Ingridoliveira.weebly.com



|EDUC104 OBSERVATION SUMMARY 1 |

|Name: Ingrid Oliveira Student Number: 204 154 872 |

|During my first week of professional experience, in a Long Day Care Service, I observed my supervising teacher read a story to a group of twenty, 3-5 year old children. When the story was being read, I |

|noticed the supervising teacher was having difficulty controlling the group of children and gaining their attention. The supervising teacher spent majority of the time responding to the group’s disruptive |

|behaviour, which was not promoting positive learning. |

|I thought this observation was extremely important because it is crucial for the teacher to have control in the classroom and have the attention of the children, to create and maintain a positive and |

|productive learning environment (Barbetta, Norona, Bicard, 2005, p. 11). Utilizing teaching time effectively and minimizing disruptive behavior is a continuous learning process (Slee 2012, p. 4). |

|“Efficient classroom management enables teachers to spend more time on instruction, than addressing discipline problems and bureaucratic tasks” (Wang, Haertel, & Walberg, 1993, p. 25) & (Rockey, 2008, p. |

|3). |

|I subsequently learned that for teachers to establish a positive and productive learning environment, it is important to reinforce appropriate behaviour and encourage students to follow classroom rules. |

|Beaman (2006), as citied in Crawford (2006) claims, “she found that where teachers dealt with troublesome behaviour in a negative way, students not only perceived themselves to be less engaged, their |

|on-task behaviour was actually reduced “ (p. 1). |

|Gable, Hester, Rock, & Hughes, (2009) & (Kostewicz, 2008) state when teachers set boundaries and rules it is important that they be fair, consistent and age appropriate (as citied in Zirpoli, 2012, p. |

|343). |

|In future I will have strategies in place to gain the students attention, explain the classroom rules and make my expectations clear. Rockey (2008) claims, to use the following strategies, “non-verbal cues |

|to gain the students attention, such as clapping a pattern and have students repeat the pattern, expressing clear expectations, prior to commencing any group experiences, and have the children repeat the |

|explanation in their own words, to make sure they understand. Utilizing proximity, by paying attention to the group that seems to be off task to ensure they revert to the task at hand. Implement specific |

|praise, by providing words of encouragement to the child acknowledging that they did a good job with the task i.e. listening and paying attention at group time” (p. 77). Prior to commencing my next |

|professional experience in a primary school setting I will have a conversation with the supervising teacher and get the existing classroom routine, rules and expectations. I will reinforce appropriate |

|behaviour and spend less time directing disruptive behavior. |

| |

|References |

| |

|Barbetta, P.M., Bicard, D.F., Norona, K.L. (2005). Classroom Behaviour Management: A Dozen Common Mistake and What to Do Instead, Preventing School Failure: Alternative Education for Children and Youth, |

|49:3, 11-19. doi: 10.3200/PSFL.49.3.11-19 |

| |

|Charles, C.M. (2011, 10th edn), Harrington, I. (2012) & Zirpoli, T.S. (2012, 6th edn). Classroom Behaviour Management: Theory and Practice. A Custom Edition for The University of New England, Sydney, |

|Australia: Pearson Australia. |

| |

|Crawford, F. (2006). Managing Classroom Behaviour. Retrieved from |

| |

|Rockey, D.R. (2008). An Observational Study of Pre-service Teacher’s Classroom Management Strategies. Retrieved from |

| |

| |

|Slee, J. (2012). Hang In There ‘Til Easter… Managing Classroom Behaviour By Building Resilient Teachers. Victoria, Australia: Cengage Learning. |

| |

| |

| |

| |

| |

| |

| |

|EDUC104 OBSERVATION SUMMARY 2 |

| |

|Name: Ingrid Oliveira Student Number: 204 154 872 |

|During my first week of professional experience, in a Long Day Care Service in the preschool room, I observed the supervising teacher set up the indoor learning environment. The supervising teacher set up |

|the creative/drawing space; which had minimal resources and didn’t seem very aesthetically pleasing or inviting. |

|A large amount of time was spent allocating resources inside the classroom; meanwhile the children were ready to transition from outdoor play to the classroom. The children used this space and proceeded to |

|dance on the chairs and throw the resources across the classroom. |

|I thought this observation was vital because the importance of the way educators design and organize learning spaces gives children positive messages, that the environment is cared for and teachers pay |

|close attention to provide an aesthetically inviting space to learn (Early Childhood Australia, 2011, p. 1). |

|A child’s behavior is also impacted by the way resources and furniture are set out (EYLF, 2011, p. 3). This observation showed me, that as a teacher we need to plan and provide careful organization of the |

|space; in order to avoid chaos, a noisy environment and have children show respect of the environment and resources (Pairman & Terreni, 2001, p.15). |

|I subsequently learned that to create a positive learning environment, organization is imperative. The space should be planned and well organized well before the experience is to occur. If this is well |

|thought through, it can support all aspects of children’s learning, and can have implications on children’s interactions and behaviour (Arthur, Beecher, Death, Dockett and Farmer, 1993, p. 45) and (Early |

|Years Learning Framework, 2009, p. 16). “A space educates children and gives them the opportunity to become in control of their choices and their learning” (Early Childhood Australia, 2011, p. 3). |

|Results do not occur overnight, it takes time and resources to organise the classroom and notice if the changes have worked. It can take a substantial amount of time to properly prepare a space to support |

