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The Perfect Classroom Plan Tene` S. Williams ECE 311 Professor Haroldeen Swearingen 08 November 2010 The Perfect Classroom Plan As a child, I would image what my life would be like when I became a teacher. In this paper I will explore different developmentally appropriate approaching philosophies, theories, and concepts when teaching math, reading, science and the fine arts to young children across a developmental curriculum. Having to gain knowledge from the early childhood text helped me to create what I consider to be the perfect classroom plan.

Preschool education is very important because this is their first experience towards twelve years of grade school. The knowledge they gather will increase as they grow and development. Preschool children are depending on their teachers’ to provide them with as much useful information as possible for them to succeed to the next level. As preschool children goes through different stages of development, they will start to realize how importance of their education. At a preschool level, they have delinquent minds and will believe what they are told.

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It is up to the teacher to make sure students are grasping the information that is taught to them in all subjects: math, reading, science and the fine arts to name a few. The High/Scope approach gives the best examples of my philosophy of education (Morrison, 2009, p. 149). Before making a decision on the approach I liked the best, I evaluated the theoretical perspectives: behaviorist, nativist, cognitive development and interactionist. The behaviorist theory “emphasizes the role of nurture and considers learning to occur based on the stimuli, responses and reinforcements that occur in the environment” (Otto, 2010. . 32). The behaviorist theory was developed by B. F. Skinner. I believe when using this theory, teachers could enforce classroom rules and consequences. Teachers could also use a chart to document behavior. Each day a child does not misbehave; they could receive a sticker by their name. At the end of the week the student could receive an award if they have five stickers. If a student does not all five stickers, they should inform the teacher on what they will do to receive all five stickers on the next week.

Once they met their goals, they would then receive their reward. Linguist Noam Chomsky is the theorist associated with the nativist perspective. According to the required text, “The nativist perspective emphasizes inborn or innate human capabilities (i. e. , “nature”) as being responsible for language development” (Otto, 2010, p. 27). When utilizing this theory, teachers could create an Art assignment for children to draw a map of the classroom and label the objects they see. The students could draw the door, their desk, the teacher’s desk, windows, reading area, etc. The interactionist perspective focuses on the primary role of sociocultural interaction in children’s development of language knowledge” (Otto, 2010, p. 33). Vygotsky is the theorist associated with the interactionist perspective. Having free time in the classroom would assist with implicating this behave. Going on field trips to the museum and zoo would also be a great example. The High/Scope approach is defined as an educational program for young children based on Piaget’s intellectual development theory (Morrison, 2009, p. 149). This program serves the best interest of the children and families.

I would incorporate the features of the High/Scope approach in my classroom. This program consists of five elements: active learning, class arrangements, daily schedules, assessment, and the curriculum (p. 150). Jean Piaget is the theorist associated the cognitive developmental perspective which helps us understand that, “language is acquired as maturation occurs and cognitive competencies develop” (Otto, 2010, p. 30). Eliason and Jenkins described languages as “the instrument of thought, personal expression, and social communication.

Language empowers children to deal with a friend, to solve a conflict, to express a feeling,” (2008, p. 191). This development encourages teachers to teach student in sequence with their development. If a child is in kindergarten and is able unable to write his/her name, then a teacher should not make them write a sentence. The child should be taught to spell and write their name. In my classroom I would make sure the students write their name at the top of every assignment in a daily basis. Having a daily routine is very important and it supports active learning (Morris, 2009, p. 52). As a teacher I will use my creativity to invent fun and exciting ways to assist students with the daily routine. Creating weekly themes and color schemes along with music, dance and play are a few ways to keep the classroom exciting. While the students are participating in the different activities/lessons, I will observe them. The documentation of how they interact will be kept in a portfolio. I would include all the key experiences which will provide information to help them improve. I want the children to gain a sense of independence.

I will encourage them to make their own decisions, and assist them when I see it is necessary. I think that all the programs serve children because they were created to assist children succeed. High/Scope serves the best interest because it supports developmentally appropriate, active learning experienced for each child, along with encourages decision making, creative expression, problem solving, language and literacy, and other emerging abilities (Morrison, 2009, p. 151). Preschool children go through several different developmental approaches: physical and motor, social development, and cognitive and language development.

Physical and motor development contributes to infant and toddlers’ intellectual and skill development. The children will cut out different shapes, and glue into a book. Once they glue the shapes to the pages, I will allow them use crayons, markers to label the shapes. They will be able to staple the book together I would also designate a day when the children will be able to participate in numerous of physical activities: softball, kickball, jump rope, etc. Those activities will promote physical and motor development. Social development is another development that I will encourage in the classroom plan.

