Brooke Killian

ECE 250

Circle one age group/grade:    3-4       4-5       K         1st        2nd

Section 1.  Physical Environment
Documentation/examples 
A.  Equipment (general listing of large items) 
            1.  indoors
- Tables
- Chairs
- Carpets
- Bookshelves
- White board
- Center Spaces
- Toys
            2.  outdoors  
- Small playground
- Balls                                     
B.  Room arrangement (drawing of room arrangement)     
                       
Outside Centers Centers
Bookshelf/Toy Shelf

Student Table Student Table

Learning Carpet

Student Table Student Table

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Playing Carpet al ab
Bathroom Sm T

           
 Brooke Killian
ECE 250
C.  Centers 
1. ABC and Shapes
 Objective: Students will be able to play around with tangrams and magnetic
boards to recognize letters and learn their shapes
 Materials Needed: Magnetic Boards; Magnetic Letters; Tangrams
2. Cut and Paste
 Objective: Students will be practicing fine motor skills by cutting and pasting
paper.
 Materials: Paper; Safety scissors; glue
3. Construct and Deconstruct
 Objective: Students will use this time to build, building with Legos/blocks.
 Materials: Legos/Blocks; Table
            
Section 2.  Curriculum 
Documentation/Examples (15 points)
           A.  Philosophy 
1. Teacher's philosophy
- As many educators as long as myself, want to see our students strive, learn,
and grow within the learning environment. I hope for all my students, that not
only will they leave my classroom prepared for the next school year but that
they will leave with a great outlook on their school career. My goal is not to
only to teach the students the curriculum but to connect and build a
relationship with every student that steps foot into my classroom.
2.   Center/School philosophy (copy of statement)
- Students, families, and staff will work together with extreme focus on give
instruction in academics, arts, and social/emotional learning to shape our
students in to outstanding well-rounded leaders.
           B.  Goals
1. Program goals
- Students will be able to name all letters as well as sounds of all letters.
- Students will start learning to read sight words.
- Students will be able to count by 1s, 2s, 5s, and 10s.
 Brooke Killian
ECE 250
- Students will be able to practice basic subtraction as well as addition skills.
- Students will be able to identify many shapes.
2. Classroom goals (interview of teacher)  
- Students will be able to create a caring community
- Empower students to as leaders to create decisions.
- Celebrate student growth
C. Individualization (interview of teacher concerning planning for individual children's
needs/learning styles/etc.)
- Creating a learning environment for all student to thrive in. This can be
included in seating arrangements, lesson plans, and play. Flexible seating can
be included when educating younger students. Educator will need to identify
and obey all IEPs as well. This includes, arranging and attending meetings
with parents/students.
          
Section 3.  Guidance
Documentation/Examples
            A.  Routines (specific objective observations of routines being carried out)
1. Bathroom
- Objective: This is carried out throughout any part of the day when student
needs to use restroom.
- Procedure: Students will raise 3 fingers in the air when needing to use the
bathroom. Student will wait for teacher response then proceed to bathroom.
 
2. Outside
- Objective: Carried out when coming inside from outside playground play or
yard play.
- Procedure: Students will line up along outside wall facing door, after teacher
instructs to come inside. Students will come inside and begin washing hands
at sink, then returning to assigned table seating.
3. Learning Carpet
- Objective: Students will come and sit on assigned mark on carpet when
dismissed from tables/ other activities.
 Brooke Killian
ECE 250
- Procedure: When dismissed or instructed to do so, student will come over to
the learning carpet and sit on their assignment marker (X on the carpet).
Students will sit quietly until instruction begins.
                B.  Classroom rules
1. We are nice to each other
2. We keep our classroom clean
3. We listen to the teacher  
4. We play safely
- These will be displayed throughout the classroom in various ways, as well as
gone over every morning as part of morning routine.
     
C.  Teacher Interactions (Specific objective observations of how teacher interacts with children
during regular activities/lessons
1. Group based instruction, which is done on the learning carpet, teacher will lead this
interaction. Can be during morning routine or dismissing routine.
2. Center time, teacher will move throughout classroom, while centers are taking place.
This is when teachers are accessing what to change throughout centers, talking to
students, helping students achieve their center goal. Students will guide this
interaction
3. Small Group, teacher will have a small group center will students who are needing a
little bit more attention on the curriculum for day or week. Teacher is guiding this
interaction.

            D.  Guidance

1. Teacher should practice guidance when student is struggling with a conflict within
themselves. This can be found when student is not succeeding with daily lesson.
Small group can be implemented.
 
2. Guidance from teacher is found when teachers are encouraging student to
participate in activities that might not be in their comfort zone. Students should be
guided to do these activities, even when not wanting to participate fully.

3. Teachers should encourage students to do what they want to do. Meaning that
teachers should guide the students to do and participate in their interests. This can
be in classroom interaction during centers, books, or meaningful play.
 Brooke Killian
ECE 250