I.

Observation 3
Guidance

II. Grade
Pre-K Enrichment

III. Students
13 boys, 10 girls

IV. Setting
Pre-K Enrichment classroom at The Goddard School of Flemington
Multi-Age (4-5 years old) classroom, 23 students, 1 head teacher, 1 assistant teacher

V. Pre-Observation
Before entering the classroom on February 11, I did my research on multiple sources. On
the site Preschool Classroom Management, it games me points on what to watch and now
the classroom could be set up to prevent bad behaviors. Before conducting information, I
did not know that know the classroom layout can affect the classroom behavior. Now that
I have found this information, I am going to see how see how the classroom environment
affects the classroom behavior. I also read the article from Miss Night's Marbles
(Behavior management: not systems, but relationships). This article has provided me
with information on what to expect in a school and how to reward bad and good
behaviors. I never noticed that there was so many different tools and strategies that you
can use to reward behaviors.

VI. Data Observations were conducted on February 11, 2016.

 a. How does the teacher respond to misbehavior?
In Miss Tracys classroom she doesn't let any misbehaving behavior t get away. If the child is
misbehaving they have to move their name down on the behavior chart and tell Miss Tracy what
they did wrong.
b. Are consequences given? What are they? Are the children aware of the consequences they will
receive?
The consequence give to the student is that they have to move their name down on the chart and
sit out for two minutes. The children all know if they misbehave they have move their name
because she gives them one worrying before they move their names.
c. Is the guidance consistent?
The guidance system is very consistent in the Pre-K Enrichment classroom. Miss Tracy starts
with a warming, then yellow, and then red. If you get on red twice you need to write a red note.
d. Are there conflicts that go unnoticed? Are there conflicts that are unresolved or brushed off? Do
the students have an active role in resolving the issues and how much are they involved?
I would say every classroom has some conflicts that go unnoticed. Miss Tracy said, I try my
hardest to resolve and see every problem, but I am only one teacher. If there is a conflict that
she believes the students can fix she will say do you want me to come over there and take the toy
away or are we going to fix the problem.
e. Is there sarcasm used? Is there an element of time-out used?
There is no time-out used in this classroom. The classroom does have a stop which is for
thinking time. At the Goddard School of Flemington, we only use thinking time instead of time-
out to keep it positive.
f. Is there a class system in place for rewards and punishments?
The system for this class is the Red, Yellow, and Green behavior chart.
g. How are the parents notified of misbehavior, why, and when are they notified?
If the children go on red twice in one day, the children have to write a red note home. On the red
note the children have to write what they did wrong and how they can change their behavior. The
parents are informed at pickup.
h. Does the teacher use the principal/director in the building for disciplinary action? When, why,
and what would warrant the principals involvement?
If a child is sent to the directors, they had to get onto red twice and still misbehaving. Mr.
Dhiman will have the child sit in his office and they will talk.

VII. Analysis
After a child gets two warnings they need to move their name down to yellow. If the child
needs three warning they are moved to red. At lunch time the children on yellow can
move back to green and the children on red can move back to yellow. After lunch the
child is still misbehavior they are required to write a red note home. On the red note
they have to write what they did wrong and how they are going to change. When the
children were playing I saw Miss Tracy I going around telling the students she likes the
way they are playing. I asked Miss Tracy why she doesn't have colors for the students
that are doing good behavior. Her response was that she does not want to move children
 up on the chart because good behavior for some is not the same for others. She made it
clear that she is as fair, but every child is different so the needs need to change. I also
noticed that one child did not use the Green, Yellow, and Red Chart. The reason behind
the child using the stick method was because this child reacted more by moving sticks
how of her cup than moving her name down on the chart.

VIII. Recommendations
The Pre-K Enrichment class has a very nice guidance policy. In Miss Tracy class I might
 recommend that does have a chat that does show good behavior. I believe that you move
a child up and down based on that child. Though it does not seem far it is. If the children
see their friends moving up doing the behavior, they might follow those actions. I would
also note threaten the children as much to go sit with Mr. Dhiman. I understand that
sometimes you need to send a child to calm down, but it is used to much.

IX. Post-Observation
The Pre-K Enrichment classroom was very welcoming and as soon as you walked in you
can tell that every student matters. Miss Tracy is very tricked with her behavior chart. I
like how she rewards good behavior in person instead of on the chart. I believe that words
are more valuable than the chart. I noticed that everyone that enters the room knows
about the chart and how it is conducted. I also like that the children's where the one to
move their names on the chart. I believe this makes the children realize what they did was
wrong and they need to change their behavior. I also liked that every time the child
moved their name down that Miss Tracy has the child move their name down and then
she has them tell her what they did wrong.

X. Citations
Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict
 Observed Classroom Quality and Child-Teacher Interactions? (2004, June 04).
Retrieved February 11, 2016, from
http://www.tandfonline.com/doi/abs/10.1207/s1532480xads0903_2

Preschool Classroom Management. (2014). Retrieved February 11, 2016, from

http://learningboxpreschool.com/handle-behavioral-issues-preschool-classroom/

N., Miss. (2012, September 08). Behaviour management: Not systems, but
relationships. Retrieved February 11, 2016, from
http://missnightmutters.com/2012/09/behaviour-management-not-systems-but-
relationships.html