Kathleen Hoffman

Professor Alyce Gray

ECE 251

GROUP TIME EVALUATION

1. School: Kitty Ward Elementary Telephone number: 702-799-4501 Teacher : Mrs.Kaylor age/

grade level: Kindergarten

2. Beginning: 8:15 Ending of group time: 8:40

3. Number of adults; 2 Number of children: 28

4. Nature of group time: During this group time the activity was discussing what they are

thankful for by saying I’m thankful for … ect on the carpet as a whole class. The teacher asked

What are you guys thankful for? And she had the children raised their hand to tell what they are

thankful for and for each one she would respond differently. And as they were telling what they

are thankful for they had to be following along on their paper as well as saying it out loud when

being called on. And the teacher would address to the children that good readers always track

their word. Another activity they did in the group time was the teacher would ask the children

who remembers the poem ? And a child would say it and then the teacher and the children sang

through the whole poem together. The second time they sang the poem they all had to stand up

and show action as they all read out loud.. Then the teacher ask the children how many words

are? Then they all count together, while they were counting the teacher would stop and ask what

number did we just stop at ? and then continue. After that the teacher ask where are the sight

words and the teacher would highlight them with a card.

5. Appropriate: These activities are appropriate for this age which is 5- 6 years old. The way the

teacher presented each activity made it even more appropriate. And because most Kindergarten

classes do poems and seat on the carpet for almost every observation I’ve done for Kindergarten

classes.

6. How long? appropriate for the age? The group time was a reasonable time, at first I thought

it was going to be long for children to keep interested in the activities.The time was just enough

to get the children into language and the activities and not go over or not too short. And when I

mean to short its when the child finally gets into the activity and then times up and they don't

finish it, that wasn't the case here.

7. Space: The space was very appropriate for these activities because even though it was group

time all the children had enough space to get in and out. Where on the carpet they each had their

own square to seat on. And when they were at their seats they were able to have personal space

and get up and participate with the class.

8. Bring the children together? The teacher claps once the children clap once then she claps

twice, then the children clap twice. The teacher says all eyes on me and then says okay my

turkeys were going to go back to our desk. Then she put on the Flintstones theme song very quiet

while they wait for their color to be called and then they wobble like turkeys to the there desk.

Begin of group time : says what they're going to do and then says let’s see who has the nicest/

cleanest desk, as the children put away everything she points out the children that are ready. And

then ask who remembers the name of the poem ?

9. percentage of the time? 95 % actively vs passively? Yes I think this is appropriate because its

Kindergarten. And there supposed to be exploring, analyzing, communicating, creating,

reflecting. Passively is for college students where they do lectures and direct instructions, were in

kindergarten passively doesn't work for this grade at all. The children aren’t looking a slide or

instructions, they are engaging in talking to the teacher and speaking out, and listening.

10. Children react: The children reacted really well, not only were almost all of her students

participating. The children were really getting into the poem because they liked all counting

together and getting up and making action moves as the teacher modeled it. I Only saw a few

children that weren't as interested into the activities as they were. But the rest were raising their

hand not just once but almost every question the child ask. And not only did they raise their hand

they also were correct and just very excited to answer the question like they enjoyed learning.

11. Flexibility: The teacher didn't show any flexibility during the group time.

12. Individualization? Special needs and the typically No there were no accommodate for

special needs because they didn't have any this year.

13. Gender ?inappropriate behaviors? The gender I saw mostly that was doing inappropriate

behavior were the little boys. For example one little boy pushed another little boy and then the

teacher caught him and told him to say sorry but he said he didn't start it but he really did. But he

then looked at the other children and said sorry for pushing him. I didn't see any girls during this

time do any inappropriate behavior.

14. Inappropriate behaviors ? behavior management techniques? I did see one little boy show an

inappropriate behavior during group time when they were all talking. The little boy got up with

his paper and walked over and while she was speaking to the class and said I need help. As the

teacher was discussing what to do and they were all following along as a whole class but he

didn't even try. So the teacher said jackson why don't you go back to your seat and try to follow
along with me and if you still don't get it afterwards I will help you. I think it was appropriate for

the teacher to direct him back to his seat because they are doing the activity together and should

try at least, and she told him that she would help him afterwards. She even said try one box and I

will help you with the rest.