|a child in/with learning (Greenman, 2005, p. 236). It can also takes time when teachers have minimal resources available to them, however if they focused on obtaining the basic materials first, and later |

|built on that core idea as new resources became available – an effective space can still be achieved (Pairman & Terreni, 2001, p. 3). |

|In future I will plan the lessons prior to the date the experiences are scheduled to occur, organize meaningful resources and have all spaces set up suitably to support the child’s learning. This will allow|

|more time to be spent with the children (Arthur, Beecher, Death, Dockett and Farmer, 1993, p. 316). I would use the spaces more thoughtfully, in terms of space and design. I would set up the creative |

|/drawing space by displaying the children’s artwork respectfully, and provide different types of materials and resources (i.e. paintings apron, paper, pencils, textas, drying rack, NSW foundation font |

|style, laminated for the children to have a guide on writing skills), that can be used in creative ways to stimulate thinking and provide children an array of choices which can be utilized with minimal |

|adult assistance (Greenman, 2007) & (Arthur, Beecher, Death, Dockett and Farmer, 1993, p. 406) and (Early Years Learning Framework, 2009, p. 2). |

|References |

| |

|Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (1993, 4th edn). Programming & Planning in Early Childhood Settings. Victoria, Australia: Cengage Learning. |

| |

|Department of Education. (2009). Belonging, Being & Becoming: The Early Years Learning Framework for Australia, ACT, Australia: Commonwealth of Australia. |

| |

|Early Childhood Australia. (2011). Learning spaces 2: Indoors. Retrieved from |

| |

|Early Childhood Australia. (2011). Creating ‘enabling’ environments. Retrieved from |

| |

| |

|Greenman, J. (2007). Caring Spaces, Learning Places Children’s Environments That Work. WA, United States: Exchange Press. |

| |

|Pairman, A., & Terreni, L. (2001). ‘If the environment is the third teacher what language does it speak?’ ECE Educate, New Zealand and Ministry of Education. Retrieved from: |

|. |

| |

| |

|EDUC104 OBSERVATION SUMMARY 3 |

|Name: Ingrid Oliveira Student Number: 204 154 872 |

|During my second week of professional experience, in a long day care service, I observed a casual Early Childhood Teacher transitioning the children in the preschool room from outdoor play to indoor, then |

|from pack away to lunchtime. The educator used a negative loud voice to shout at the children by saying, “Preschoolers get inside hurry up, and hurry up pack away now” and the children then responded using |

|the same negative behaviour. This transition period took approximately ten minutes to gather all the children effectively. |

|I thought this observation was important because in an early childhood and school setting, transitions, collectively, are a large part of the day. The children transition from activities and classes, as |

|individuals, from a small to large group activity, from meal times, and from outdoor play to indoor play (Geffers, 2007, p. 8) & (Banerjee & Horn, 2012, p. 2). Without proper planning and utilizing |

|effective strategies, the transition period can be excessive and interaction between student and teacher can be negative (Barbetta, Bicard & Norona, 2005, p. 6). When transitions are planned well, it |

|maximises learning time and minimises waiting time (Banerjee & Horn, 2012, p. 3). |

|I subsequently learned that effective communication between teacher and student facilitates the smooth transition between activities (Slee, 2012, p. 10). Teachers should set clear guidelines, as to what is |

|expected of the students/children when a period of transition occurs. They should then incorporate these transitions into the classroom rules and daily routines (Geffers, 2007, p. 9). To commence a |

|transition, different types of signals can be used; this can help the effectiveness of the daily routine. Signals such as, a bell, soft music, a calling rhythmic pattern initiated by the teacher, singing, |

|or a flashing light to signal the end of an activity (Carta et al, 1998, as citied in Geffers, 2007, p. 10). |

|In future I will incorporate alternate styles of transition cues into the classroom and provide rules in the daily program. Rules will be communicated to students by placing visual pictures and written |

|instruction (depending on age group) on the smart/instruction board, so that the children are able to understand what is occurring next in their day (Slee, 2012, p. 11). Observe and document the most |

|challenging transitions period occur, to accommodate for this and change (adjust/amend) the daily program if need be. Less time being utilized in transition periods, means maximizing teaching time. In order|

|to succeed in this particular style I will explain to the class, at the beginning of the year, my expectations regarding classroom rules and have a brief lesson on the process of transitions cues (Barbetta,|

|Bicard & Norona, 2005, p. 6). As strategies for my next professional experience I will endeavor to use verbal and nonverbal cues to initiate transition and prepare the children for the next activity, and |

|provide the children/students with positive reinforcement during transitions, as an example “Well done Isabella, for packing away the dolls” (Banerjee & Horn, 2012, p. 9). |

| |

|References |

| |

|Banerjee, R., Horn, E. (2012). Young Exceptional Children. Supporting Classroom Transitions Between Daily Routines: Strategies & Tips. doi: 10:1177/1096250612446853 |

| |

|Barbetta, P.M., Bicard, D.F., Norona, K.L. (2005). Classroom Behaviour Management: A Dozen Common Mistake and What to Do Instead, Preventing School Failure: Alternative Education for Children and Youth, |

|49:3, 11-19. doi: 10.3200/PSFL.49.3.11-19 |

| |

|Geffers, A. (2007). Increasing Time-On-Task Behaviour Through the Implementation of Classroom Transition Strategies. Retrieved from |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

|Word Count: 1785 |

|(Including Reference List) |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download