Upon watching the preschool classroom YouTube videos provided, my attention was immediately drawn to the bright and positive appearance of the classroom. Although the video only shows a small fraction of the classroom, this being the rooms “circle time center”, it essentially embodies the teacher’s positivity, engagement and care for the children’s education, as well as leading as a constructive demonstration of how the rest of the classroom must look. With no blank spaces on the wall, this classroom really minimizes a large space by embellishing it with different design elements of texture, color, and visuals. From the video you can see the teacher has a monthly calendar, a section on the chalkboard for the day’s objectives, a section for
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The teacher appears to pick multiple students per day or week to help lead in specific roles of the classroom, such as collecting letters or leading in games, which allows for peer interaction. Something I love that the teacher also did at the beginning of circle time was having the children look to the person sitting beside them and encourage one another to participate, which is revealed later in the video that participation gains access to a smiley face which perhaps leads to a reward, allowing the children to have a goal to work towards together building friendship. Her technique of supporting interaction and promoting individualized importance through picking helpers follows standard 1 of the NAEYC, allowing everyone to feel they have an importance in the classroom community. Furthermore, the teacher appears to have a strong sense of knowledge that children are social, active learners by the number of physical, hands on activities she uses to teach and engage the children, which also allows for the building of positive relationships, standard 1. For instance, rather than keeping the children sitting down the whole circle time as she lectures, she incorporates an alphabet song where students point to the letter of the week on a alphabet bingo card, and a counting “blast-off” song where the children were able to stand up and practice motor skills and express themselves freely while counting forwards and backwards. The teacher’s attitude towards the children also generates a strong bond and relationship between instructor and student. She is always positive-toned, even when instructing expected behavior, as well continuously practicing positive reinforcement and support of all peers by reminding children to “celebrate” each others success by clapping and saying “yay!”. She also always addresses students by their name, generating a personal connection, and
The teacher appears to pick multiple students per day or week to help lead in specific roles of the classroom, such as collecting letters or leading in games, which allows for peer interaction. Something I love that the teacher also did at the beginning of circle time was having the children look to the person sitting beside them and encourage one another to participate, which is revealed later in the video that participation gains access to a smiley face which perhaps leads to a reward, allowing the children to have a goal to work towards together building friendship. Her technique of supporting interaction and promoting individualized importance through picking helpers follows standard 1 of the NAEYC, allowing everyone to feel they have an importance in the classroom community. Furthermore, the teacher appears to have a strong sense of knowledge that children are social, active learners by the number of physical, hands on activities she uses to teach and engage the children, which also allows for the building of positive relationships, standard 1. For instance, rather than keeping the children sitting down the whole circle time as she lectures, she incorporates an alphabet song where students point to the letter of the week on a alphabet bingo card, and a counting “blast-off” song where the children were able to stand up and practice motor skills and express themselves freely while counting forwards and backwards. The teacher’s attitude towards the children also generates a strong bond and relationship between instructor and student. She is always positive-toned, even when instructing expected behavior, as well continuously practicing positive reinforcement and support of all peers by reminding children to “celebrate” each others success by clapping and saying “yay!”. She also always addresses students by their name, generating a personal connection, and