15. ended group time? How the teacher ended group time was by having all the children stand

up and the teacher would say every one do 10 jumping jacks and would model it then the

children would count together, then 10 air push ups, then 10 finger pushes. Then the teacher

would say pull your ears, and wobble and then seat back down for their next activity.

16. activity followed? The next activity that followed was writing where they had to pull out

their folders and then work on writing, where they had three pages to do. three page where they

have a beginning page that includes with a sentence and then middle and end each with a

sentence and then draw a picture for each one. I think this is appropriate for their age because

most of them are capable of writing sentences and drawing pictures.

17.Evaluation: Mrs. Kaylor incorporated authentic activities like when she encouraged the

children to write freely of what they want to write and draw a picture to go with there

sentences.And by the teacher doing this she helped the children express ideas and write about it.

This activity helped increase their fine motor skills, and helped them connect with real world

experiences. The teacher used very appropriate interaction with the children throughout group

time. She tried to engage every student to participate and by asking many questions that were

related to the topic and asked challenging questions and really simple questions for the learners

that can't do the challenging questions. And not only questions she allowed the children to be
able to get up and participate by moving their hands and singing along to a poem.And when the

children were moving to the next activity right before she allowed them to get up and stretch out

in a fun way. The teacher went at a perfect pace not too fast not too slow where they didn't get

anything done. Her routines were really nice and the children seem to follow them and know

them very well at this point.And the children seem to really understand and have fun learning in

the activities she has for them. Watching Mrs. Kaylor during group time was a great thing

because not only did she just teach and do group time, she showed me many appropriate

activities and what time works for her children. And appropriate ways interact with children just

by observing her for an hour and a half.

POWERFUL INTERACTION OBSERVATION

Date: 11- 15-17 School: Kitty Ward Elementary Teacher:Kaylor Age of Child: 6

Time: 8:20 - 8: 30 (10) minutes

Setting: The teacher and the child interaction occurred at the child’s desk. Where she brought a

child’s chair right besides the child. The child was a male and he is 6 years old.

Interaction: Teacher walks over to child’s desk and pulls a tiny chair right next to him. The child

shows the teacher his journal the teacher asked read your sentence to me. The child said we are

going to the park with my family. The teacher says very good, now draw a picture for your

sentences. As the child is drawing a picture , she asked the boy what do you do at the park? The

child says we take our dog and my mom and dad walk it. Me and my older sister play soccer in
the grass. The teacher response and says wow you and your sister get to play soccer and mom

and dad walk the dog! When I go to the park I take my three children to Craig Ranch park and

we play volleyball. I remember the last time you went to the park you told me your sister fell and

scraped her knee. The child says yeah she was running really fast after the ball and then tripped

and scraped her knee. The teacher said wow that must of hurt your sister, and the child said yes it

did. Then the teacher said finish your picture up because we have lunch in 10 minutes, or you

can finish it up when we get back from lunch, the child then continues to color/ draw his picture.

PI Characteristics? The Powerful Interactions (Pl) behaviors I observed; the first behavior I saw

was slowing down and staying in the moment (37). An example of the teacher using the behavior

was when she first approached the child when he was sitting at his desk and she brought a child’s

chair right besides him. When she brought a child chair over to his desk, it let the student and

teacher get comfortable and was able to get on his level as well. Another behavior I saw the

teacher using was the way she really personalized her interaction with the child (33). One

example of the teacher using this strategy was when she asked the child what do you do at the

park? And she let the child explain and by her replying back saying wow and then told the child

what she does at the park as well which is personal for him and the teacher. And the last behavior

that stood out to me was how the teacher kept the trust growing (33). An example was when the

teacher brought up and said “remember when” you told me about your sister falling at the park

last time and she fell on the grass? During that moment the teacher and child already trust each

other and have connection

Improvement: One improvement I thought that would make the interaction stronger was if the

teacher used some humor with the child, because I think there are times to be serious and times

to laugh during school hours. Maybe when the child said he takes his dog to the park she could

say does a dog make this kind of sound and say it or a another sound and most of the time the

children laugh when you do that. Infants and children need to laugh at this age even though its

school it’s okay to have some fun as well as learn.