Denise Aguilera

ECE 251

March 31, 2019

Group time

1. School​: Watson E.S. ​Telephone​: 702-799-7040 Teacher​: Mrs.

Cronovich Age/Grade​: 5-6 yr old/ Kindergarten

2. Beginning and ending time of group time​: The beginning time of the group was

10:45. The ending time of the group was 11:00.

3. Number of adults​: 1 adult Number of children​: 19 present, 21 total

4. Nature of group time​: The teacher reviewed a few CVC words. She also

reviewed parts of a book with the students. The teacher would call out to the

students who raised their hands to answer questions. She also allowed for the

students to just shout out the answer, when she stated. The teacher made sure

to go around and pick each child to answer a question. If a child got the answer

wrong, she would let them know that it is incorrect and would allow them to more

time to answer correctly. If they did not answer correctly the second time around,

she would ask for a student to help out their friend, then ask the student again

what the answer was after being helped out by a friend. The teacher never made

the students feel bad about getting the answer wrong and simply would

encourage them to try again.

5. Appropriate​: The lessons being reviewed by the teacher with the students was

appropriate because the students were reviewing a lesson they had been
working on for the last two weeks. The CVC words they were reviewing were

new words they were learning and the parts of the book was something that they

need to know in general.

6. How long​: 15 minutes. Appropriate for the age​: For children in

Kindergarten, who are between the ages of 5 and 6, the recommended time for

group time is 15 minutes.

7. Space​: The children sat at the front of the room where there was a small carpet.

The children were able to see what was on the smartboard.

8. Bring the children together and begin group time​: The whole class came in from

specials, which was P.E.. They had to a get water, if they needed it and were to

sit down once they were done with drinking water. As the children sat down the

teacher asked if anyone knew what they were reviewing.

9. Percentage of the time actively vs passively​: The children were answering

questions just as much as they were being asked by the teacher. The teacher

would ask the students to read words together as a group or to answer questions

together as well. The teacher would mostly tap the board so that the next word,

or parts of the book, appeared for the children to answer.

10. ​Children react​: The children did not show a negative emotion for group time.

Most children seemed the want to hurry up and drink water so that they could sit

on the floor and show that they were ready to start learning. Even though some

students sat after the teacher had started, the students hurried to sit down

somewhere and were ready to listen and learn.

student that at a certain time needs to go to the resource room. The student kept

reminding her about his time nearing and wanted to know what time he was

supposed to leave. She had told the student to not worry because she set a timer

for him. There was also another teacher, a student teacher, that would come in

and pull a few students out into the pod area to test them. Everytime the student

teacher came in to pull a group of students, she would stop momentarily and let

the student teacher call out the names of the students that were to be tested

next. The custodian also came in and asked the teacher a question about a

problem that was going on.

12. Individualization of special needs and the typically developing​: The teacher had a

student that needed to go in to the resource room at a certain time and kept that

information in mind. She also had a set timer for the child so that he also knew

that when the timer goes off it’s time for him to go to the resource room. For the

typically developing child, she had one child that had a broken arm and he was to

sit on a chair to prevent himself from getting hurt. The teacher would let the

students take their time to answer a question if she called out on them. If a

student did not get the answer correct the first time around, she would ask them

to try again. Most students got it correct the second time around, but one child

did not, The teacher then asked a student if they could help out the child and

then have the child repeat what their classmate said.

than another. Both genders, even though there are more girls, were being

respectful of the teacher and classmates. They would raise their hands and wait

for their turns to be called on.

14. ​Inappropriate behaviors and behavior management techniques​: I did not

observe inappropriate behaviors happening during group time.

15. ​Ended group time​: The teacher had the children set the tables. Each table has a

student who is in charge of getting the pencils out for their table friends and

anything else that they may need. She called the students to their tables by

whichever group they are in.

16. ​Activity followed​: The teacher had the students go back to their tables and did a

worksheet as a class. The worksheet matched what was being projected on the

smartboard. The worksheet was also part of what they had been talking about

while sitting on the carpet, the parts of the book.

Evaluation​:

In overall, my experience there observing was a good one. The children were helping

each other out. The teacher would have students talk with one another on what are the

parts of the book. The teacher would give students ample of time to answer questions

before asking a student for help. The activity was done at a pace that was not too fast or

too slow for the students. The teacher included all the students and never asked the

same student twice to answer a question. She made sure that by doing this, all students

who wanted to reply would get a chance. All of the students were respectful towards the
teacher and their fellow classmates. I would like to believe that the reason for this is

because the teacher herself must have formed a good relationship with all of the

students.

Powerful Interaction Observation

Date​: March 31, 2019 School​: Watson E.S. Teacher​: Mrs. Cronovich

Age of child​: 5

Time​: 11:05 am-11:08 am

Setting​: The observation was during the time the teacher had asked the students to

proceed back to the table to do the worksheet. The teacher was going around listening

to the students talk to their partner about the parts of the book. One little girl, age 5,

could not recall the parts of the book with her partner.

Interaction​: Teacher​: “Name one thing that is part of a book?” ​Girl​: did

not reply ​Teacher​: “What is a part of a book?” ​Girl​: did not reply ​Teacher​: “Ask a friend

for help” ​Girl​: did not ask friend for help ​Teacher​: “(says friends name) what is a part of

the book?” ​Friend​: “Front cover” ​Teacher​: “What did your friend say?” ​Girl​: “Front cover”

Teacher​: “Good. What is another part of a book?” ​Girl​: did not reply ​Teacher​: “Ask a

friend for help” ​Girl​: did not ask friend for help ​Teacher​: “(says friends name) what is

another part of a book?” ​Friend​: “Title page” ​Teacher​: “What is another part of a book?”

Girl​: “Title page” ​Teacher​: “You need to pay attention during circle time so you can learn
the parts of the book. You also need to ask friends for help if you do not know, ok

babe?” ​Girl​:”Ok”

PI characteristics​: In page 37 of the text, it states that you, as a teacher, should take a

deep breath and count to 10 as you join the child, to help yourself quiet down and

observe. I did notice that the teacher watched the little girl for a few seconds and

noticed that she was not answering to her partner. She also took a breath before she

joined the child to help her out. In page 47 of the text, it gives tips on how to listen to the

child. One tip that it gave was to put yourself on the child's level. It says that you are to

sit or kneel and look into the child’s eye. The teacher knelt down to the level of the little

girl, who was sitting at her chair, and looked at the little girl the entire time while talking

to her.

Improvement​: I do not believe that, with this PI observation that anymore improvements

could have been made. Just from observing the classroom between the teacher and her

students, the teacher showed herself that she listens to the children and shows respect.

The students themselves show that they trust the teacher. The teacher was letting me

know, after my observation was over, how much her class has progressed in behaviors

since the beginning of the year. She had one little girl that was a little mean and

mischievous and now she is nice and does not get into trouble like she used to. This

shows that the teacher worked on guiding her behavior.