GROUP TIME EVALUATION

1. School: CSN Early Childhood Education Lab

Telephone number: 702-799-8140 Ext 4083

Teacher: Palwasha Salma

age/grade level: 3-5 yrs

2. Beginning: 9am

Ending: 9:15am

3. Number of adults: 2

Number of children 11

4. Nature of group time: In the morning, the teacher gathers the children on the floor for

group time. Once the children are all sitting down the teacher started to sing a song

and the kids sang along with her. She drew names out of a bin one at a time and

hands the name tags to the children. The children then place their name tag next to

the job they want for the classroom. The 7 jobs the children get to choose from are

time keeper, 5 more minutes, transition game, lunch helper, hands up clean up,

counter, and water plants. When the first name was drawn, that child knew exactly

what he wanted to do for the day. For the next name, the child was indecisive on

what he wanted to choose and the teacher told him that he had to choose quickly. The

third child was excited because his name hasn’t been called for a while. The

remaining children were fast to grab their name tag and place it next to their job.
5. Appropriate: It’s appropriate because the young children get to choose a job for the day

and they get to be responsible and get to be in charge of what they do that day.

6. How long: 15 mins

Appropriate for the age: Yes, appropriate for children 3-5 years of age because all

they did was choose their job for the day.

7. Space: The space used for group time was more than suffice due to the children having

enough space to spread around the teacher while she called out the names and all of them

being able to see.

8. Bring the children together and begin group time: Before the start of group time the

children were outside playing. She let the children know it was time to go inside the

classroom and then they lined up in a single file line and went into the classroom and had

a seat on the floor to get their jobs assigned.

9. Percentage of the time: 50%

Actively vs passively: I think that all the children were actively involved in group time

except for one child because they were anxious to see if their name would be called.

10. Children react: The children were excited for group time because they would get to choose

their job for the day.

11. Flexibility: The only evidence I saw of flexibility during group time is that the teacher

would allow children to choose their own job for the day.
12. Individualization: not present

13. Gender and inappropriate behaviors: In this class, boys were more likely to engage

in inappropriate behaviors. I think that is because during group time only 1 child

tried to get up and play with the toys and he was a boy.

14. Inappropriate behaviors and behavior management techniques: There was only one

incident that a child kept trying to play with the toys and was sent to the library. I

think this technique was effective because when the child returned he behaved for the

rest of the day.

15. Ended group time: The teacher ended the group with a song that would name different

patterns and colors the children were wearing and that is when the children could get up

and wash their hands before starting the day.

16. Activity followed: Washing hands was the first activity the children would do before

starting the day to start the centers, and I think that is very important because it helps

prevent the children from getting sick and gets them into a routine of washing their hands.

Evaluation: I believe that during group time the activities would help children develop a sense of

responsibility for what they wanted to do. For example, some jobs required children to be

responsible for helping to clean up, and another job, which a time keeper job, required a student

to be responsible for alerting the other children it was almost time for the next activity. These

activities are appropriate for this age group because the jobs options they have to choose from are

things they can do with little to no instruction. Finally, by having these activities in a certain order

the children start to develop a routine for the classroom and pick up good habits like washing
their hands before starting the day.
 POWERFUL INTERACTION

OBSERVATION

Date: 11/8/17 School: CSN Early Childhood Education Lab

Teacher: Palwasha Salma Age of Child: 4 years old

Time: 9:15 to 9:29am

Setting: In the classroom, 4-year-old girl

Interaction: Parent came in at about 9:13am with a little girl who was crying, and the teacher

asked her what was wrong, and the little girl replied that she misses her mommy. The teacher

asked her if she wanted a hug and the girl said “yes,” and they hugged for about 5 minutes. After

that the child wanted to be held in the teacher’s arms and the teacher did and they both sat down

and read a book. The teacher was on a rocking chair with calm music. The teacher read the book

“A Magical Christmas” and asked the girl what she saw on the cover and she replied “mousses,

snow, and a snowman.” While reading the book the little girl would turn the pages. After reading

the book with the little girl the teacher offered her to go to the snack table and she said “no,” and

then the teacher offered her to go to the safe place and the little girl replied “not yet in a bit.” The

little girl ended up staying in the writing center with one of her friends and they started to play.

The teacher went and grabbed another book and had the two girls read it together.

PI Characteristics: The teacher used the “Help a child feels secure by setting clear, realistic

limits for behavior” (pg59) by understanding that the little girl was sad that her mom was not

around and needed a caring figure to help calm her down.

Improvement: I could not find any improvements on what could have been done in this powerful

interaction because the teacher was able to help the child stop crying by offering her a hug and

spent time with her even after she stopped crying and read a book with her which was a positive

thing for the child. Next the teacher gave the child a few choices on what she could do after they

read the book and the child choose to stay in that same center with a friend.