Pre-K Observation Report Presentation, Essay Example

Part I: Give the basic information about the site.

The classroom that has been observed is located at the first floor of a large primary school that is hosting at least an average of 10,00 overall population of students. To make sure that the pre-K learners are subjected to a learning defined environment, they are separated from the whole group. This then allowed them to have a separate entrance from the entire school. An area of at least 50 square meter large has been dedicated to the said learning location. The room itself takes up to 30 square meters and the rest is dedicated to outside play area.

When it comes to the staff of employees working within the classroom, there is one assigned teacher and at least two assistants are expected to give aide to the instructor when needed. With at least 20 students in the class, the assistants have their hands full in providing learning difference for each unique child.

Part II: How is the indoor space arranged?

The furniture were specifically arranged in a manner that the children could feel at home while learning. It does not follow a strict classroom arrangement, instead it allows the students to move around when needed [especially for particular activities that call for roaming around]. Most of the furniture used are soft edged which is specifically designed to protect the children from banging their head or incurring injuries in case emergencies do happen. Contemplating the need for space and organization, there are specific places for shoes and bags as well as their snacks so as to teach the children a sense of recognizing a “place for each item”.

Part III: What is the daily schedule?          

After the prayer, the children are usually asked by the teacher about their experiences at home from the past day or the past night. She would have them take turns in telling bits of interesting stories just to boost up their interest in learning the lessons prepared for the day. After which, formal lessons are presented with short quizzes [may be oral or written] that are given every now and then. Singing and dancing are part of the icebreakers that the teacher uses to regain the attention of the children for the next lessons to be taught. With at least three hours of learning and play, the teacher divides all the necessary subjects to be learned in an every-other-day fashion.

Part IV: What learning centers are present?

There are three division of learning centers in the room. One is that of the “play-grown-up” corner which features several dress up costumes that represent the different employments and professions that the children might be interested in trying on. Another is that of the “colors and shapes” corner, which has a more artsy feel. In this area, there are paints, cut out shapes and other art materials that the students can actually use during the day to experiment with their creativity and learn shapes and colors in a hands-on manner. Lastly, the “alphabets and numbers” counter has all the materials needed by the students to memorize their alphabets and the basic numbers that they use in class. Considerably, these three corners are effectively used by the learners all throughout the day.

Part V: What types of play did you observe?

Role-playing is one specific play that the teacher uses to make it easier for the students to personally relate to the lesson. Relay games are also applied especially in line with the lessons on phonetics and basic grammar. Singing and dancing are basic sources of attention boosters, hence the teacher uses both aspects regularly to make sure that the learners and their focus is realigned on what is to be learned during the day.

Part VI: What conversations took place?

Teacher-to-student communication is more dependent on learning aspects such as assisting the child understand an instruction. On the other hand, student-to-student interaction depended more on what interests the young learners most likely related to the games that they have played during the past three days and how they fared on each turn of learning.

Part VII: What curriculum and lesson format is used?

While there is a lesson plan that has been prepared by the teacher for actual utilization in class, she often uses it as a guideline and not as a structured approach to the lesson. There are instances when the lesson plan is not followed at all due to the changing nature of the students from one day to another. Giving attention to these changes gives the teacher a better chance to reach out the children and help them learn more from class as expected.

Part VIII: What behavior management system is used?

The teacher imposes a time-out method which gets the particular benefits away from children who do not want to follow instructions. Most often than not, the time-outs last for five minutes or at least one whole play which the children being punished are not allowed to join.

Part IX: What methods do the teachers use to communicate with home?

There is a dedicated notebook for home-communication. This notebook has a response pattern where only the parents and the teachers could read through. The teachers often write remarks as well as home works and reminders for the parents in the notebook while the parents are encouraged to respond accordingly as needed [or if they may have other concerns, they could also use the said notebook].

Part X: Does this program promote “readiness”?

The principle of readiness is indeed implicated in the system. Teaching the children that there are specific rules to be followed and assisting the parents to be as involved as necessary not only prepares the children but also that of their parents and guardians as they enter the K-grades which specifically pose more serious challenges to the learners.