Rochelle Posey

ECE 251

March 4, 2018

School:​ ​ CSN Lab Cheyenne Campus ​ ​ Telephone: ​702-651-4004

Teacher: ​Valerie Stevenson ​ Age/Grade: ​3-41/2 /Pre-K

Date​: ​ February 23, 2018 ​ ​ ​Beginning & Ending Time: ​10-11:00 A.M

Teacher Characteristics

1.​Meeting the teacher

Upon meeting the teacher she was very excited to show me the classroom and eager to show

what learning experiences the children were learning in the classroom and all things that were

incurring in her class. During the observation on the class her attitude never changed her high

spirit remained the same.

2. ​Individual difference

The instructor accepted each child and their differences allowing for many different learning

methods and activities in the classroom to the standards of each child.

3. ​Challenging behaviors

When the children were demonstrating sad or mad behaviors she informed me of the calm spot

were they could read book on how to calm down and to expressing their feelings in calm manner.

Bonding
1. ​Bonding rituals

Bonding rituals that are presented in this classroom setting were of a great variety. One example

is when the students came in they were all lead to sit in a small circle and discussed things such

as song and then they sang them and then they did greeting. With this circle it allows for the

children to get in closer connection to one another and to create a more efficient bond with the

class. A birthday board which listed each child's name and birthday was posted in the classroom.

Multiple children shared the same birthday allowing them to have something more in common

creating a stronger bond between the students.

2. ​O​ther ways

A birthday board which listed each child's name and birthday was posted in the classroom.

Multiple children shared the same birthday allowing them to have something more in common

creating a stronger bond between the students.

Schedule & Routines

1. ​Schedule​.
2.​Routine​ ​1st Grade

3. After reading Handouts ​Planning Transitions to Support All Children ​and ​Using Daily

Transition Strategies to Support All Children,

a. ​transition​.

b. Describe the appropriateness of the transition.

c. In what ways could the transition have been improved?

Rules

1. ​Posted
In the classroom that I attended the classroom rules I did not take a photo so I was not able to

obtain this information in a listed format but from the instructor I gathered rules throughout my

time there.

2. ​Verbalized or implied

The rules that were verbalized or implied include the following, children must wash hands after

restroom use, children must obtain their indoor voices, children must be kind and respectful to

their peers, students must clean up after themselves, and that the children must participate in

classroom activities.

3.​ Consistent

The teacher is very consistent in enforcing these rules because in what I observed she constantly

used friendly terms to let the children know if they were not following the rules and if they were

not there would be and is a special place in the classroom for the child to go and think about their

actions, the calm spot.

4. ​Nature and use​ of rules

By allowing children to make their own set of classroom rules it brings move vale and self

evaluation not the teacher making the rules more efficient since they are coming from the

individuals that are making them. This method adds individuality and a small since of freedom to

the rule setting process making them more efficient.