Meghan Arellano

ECE 251 FALL 2014

October 4, 2014
School:
Teacher:

College of Southern Nevada

Ms. De Erin Begley

Telephone: (702)651-4335
Age/Grade: Kindergarten

Teacher Characteristics
1. In general, how unconditional is the teacher in her acceptance of the children's
individual differences? Support with observation.
The teachers were very helpful towards the children. She patiently answered students questions.
She gave each child individual attention but never ignored other children.
2. How accepting is the teacher of children who present challenging behaviors? How does
she communicate this acceptance of lack of acceptance to the child? Support with
observation.
When a child kept trying to get her attention, she gently told him to wait for his turn because she
was already working with another student. Another child began to complain when another
student kept moving the easel they were both working on towards him, the teacher listened to
both stories before coming up with a compromise.
3. How consistent in the teacher re: the enforcement of classroom rules? Support with
observation.
She kept remind the kids that when they were done, to put their work into their individual folder,
which was more of an unspoken rule. And when the two children working on the easel were

complaining about each other, the teacher reminded them to be respectful of one another.
Bonding
1. What kind of bonding rituals does the teacher use? Support with observation.
The teacher read with a student one-on-one, encouraging him to read on his own. When it was
time to get up to go get snacks, the teacher sang a song that all the children knew and sang with
her.
2. What other ways of bonding does the teacher utilize? Support with observation.
The teacher playfully bumped a student with a piece of paper, making him giggle.
Schedule & Routines
1. Provide a copy of the classroom schedule. Write an evaluation of the schedule utilizing
the information from the reading and handouts.
Kindergarten Schedule
7:30 Early Morning Childcare
8:15 Outside
8:45 Arrival activities/hand-washing
9:00 Kindergarten Begins: Morning Meeting
9:30 Writers Workshop (M-Th) Seat Work (F)
10:00 Literacy
10:30 Snack/Outside
10:45 Morning Message

11:00 Math
11:40 Story
11:50 Outside
12:20 Lunch
12:50 Rest/Reading
1:15 Predictable Chart or Big Book
1:30 Inquiry Time and Centers
3:00 Kindergarten DismissalPM Childcare Begins Outside
3:45 Indoor Activities
4:00 Combine with Preschoolers
The schedule does go over all of the basic subjects, reading, writing and math. They also have
many snack and play time breaks so that children are not hungry all day and can get their energy
out. While this is more of a guide than it is a set-in-stone schedule, it does give children the time
to go over each activity and there are time where they schedule in meetings so that if the children
have any questions, they can get answers from the teacher and have their attention.
2. Interview the teacher. Ask how they taught the children the various aspects of the
routine such as teacher signals, student signals, responding to fire drills, etc. Refer to
handout Routines in 1st Grade for more complete understanding of the kind of information
you are trying to obtain from the teacher.
The teacher told me it took about 3 to 4 weeks to establish routine with her students. The usual
process is that she would model the routine for them and then she would role play with them.

And then they would practice over and over until they can remember what to do on their own. Of
course if a student was having trouble remembering the routine or the cues, she would take the
time to practice with the child again. As for pacing, because the class is so small, the children are
very individualized and she would go as fast or as slow as each child was capable, never trying
to force all the children to go at the same pace.
3. Write two observations of transitions that occurred. How appropriate were they? In
what ways could they have been improved?
There was a transition between story time to writing activities. The writing activities were
consistent with the book. However, there were five stations and only two teachers in the room so
the stations where there wasnt a teacher left the children a little confused and often a child
would come up to one of the teachers and asked them what were they supposed to be doing.
The other transition was from cleaning up to story time again. The teacher had begun to tell the
story before all the children were done cleaning. She however, stopped and waited for all the
kids to be seated before starting again.
For the writing activities, the teachers should rotate between the stations to make sure everyone
was sure what they should be doing so there wouldnt be any confusion. The next time they have
clean up, the teacher could watch the children clean without helping them too much, making sure
everyone was seated before she sits and begins her story.
Rules
1. Write the classroom rules that are posted.
Our School Family Works Together to be: Respectful, Helpful, Kind.

2. Describe all the rules you heard verbalized or implied in the classroom which were not
posted, e.g. wash your hands after wiping/blowing your nose; wait until I (teacher) finish
talking before you (child) talk; be interested in the task you are doing; child gets in trouble
for tapping their pencil on their desk.
Teacher asked a student not to push the easel into the other students face. Teacher told a student
to wash their hands after using the restroom. Teacher gently stopped a student with a touch on
the wrist to stop him from clapping loudly over her voice as she was speaking to another teacher.
3. Using the information from the reading and Handout: Rethinking the Rules you
Establish, evaluate the use of rules in this classroom. Include ways use of rules can be
improved.
The rules are really more guidelines on how anyone should act at all times. They are simple but
cover all the bases. However, because these children are young, they may not know exactly how
to respect others if they dont have examples. Perhaps they can add rules such as raise your hand
to speak, do not throw things, do not hurt others. These are more specific rules that the children
can later relate to and know for sure whether an action they are doing is right or wrong.