Katherine

Kirk
ECE 251- 2001

GROUP TIME EVALUATION

1. School: Adelson Educational Campus

Telephone number: (702) 255-4500

Teacher: Stacey M. and Stephanie A.

Age/grade level: 3 years old.

2. Beginning and ending of group time.

8:30-9:00am (30 min) Large Group

3. Number

Adults: 2

Children: 16

4. Group time.

I had the opportunity to join this class for large group and small

groups/centers. The first large group session started off with a good

morning and welcome song. They talked about who was there at

school; teachers laid out the plan for today. They went over the

calendar, singing days of the week song then saying the names of

the days of the weeks. They danced to the months of the year and

then said the months in order. They jump 7 times because it was the

7th day of the month. The weather helper will check on the weather

and made sure the weather doll was dressed appropriately, as it was

starting to become chilly they talked about how our clothes are

changing in to long pants and shirts with sweaters. The teachers

provided examples of uniform pieces the children might wear. The

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ECE 251- 2001

children pointed out that some of them where already wearing the

warmer clothes. They then made a human graph. Grouping those

with short sleeves, shorts and no sweater in one group, long sleeve,

long pants in another group, long pants, short sleeves and sweaters

in another group, and everyone else in another group. They

transitioned to the next group activities, by all standing on a letter

on the carpet and jumping from one to another until they had

counted to the 16, one jump for each student. Then sitting down.

They went to Letterland (phonics program) to learn about

the letter H. They discussed the shape, sound and words that start

with the H, the children participated by finding items in the

classroom that started with the H sound as well as played the games

on the Smartboard.

5. Appropriate

Most of these activities are appropriate and some are not. The ones

that are not are the next level of development; they are still

beneficial because they are preparing children for the next step.

They are asking students to notice and care for their well being as

well as others. They are introducing the concept of calendars/time,

but in a fun dancing and singing way. Helping with their route

counting and encouraging children to look at their surroundings

and be prepared by discussing the weather and what we will be

wearing. While learning the letters shape and sound is not DAP, it is

apart of the curriculum given to them by the center.

Katherine Kirk
ECE 251- 2001

6. How long/appropriate for the age

This large group time was 20 minutes, which is a long time for a 3

year old to be focused. These teachers knew their class and how

long they could sit and what sort of things focused them, giving

them chances to get up through out the time together as well as

move their bodies.

7. Space

The space was your typical large group space. Carpet with the

letters, were the children’s sit, teacher chairs, props, books and

activities. On the wall was the calendar and a SmartBoard. The

Letter H was featured H surrounded by items to reference during

group time.

8. Bring the children together

The students were playing/exploring the classroom with the teacher

ring a bell students starting to clean up.

9. Percentage of the time actively vs. passively

15 minutes of group time the students were actively participating

and 15 minutes they were passive. These teachers did a great job

about with balancing having the children sit and listen with

activities.

10. Children react

The children responded well to group time, participating in songs,

dances and activities. Answering questions posed by teachers and

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ECE 251- 2001

asking questions of their own. When the teacher rang the bell some

of the children cheered. Hurrying to clean up and come to the

carpet.

11. Flexibility

One of the teachers was more flexible, willing to let children asked

questions and talk, try again or even see that a child might benefit

from a break to jump and roar like a dinosaur. While the other

teacher was focused on having everyone sit still and listen to what

she was saying instead of bring it to life.

12. Individualization special needs and the typically developing

They individualized the lessons well. For a boy who can’t sit still he

was asked to be the helper. For the little girl who knew the answers

to every question she was given more challenging questions or

asked to help those who did not know the answer. For student who

is too shy to speak teachers would let them use props to participate.

For one little boy whose glasses broke they moved his spot on the

carpet until his glasses get fixed.

13. Gender inappropriate behaviors

Neither gender tended to engage in inappropriate behavior more

than the other.

14. Inappropriate behaviors / behavior management techniques

During hopping to 16, one little boy kept pushing others out of his

way. After two warnings the little one was quietly removed from the
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ECE 251- 2001

game and had to watch his friends. Then he had a chance to try

again. Overall these teachers knew their class and how to redirect

each child when needed by distraction or by ”me” time.

15. Ended group time.

The way group time and it seems so natural, you could tell it was

routine. They ended with questions for the children. Questions

about what they were wearing, counting, what was a day of the

week, about the letter H and some even were asked if they had

anything they wanted to share.

16. Activity followed

After the first time students were dismissed they washed their

hands and to have snack before recess. These following activities

are appropriate, because it gives the children chances to talk, play

and discover what they want to about.

EVALUATION:

I would say that this group time was well thought out and well executed. It

loosely followed DAP philosophy. I could tell that these teachers try to be DAP,

but also have standards from the school they teach. They create lessons based on

both what they are told to teach and what interest the children. They understand

that students learn by seeing, hearing, repeating and doing. The children know

the routine, which is fantastic. They know when the bell rings to clean up and

come to the carpet. Although I did find this to be a well working classroom, I
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ECE 251- 2001

sometimes felt the way one teacher talked and interacted with the children was a

little intense. Going from calm to last consequence easily. The other teacher

however was great when communication. She not only spoke she listened.

Everyday is different especially with children, but I think on this day with these

large group times the teachers were great and I hope my large group times

will more often than not be like this.

Katherine Kirk
ECE 251- 2001

POWERFUL INTERACTION OBSERVATION

Date: 11-7-18

School: Adeslon Educational Campus

Teacher: Ms. Stacey Milton

Age of Child: 3 years old

Time: 9:10-9:15am

Setting: Classroom Tables. 3 round tables 6 chairs at each.

Interaction: Children are eating snack. One little girl is not eating. Ms. Stacey

stops preparing for the next activity and goes over to her.

“Karen, how are you?’

“I’m good”

“ I’m glad, I see that you are not eating.”

“Yes, I had a big breakfast with my daddy, so I’m not hungry”

“Wow that sounds fun, did you go to a restaurant?”

“No, Daddy made waffles at home.”

“That sounds very nice. I like my waffles with peanut butter on them. How

do you like your waffles?”

I like mine with butter and syrup, but daddy puts peanut butter and syrup

on his, do you put syrup on your peanut butter?”

“ No, I don’t put syrup on my waffles, just peanut butter.”

“ You should try it you might like it”

“I will try it. Did you have anything else besides waffles?”
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ECE 251- 2001

“I had milk to wash it down and dad had coffee.”

“Well I’m glad you enjoyed your breakfast with dad, is mom still out-of-
town?”
“Yes! She is in California. She comes home in two sleeps!”

“Well that will be exciting, maybe dad can make waffles for the both of you

when she gets home.”

“I hope so! Ms. Stacey, can I put these crackers in my cubby and go look at

a book in the Library.”

“Yes, but don’t forget to wash your hands before you go to the library

“Okay!”

PI Characteristics: This powerful interaction was a great piece to a

relationship between Ms. Stacey and Karen. First, Ms Stacey realized that Karen
wasn’t eating and decided to pause from her work to slow down and be in this
present in the moment (page 11 and 35) with Karen by having a conversation
(page 95). Asking lots of questions (page 123) and listening (page 45) to what
Karen was saying. Learning about how she likes her waffles (page 39).

Improvement: At the end of the conversation, Karen asks Ms. Stacey if she
could go read in the Library. To keep the PI going, Ms. Stacey might have
suggested going to the kitchen and making some waffles together. Growing
Karen’s imaginative play (Page 101)