Circle Time Observation Paper

No, he does not. The teacher has grounds to inform immediately to the school officials about the situation that he has observed. In this scope, the teacher’s information constitutes a reasonable suspicion, which is reliable by school officials.

I observed a classroom of four-year-old students who are enrolled at the Child Development Center on the George Mason University campus. This observation lasted about fifteen minutes with a total of twelve students in the classroom. At the time of my observation the students were engaging in free playtime where they are allowed to play games, make crafts, and interact with their fellow classmates. I was seated in the corner of the classroom where the children could not easily see me or get distracted by me. I stayed seated throughout the whole observation so the students would not be affected by my presence. Many different activities were happening at the same time, but a couple standout situations reminded me of many subject areas we

In this case the teacher should inform the head teacher about this incident and if may involve the police if necessary.

While visiting TK on two different days, I was able to see him at various stages of play. On the day of the time sampling observation TK’s class was again at circle time with around 10 children in the class with one teacher. I was able to observe TK’s sing and participating in finger play. He was dancing and moving around the room with the other students. For the most part, he was engaging in associative play, but at times, TK was just observing the other children. When he was just observing he was engaged in unoccupied play. On a different day, I was able to visit during center time.

Recently, I witnessed a pupil at my setting using inappropriate language during a music lesson, where the class teacher was not present. I took the pupil to one side and bent to their level. I informed the pupil that the language they had used was both inappropriate and unacceptable. I told the pupil that I would be informing the class teacher of the incident and that should it happen again, I would be sending them straight to the head teacher’s office. Another child had overheard the inappropriate language and copied it. I took the same action with the second child, and then separated them, moving one child to the other side of the classroom. After the music lesson, I informed the class teacher of both incidents, who thanked me for my input and said that the pupils would need to be closely monitored for the rest of the day.

“The victim was standing at the front door of the school entrance when the suspect and her mother attempted to open the door. The victim would not open the door, according to school policy. Suspect and mother cursed the victim. Suspect then began punching the victim in the face numerous times. The victim received bruises and scratches to the face. All of these events occurred while school was in session and disrupted the daily business of

I agree with the authors, “It is precisely through information of these kinds of social activities that we identify funds of knowledge that can be used in the classroom to help improve academic development” (Gonzalez, Moll & Amanti, 2005, Pg. 80). We start teaching at the beginning of the school year holding biases towards certain students. Sometimes we heard in the office or teacher lounge that student XYZ is a “nightmare”, we are scared of those students because we are afraid they will ruin our classroom environment. This was my mentality when I first stepped into a classroom as a tutor.

The guidance counselor stated that the other three teacher could not attend the meeting however they provided a report about Shonquasia’s grades and behavior in each of their class. Ms. Witkers stated, that the other teaches reported that Shonquasia is not doing well in their class, and that she is often caught sleeping and that she has an aggressive attitude toward the teacher and her peers. MS. Witkers stated, that the other teacher reported that Shonquasia is not complete assignment and homework. RORC teacher reported that Shonquasia is fail his class because she refuse to wear her uniform. Ms. Witkers, recommended that Shonquasia should be encourage to participate in her class, and to be more respectful to other. Ms. Witkers suggested that consequences for behavior and accountability should be reinforced in the classroom and at home. Per mom Shonquasia does not like to be told what to do and that Shonquasia is capable of getting better grades, however she do not want to put in the work required to get better grades. Per mom Shonquasia likes to do her own thing and it is very difficult for her to punish Shonquasia for bad behavior. Per mom, since last CFT meeting Shonquasia s behavior at home and in school has not

The reporting party (RP) stated a teacher named Charlotte will remove children's lunches as a form of punishment (no person listed on facility personnel report). According to the RP these incident are frequently observed. The RP stated the teacher in the "Orchid" classroom will turn the music up really loud to scar the children to become quite. The RP stated the teacher in the "Lavender" classroom is consistently out of ratio. The RP stated the teacher provides care to 13-14 children without assistance. The RP stated a child named Natalie who is allergic to cinnamon was given "Cinnamon Toast Crunch" cereal and broke out in hives. The RP stated the diaper changing schedule which provides that diapers are changed every two hours is not followed.

Juvenile stated several other students were calling him name out loud in a disrespectful manner causing disturbance inside the classroom. Juvenile then stated he advised the Math teacher, Ms. Monroe, of this incident when she advised him that she would of handle the situation. Juvenile continue to state the other male juvenile approached him, pin him down on the desk and started hitting him. Juvenile stated the desk fell down causing him to hit his head on the floor, and the juvenile continued to hit him. He stated several other students had to come get the juvenile from off of

Teacher stated individual was hollering at her and the students, throwing things, and hitting on others.

There was a young boy in the class who has many behavioral issues, he would tend to disrupt the class, or start interfering with another student’s learning. Seeing him “as the problem child” in the class; I would assume when he was involved in confrontation with another student it was his fault right away, until I would listen to the whole story. I think this is just

The class is a Year four, five, six composite class and is made up of twenty-nine students; twelve girls and seventeen boys. There are six Year four students, eight Year five students and fifteen Year six students. The variance of intellectual ability within this class is significant with students’ capability ranging from a Year one level to above Year six level and includes students with special / complex needs. The class includes five students who are verified as having Autism Spectrum Disorder, two students who are verified with Intellectual Disability and four students who have been diagnosed with ADHD. Two students are also diagnosed with visual impairment. The class also includes four students who display very challenging behaviours including one student who is under Juvenile Justice for causing grievous bodily harm. This student is on reduced attendance and has a teacher’s aide assigned to him who must supervise him at all times. My mentor teacher emphasised that there are ongoing behaviour issues

REPORTER: The reporter/Counselor (Kimberly) and Administrator (Fanesha) called with concerns for the victim, Rodrique. According to the reporters, on Monday (8/17/2015) an incident occurred on the school bus. The reporter spoke with the victim at 1:04pm on yesterday (8/18/2015), and he said the bus driver (unknown) pushed on breaks and a trashcan moved and hit another student. The bus driver thought the victim threw the trashcan. When the bus driver got to the victim's stop, he told Mark (Sister's boyfriend) the victim threw the trash can. Around 5:00pm, the boyfriend began to yell at the child and he went and sat on the porch to do his homework. Mark told the victim to get out of the home, and he threw his backpack into a ditch, while it was raining outside.

For young children who have difficulty communicating, visual schedule can be extremely helpful in allowing them to understand and see what is coming up next in their day. This can assist students who struggle to transition from one activity to another (Meadan, Ostrosky, Triplett, Michna, & Fettig, 2011). They can also be used to help children increase attention on the task and decrease dangerous and disruptive behaviors (Massey & Wheeler, 2000). A visual schedule allows a child to anticipate what is forthcoming in the day and when the child learns how to follow a schedule, it can be used as a way to more easily help explain changes in a routine (Quill, 1995).