Reflective Climate

1615 Words 7 Pages
Focus of dimension: Positive Climate reflects the emotional connection between the teacher and students and among students and the warmth, respect, and enjoyment communicated by verbal and nonverbal interactions.

Summary of strengths:

Relationships: There were many indication the children teachers enjoy a warm, supportive, relationship with one another. For example, teachers were observed sharing excitement and enthusiasm with the children. This was apparent during large group time. The children were excited and enthusiastic during large group time. Teachers were sharing the children’s excitement as they laughed and smiled with them. Most of the time, teachers were within close proximity of the children. For instance, during large
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At times, teachers scanned the room, noticing children who are disengaged, struggling, or having a conflict with a friend. For example, while scanning the room a teacher noticed a potential conflict between two children and planned accordingly by sitting with the children to help resolve the issue. Sensitive teachers are aware of each child’s academic and emotional abilities and needs, which allows them to anticipate areas of difficulty and provide appropriate levels of support.

Responsiveness: Sensitive teachers respond to children’s cues in a timely and effective manner, helping them to be comfortable participating in activities and seeking support as needed. Teachers were responsive to children’s needs throughout the observation. For example, a teacher immediately responded to a child who was showing signs of frustration during a painting activity. The teacher acknowledged her frustration and responded in a soothing, understanding manner, as she addressed the situation. She sat down next to the child and said, “It is like brushing your teeth.” She was able to help the child confidently finish her art project. Teachers were also observed consistently responding to children’s comments and answering their questions as they
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At times, teachers were flexible and allowing children to contribute their ideas to the lesson. For example, during a small group lesson, a child stood up and started pointing to the numbers on the wall and began counting. The teacher modified her plans, listen to the child, acknowledged his interest in counting, and starting counting with the child. She let him take the lead and influenced his participation. Support for autonomy and leadership: Teachers promote children’s autonomy and leadership when they allow children to make choices about classroom activities. During the observation, there were several examples of teachers supporting children’s autonomy by providing children with opportunities to make choices. For example, a teacher encouraged the children to choose between two books, a child was able to choose how many eyes he wanted on his bat, and the children were able to independently choose what materials they would like to use during free choice

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