I observed in the preschool class for two hours, there were a total of 12 children in the class Most of the kids that are in the preschool class were four years old, but there was one five year old. When I first arrived at the preschool, the kids seemed very shy towards me and they did not seem like they were very sociable. I was a stranger to them, and I would have to guess that all of the children were experiencing a little bit of stranger anxiety. I talked to the teacher about how the children reacted to all “strangers” She said that the children often become very uneasy. As I sat down to observe the children, I noticed one thing right away. The boys in the group were very wild and rambunctious, and the girls seemed to be shy and reserved. The boys tend to be more outgoing, and girls tend to be more reserved. In this class there were various stuffed animals, and I also noticed that the children that I observed had a lot of stuffed animals that they were playing with. The teacher said that she often has puppet shows and the kids love it. I noticed one child was sitting at the table having a conversation with a stuffed beaver. The two twin girls I was observing had a giant stuffed bee; one of the girls would chase after the other with it and pretend to sting them. This shows animistic thinking. This kind of thinking is the belief that inanimate objects are alive. The teacher called all the children over to have story time. The story that she read was about a leprechaun. When the teacher asked where leprechauns lived, one child replied that, “leprechauns live in the grass and run around from tree to tree, they are itsy bitsy and very hard to see.” These children believed that these creatures were real, but they just could not see them. But, the fun with the leprechauns had just begun. To test the children’s belief in the unrealistic, the teacher had the kids make little pots, and then told all of the kids that if they were good, the leprechaun would leave them
While I was observing Ms. Carrilo’s Pre-K classroom and interacting with the students, I saw that all three types of play— guided, spontaneous, and teacher directed play—was being used. After we all went inside of the classroom and settled down from being outside, half of the students went with the teacher assistant to the work area and half of the students stayed with the mentor teacher, Ms. Carrilo, at the carpet/block area. Ms. Carrilo said that she wanted one of the UTSA students to stay with….
In the Pre-K classroom I have been observing the past couple of weeks, I did Instrument 7.5 which is Visual Indicator and Oral Indicatior and Occurences which is how often Mrs. Valentine does something. Visual Indicators are certain things such as how many times does shes write on the board, uses overhead, points to or holds up a visual picture of something, shows a slide or film, demonstrates with model or equipment and other visual aspects. Oral indicators are providing or asking for examples,….
I observed Mr. Dave’s pre-k class at Montclair pre-school. I arrived at the classroom at 8:00 am to accessed the classroom as well to speak to Mr. Dave. We reviewed the day’s plan as I helped him clean up. While cleaning around the room I noticed how colorful the room was. There were: banners of letters and numbers hanging on the wall, as well as a large alphabet carpet on the floor for the kids to sit on, toys to play with and books to read. As the children arrived, they removed….
This object that is important to me is from my Pre-K teacher Mrs. Judy. My book is wrinkled and bent. It also has the aroma of Kindergarten every time you open the book. It is also titled Clifford the Big Red Dog Goes to School.
This book was an out of a blue present given to me by my Pre-K teacher. I always read it. Now, though, it sits on my bookshelf tucked away from the luminous light of day. This book also has a purple border and has a walloping yellow title. As it sits it’s 8in x 6in, and….
A regular day in the Pre-K classroom begins with the children having free play, in any area of the class. This morning, some children played in the kitchen area, where four boys dressed up as construction workers or fighter fighters, while pretending to have breakfast. Others played in the block area with dinosaur figures, while others were either doing art on the tables, or were playing with magnetic blocks in the circle time area. Today, the children seem rowdy, as they ran and screamed across….
On Thursday October 6, I observed a Pre-K classroom in a public school setting from the time of 9-10:30 am. When I arrived into the classroom the children were having their morning snack before school began. Once school began they gathered on their circle time rug for morning meeting. During their morning meeting time they discussed Maine Animals that were on a poster that a child brought into the class to show to their classmates. They said good morning to one another and then returned back….
I went to a universal Pre-k class in Amityville. The day was February 17, 2017. I got there at 10:30 AM and I left at 2PM. The children were four years old turning five and some of the kids were already five.
There were two teachers in the class I observed who are everything a child needs. There’s 18 kids in the class. There are more girls than boys the ratio is 13:5.
When I got to the class it was center time. They had many different centers going….
While I was in Ms. Carrilo’s Pre-K classroom, I saw a lot of developmentally appropriate practices being utilized. However, I am going to note the three biggest developmentally appropriate practices that I observed. The three biggest developmentally appropriate practices that I saw are the following: the teacher being warm and responsive, the teacher following daily schedule, and the teacher engaging students in a variety of learning experiences. The teacher, Ms. Carrilo, was very kind, caring, and….
follows what is called the creative curriculum for their very new Pre-K class, “ The Curriculum balances both teacher-directed and child-initiated learning, with an emphasis on responding to children's learning styles and building on their strengths and interests” (Smarty Pants, 2014). The classroom has many sections, there is a sensory table, block area and a dramatic play area with a kitchen set and dress up attire.
The Pre-K morning begins when they get off the bus and arrive at the school….
Republic of the Philippines
DEPARTMENT OF EDUCATION
DIVISION I OF PANGASINAN
MAPANDAN NATIONAL HIGH SCHOOL
Instructional Supervision Form 1
Teacher:_Velasquez, Almira O.___School:Mapandan National High School__
Year Level: Fourth____________________Subject: English IV_______________________
School Year: 2011-2012________________Semester:________________________________….