age a
approved games downloaded on to it. Children are allowed 15 minutes per day to embrace technology. There are
the building.
Wisconsin Preschool Credential
Capstone Checklist Self Evaluation Student Name: Justin Powell

COMPETENCY 11. Demonstrate responsible and ethical behavior as an early childhood education
professional.

Professional behavior
1. Give examples of how you follow state licensing regulations.

The following of state licensing regulations happen every day. I stay aware of the number of children always in my
classroom I presently work in a one teacher to thirteen children. I carry out the food programs set of serving sizes
days, I need to apply sunscreen on the children. I preform the task using the proper way, using gloves and changi
children. The sunscreen is kept in a locked cabinet. There is no form of punishment present in the classroom, I p
transitions in hope to change behavior with a change of scenery. I am well aware of how to handle emergency situ
fire or tornado occurring. Finally, I keep paper work updated, keeping tabs on when children arrive and leave, as w
documenting all accidents or incidents happening throughout the day.

2. Describe the responsibilities that you have as outlined in the NAEYC Code of Ethical Conduct. Give an example of a s
behaved ethically in following the principles and ideals listed in the Code.

The responsibilities I have are having positive, constant communication with all families, every question or concer
seriousness and understanding. The responsibilities of the classroom are great and need to be followed. Each da
out using the non negotiable guidelines, so the facility can run like a well-oiled machine. I have my commitment
work on time, accepting of all people, accepting all childrens skills wanting to help them improve, or showing com
situation warrants it. The appearance of me physically and mentally is important, children should have a positive
portray good ways of doing things and carrying myself the right, proper, way is a must. The perception is reality a
professionally have the reflection of a responsible, caring, and respectful person doing the best I can. All confiden
never is passed to people whom dont need to know certain situations. Finally, when I am faced with an ethical dil
professional, responsible, and understanding to do all I can to come up with something positive. I refuse to to get
workplace drama, putting in my time, leaving with a sense of accomplishment. The children come first.

Describe how you advocate for best practices in your program.

The best practices to advocate the programs Code of Ethical conduct are to follow the guidelines which are pu
create a safe environment that is more conducive to learning.

3. Describe how you communicate and cooperate respectfully with co-workers and function smoothly as a team to meet c
needs. Describe how you share planning or decision making in classroom activities and/or program practices. (FCC pr
needs of program with needs of own family.)

The communication and cooperation go hand and hand in a work environment. At the beginning there is mutual re
a component in running a smooth classroom. The lines of communication should always be open and worthy info
be passed on from teacher to teacher, so there is no misunderstandings. As far as planning for lessons, my co t
alternate weeks, lighting the load on both of us. The activities are generated by the week of the teacher whom had
follow the HighScope way of teaching, but must be creative enough to plan things on our own. The decision maki
followed in the classroom or creating a job chart is a collaborated effort. There may be disagreements along the w
responsibly and with some understanding can keep the classroom calm and running effectively.