Kirstie's+New+Blog+Page


 * November 2, 2011**

So now that I have a new- hopefully functional- blog page, I can talk about the classroom literacy environment scale that I completed during my visit last Monday. Before I started, I looked over the booklet and it reminded me of the ECCERS assessment that some of us did for Dr. Steeley's Orientation to Early Childhood class last Fall. Although this assessment tool involved a lot more writing, I found it easier to score and total than with ECCERS. While completing the scale, my expectations and preconceptions were met in almost every section of the booklet. The organization of the classroom was well planned and appropriate for the ages of the children in the classroom. The furnishings are child-sized and the materials for the children are in areas that are easily accessible for them. Also, the arrangement of the centers is great! (ex. the reading/relaxing area is in a quiet corner in the back of the room, far from the dramatic play area). The materials in the classroom appear to be in "like-new" condition, with the exception of some of the wooden blocks that appear to be a bit worn. The teachers also switch out the materials to coincide with seasons, themes, or the children's interest.

The teachers do a great job of engaging the children in activities. They also speak to the children in a calm manner- even when there is an issue or if one of the students is having a difficult day.The teachers also do a fantastic job of integrating language and literacy skills into the various center areas. (ex. the children often create their own books in the art center!). The children's choices are very important in the classroom and their daily schedule provides ample opportunities for them to choose what they would like to do (ex. multiple center times, two trips to the playground, and rest time). During these various times throughout the day- the teachers talk to the students one on one or in small groups about not only what they are doing, but also other things outside of school that they may be interested in or that affect them- this occurs especially during snack and lunch time. However, languages that are spoken at the children's homes (like Italian) is not integrated into the classroom.

The students are introduced to new words and activities on a daily basis- particularly during morning circle time. They use songs and dances to learn the calendar, the days of the week, etc. In support of early reading and writing skills, the reading center- as mentioned above- is strategically placed so that the children can focus on their book. The books in the classroom are in great condition and are changed weekly (if library books) and/or seasonally or with the new themes each month. When the children are writing, the teachers try to encourage the students to sound out the words themselves and write them the way that it sounds to them. At this age, it is also developmentally appropriate for the students to write letters incorrectly (such as backwards), which many of the students do.

The main recommendations that I would give to the teachers would be to welcome the other languages that the children or the families might speak into the classroom- that way, the children can explore the culture and languages of their classmates. They could plan activities through the different cultures and make materials available to the children that coincide with those cultures as well.

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Today was my last practicum visit. Because I have been in this classroom with almost all of the same students since February, I have not been looking forward to finishing my 40 hours. Although I originally wanted to have everything done before my last visit so that I could just enjoy myself, I decided to teach my second lesson today so that I could prepare my own fun activity for the students before I finished my time with them. The theme for November in the classroom is nursery rhymes and fairy tales, so I chose to use the book "The True Story of the Three Little Pigs" with my math lesson. The teachers made sure to read the original version of "The Three Little Pigs" before my lesson to make sure that all of the students would be familiar with it. It also worked out really well that I wanted to use the silly version of a well-known nursery rhyme because the teachers told me that they like to use both versions of stories during this month.
 * November 14, 2011**

For my lesson, I read the book (which is extremely silly and sarcastic, not unlike myself, so it was so much fun to read!) and some of the children told me that they knew that book and were excited to be hearing it again. Once we got through the silly tale, I introduced the activity that I had prepared over the weekend with supplies that the teacher gave me. I explained that they would all have an opportunity to create their own little pig at one of the centers during play time. I went over the three different size circles, two triangles, and the pipe cleaner for a tail. Another option during play that followed my lesson included acting out the original story. (I thought it was great that the "Three Little Pigs" theme was all over the room!) I was extremely surprised by one of the little boys. He made two pigs out of the supplies that I had prepared and wanted to keep making more. I explained to him that he needed to leave some of the kits for his friends- so we went over to the art center to create his own pigs. He LOVED IT! He made FIVE more pigs! I know that not every child is going to take a liking to every activity, but it was so encouraging to see even one child who was truly excited about what I had prepared.

When reflecting on a child who is particularly challenging, one little boy comes to mind. Although he is the youngest child in the classroom, he can read at a third grade level and has already developed strong literacy skills. However, when it comes to the social aspect of development, this boy struggles a bit. He often has difficulty with transitions and has a tendency to cry if he can't finish something he is working on, can't bring a toy from home into the classroom because it is hard (only soft toys from home can come into the classroom), or doesn't get the spot in line that he wants. I think that the curriculum helps him because of the daily rountine and transition warnings (teacher says "5 more minutes", then 2, then 1, then turns off the lights to signal the transition). Often, once he has time to calm down, we are able to talk to him rationally and he is able to understand what is acceptable to do and what is not. I would suggest to continue talking issues out with him and giving him time to himself when he is crying and upset and, especially, encouraging him to take deep breaths to help calm down- because this seems to be the most successful strategy that I have seen.



This practicum has been an absolutely wonderful experience. I have learned so much from both the teachers and the students that I was fortunate enough to work with over the semester. Over the weeks, I could feel a change in myself while inside the classroom. There is now a comfort in me when in the classroom that was never there before. It is not that I was even uncomfortable, but I am now confident and am not hesitant with the children, teaching my lessons, or interacting with other teachers. When I asked my supervising teacher to sign off on my hours, she had the days mixed up and thought that I still had one week left. She asked me if I could come back the following week because they had something planned for me. When I returned the following Monday, the students presented me with a card that everyone in the class had signed or drew a picture on (I have it hanging on my refrigerator at home!). One little girl wrote her name, "I love you", and drew a picture of her and me, curly hair and all! A couple of the children drew faces that were crying. Then, the children came over to give me a hug before I left and I was nearly knocked over-multiple times!-from all of the hugs. I have never felt so significant or appreciated in a classroom. Feeling how much I will be missed and seeing the looks on the children's and teachers' faces when I was leaving is even more of a confirmation that I am doing exactly what I want to do for the rest of my life.
 * November 27, 2011**