Classroom Observation At The ASI Children's Center

1. The only change in the classroom was all of the children special notes from their parents, "My child is Special because" The teacher posted them on all them were posted on the door.

When children get to a certain age they begin to play cooperatively which means by the age of about four alot of children start to resolve conflict on their own. As adults we still need to show children how to do this in a positive way. As children grow older adults need to step back and see if children can resolve conflicts on their own. It is also important to give praise when this is done, if the children are still finding it difficult, it may be useful to act as a guide rather then tell them exactly what to do.

I observed the preschool classroom of Ms. K. Today was a smaller group, as several children are on vacation. This is a new facility and just the host teacher was in there at this time. I came into the classroom at 8:00 and left at 9:00. I spoke with the host teacher before and after the observation for feedback, which I felt was beneficial to both her and me. I observed the children during inside for 20 minutes. I observed the children during outside play for 40 minutes.

In the movie “Ordinary People”, the Jarett family struggles to overcome the death of their son but lacks conflict management. Conflict management could have helped them to communicate and understand each other’s feeling to respond in a positive way. Conrad, Beth, and Calvin practice “silence” or “violence” by holding onto emotions and then later having them explode out of anger. The family could have resolved these problems by creating safety and contrasting emotions.

An unannounced monitoring inspection was conducted on 1/6/2016. I arrived at the operation which is located at 3422 Richmond Rd, Texarkana about 12:57 pm. I was greeted by Comekia Island, the person in charge while director was at lunch. I handed her business card and then explained the purpose of my inspection and reviewed the subchapters I would be observing. Roshonda Epps the director arrived approximately a hour later. When Epps arrived I handed her business card and then explained the purpose of my inspection and reviewed the subchapters I would be observing.

The first column I would give it a conflict name so I can remember what specific conflict occurred. The second column is for me to write the number of kids in the conflict and check off what gender are they. I have a choice between boys, girl and mixed gender. The third column is where I check off the causes of conflict. Physical Provocation, Verbal Provocation, Object/Space Struggle, Peer Exclusion and Other are the choices. The fourth column is where I check off either yes or no if there was teacher intervention. Here the choices are: Did the teacher noticed conflict? Did the kids solicited teacher’s help? Did the teacher intervened? And did the teacher initiated discussion during intervention? The last column is to rate the conflict’s intensity and duration from a scale of 1 being the lowest, 2 being average, and 3 being the highest. There is space to take notes so I know specifically what occurred in each situation.

T is a two year old, white, english speaking male. This is his first year at the Child Development Center, but his second year of school. T is an only child, who lives with his mother and father. T is an easygoing child, he tends to go with what is happening in the classroom. T is also extremely friendly, he is one of the first children to welcome you when you enter the classroom, and enjoys to have others play with him. T is very energetic, he is constantly moving, and running and enjoys being in the schools motor room. When involved in social interactions, T has a hard time with self-regulation when it comes to conflicts with others. Many times T opts to begin play by himself and then others join. When faced with the idea of sharing or taking things from others, T’s response is negative. If arguing over an object with one of his classmates, T will either attempt to bite the object, or bite his own hand. This often happens in times when he is angry or overwhelmed. I have noticed that T is interested in cooking, he likes to be in the kitchen area, making soup, and sharing his food with others. T is also interested in building, he enjoys being in the block area, primarily the magnet tiles, to build houses. T also enjoys big body play, he likes to be able to move,

without our coach getting in our way. I also think we experienced task conflict and process conflict. In the textbook, the author explained about task conflict, “Disagreements over issues that are relevant to the group’s recognized goals and procedures” (Forsyth, pg. 447). We often fight over the task because sometimes my coach assigned a player on my team that she has to be a setter, but she doesn’t know how to do it and perform the task for the game. It ended up her and my coach fight and we almost lost, but my coach decided to switch me to be a setter instead of her. I also experience personal conflict between my coach and me. In the textbook, Forsyth wrote, “Interpersonal discord that occurs when group members dislike one another” (Forsyth, pg.

Another student that I observed was always doing something that he wasn’t supposed to be doing. On the first day of my observations, the boy walked into the classroom late, without a backpack, and completely disrupted the class from doing their work. While observing the boy, I noticed that he had not picked up his pencil once to do his classwork, and when he was told to do his work, he would yell at the teachers and interrupt the students. To distract the boy from distracting other students, the teachers allowed him to color pictures and do other activities. When the science teacher came into the class to teach them a lesson, the boy kept distracting the class and kept getting up and walking around the classroom. He then started to draw on

On April 10, 2017, I visited the Early Discoveries Center head start school in Port Jefferson, New York to perform an observation of a toddler’s classroom through the Community head start program. The class consist of 8 students and two lead teachers. The purpose of this observation is to observe and evaluate the classroom environment, activities taking place, the toddlers in the classroom and the interactions between the staff and children.

When supervising young children, it is often difficult to handle children that are uncooperative and energetic. Each morning in my assigned classroom at Playhouse, the children come running into the classroom oftentimes yelling or speaking too loudly. In order to get out some of this energy head teacher, Laura allows the children to have twenty to thirty minutes of playtime and then we meet for circle. Each morning before the children come into class I am responsible for setting up the carpets in a circle. This is so that when the children are finished cleaning up their toys, the go straight to circle with no interruptions. At circle time, the children are expected to be seated quietly and “criss cross apple sauce” unless otherwise instructed

In this particular class, the students were very independent as a whole. The teacher ran a free flowing class so the children were very chaotic a time. The students were learning about 911 safety and most of the activities were based on that topic. Children had the opportunity to create safety signs or work in the block are where they built a lay out of a town. It was also a student’s birthday so they had the opportunity of creating a birthday card or making jewelry out of beads and string for their friend, and then their family. When they completed either of those task they were asked to go into the carpet area and read a book.

Most children fight during sharing and taking turns, but this class got alone better than the average class. I really admire how the teachers and the caregivers are teaching them how to get alone. I thought as children get older they learn how to control their behavior. But now I understand the development of children at this that specific age does not matter. However, the behaviors of the children depend on the caregivers such as how they exemplify of being a positive role model in the classroom. According to these authors, we have to promote prosocial behavior in infants and toddlers. We should manage children ‘s conflicts and work to control their behaviors as well as support their

Which section of the lesson allowed students time to explore their ideas? Observe one group of students and describe what is happening during this time. (If possible, list a few student comments.)

Peer conflict communicates joint disagreement or aggression between peers or peer groups. Peer conflict is characterized as conflict between people of equal or similar power also known as friends. These types of