Classroom Behavior Observation

During the last cycle, the children were gathered on the carpet for large group. The teacher encouraged a child to read a book to her classmates. However, the lack of clearly stated behavioral expectations resulted in a chaotic environment as the children climbed over one another to see the book. The teacher next transitioned into an exercise routine in which most of the children became excited and participated; however, about four boys roamed the classroom and remained unengaged in any learning activity, shouting loudly from time to time, distracting their fellow classmates, and with little response from the teacher. Next, the teacher initiated a music and movement activity, and quickly after the completion of the activity, transitioned

The children remained on the carpet and were now engaged in a math activity which provided each child a change to jump on a shape. As the activity began, the children enthusiastically participated; however, as the activity progress, the participation dwindled and the misbehaviors began to increase. The behavioral expectations of the children were rarely stated, and often when children misbehaved, the teacher ignored the behaviors rather than addressing them, resulting in the increase of misbehavior from multiple children in the classroom. While the teacher stated the objectives of the lesson to the children, their lack of interest and behavior management resulted in the children not getting the most out of this activity. Eventually the teacher engaged the children in a marching activity to line up, go outside, have a sip of water, and come back to the carpet. This transition had little learning embedded within and the children who returned to the carpet first had to wait for the others. During this time they had no activity and limited teacher interactions. While the teacher maintained a warm demeanor and calm voice throughout this cycle, the cycle was characterized by both unclear activities and behavioral expectations. While the shape activity was enjoyed by most children, it was only a limited portion of this cycle. There were few intentional opportunities for children to engage in open-ended questions

The children had the choice of (1) the sand table, (2) the writing center, (3) lacing cards, (4) blocks, (5) science, and (6) dramatic play. Mrs. Debbie, the teacher, was close to the children at the sand table engaging in their play. Next, she rotated the classroom effectively engaging with all children at each center. She brought purpose to the children’s play by encouraging them to get the most out of the materials, asking questions and making statements such as, “Are they the same size? If you look through here the colors change.” She asked a mix of open and closed-ended questions to support learning, to encourage higher order critical thinking skills, and to provide the children with the opportunity to engage in extended language use. For example, she asked questions such as, “How do you think the colored sand is made? What is a different way we could build a wall?” The teacher maintained a warm tone of voice, sat closely with the children, and shared in their enjoyment of learning. It was evident through the children’s independence in selecting materials off the shelves and freely moving from center to center, that they had freedom to choose their learning activities, as well freedom of movement. The children seemed to know what was expected of them in regard to the learning activities, as well as behaviorally. Once during the cycle, a child became disengaged from his