Claudia Eliason and Loa Jenkins state that “the early childhood group, in which children relate to other children of their own age, is an ideal situation for furthering social skills and development,” (2008, p. 14). I will encourage the children to express their feelings. When I communicate with the students, it will allow me to see how they progress with language and literacy. I will also supply different type of mood faces in a box. Every day, the students will stick the face on their cubby that best describes how they feel. If a student is out sick, a sick face on their cubby.

This will assist students to with identifying different moods. I will also educate them the different genders, races, and family structures. Identifying the moods through facial express will assist with teaching that some language is not spoken. Piaget’s stages of cognitive development occur during certain ages for students (Boyd and Bee, 2006, p. 34). The Preoperational Stage is the stage that I would support in my classroom because the students are between the ages of 3-5. I will allow the student make persuasion on the way things appear.

They realize that everything happens for a reason. Children ages 3-5 can use their imagination by playing in a toy kitchen. They could serve fake foods from the entire foods group to demonstrate healthy eating. The students will also practice counting out loud and having a visual aid displaying t numbers so students are able to see them. The students will participate in decorating the classroom for each season and/or holiday. As a teacher, I know that the lessons/activities are used to teach material that is required for them to move to the next level.

Assessments will allow me to elevate students’ ability to comprehend what was taught to them. I plan to use both formal and informal assessment in the classroom. I read in an article from eduplace. com, that formal assessments are flexible because teacher can modify the assessments as needed (“What are the”, 1997). The article also stated that informal assessment allows the teacher to evaluate all the students thoroughly on the imperative skills and concepts in the theme by using real reading and writing experiences that fit with the instruction.

In other situations, or for certain students, teachers might use a skills test to examine specific skills or strategies taught in a theme (1997). I will create test from the material taught and administrate them on a weekly basic. This will allow me the time to review material that the children are not so familiar with. The tests I create are to help them prepare for standardized test. I will also construct each student a portfolio that consists of activities and lessons that the students completed through the year. This documentation will be a part of informal assessment.

Reviewing information once it is taught is another example of informal assessment (“What are the”, 1997). I will call on student during the review to see who can answer the review questions without having the material in front of them. According to the same article, including a variety of types of assessments will ensure that students are granted with sufficient opportunities to demonstrate their abilities and that teacher have the information they need to construct a complete, balanced assessment of each student (1997). My curriculum will consist of the respect-reflect-relate model (Morrison, 2009, p. 54). Respect-reflect-relate model is a responsive curriculum for infants and toddlers in whom teachers show respect for children, refection what children need, and relate to them by providing appropriate care and education (p. 254). My Overall Curriculum will reflect the High/Scope Approach and meet federal and program standards. My goals are to provide and teach the knowledge in the way they will understand and in a way that interest them. I will make sure all students meet the required standards, and provide extra help for those who do not.

I will also have the students create a goal to achieve themselves. Throughout the school year, I will let them check to see what else they have to accomplish to achieve their goal. I do not plan to send require homework home with the students. Being that they are 3-5, I will submit optional activities sheets for the parents to review with their children. I plan to document which parents are actively assisting their preschooler by which students complete the take home activities. At parent/teacher conference, I will be able to use the documentation to support my finding during observations.

I will make suggestions to help assist the students who are in need of extra practice. The child-centered program should be in a nonviolent environment. It should be located near a hospital so the EMS would not have to travel far if they are ever called. The playground should consist of equipment that has been tested for safety control. Also, a gate should surround the play area. I will make the students aware of their safety. I believe they will be more comfortable and more eager to express their feelings. The outside of the center should represent what to expect inside.

So there will be a lot of bright colors to represent the bright students. Students work will be displayed on a board outside the classroom as well as inside. The alphabets, shapes, numbers and clocks should be the theme of the center. The walls in the restroom should have illustration of children washing their hands. Healthy meals and snacks should be served to the children. The ideal environment should be family orientated. Anything that will enhance the students’ ability to read, write and comprehend is an addition to what I consider to be the ideal environment.

Head Start is very imperative because it is the beginning of an educational journey. As a teacher I will be a role model to my students. Having to gain knowledge from the early childhood text helped me to create what I consider to be the perfect classroom plan. My perfect classroom plan was created to boost my students’ confident, and let them know that their teacher believes in them. It is also a plan to help them believe in themselves. Teaching can be as easy as teachers make it or as hard as a teacher wants it to be. I want the best for all students, and my classroom plan supports my master plan to teach.

References Boyd, D. , & Bee, H. (2006). Adult development. Boston: Allyn and Bacon Eliason, C. and Jenkins, L. , (2008). A Practical Guide to Early Childhood Curriculum 8th Ed. Upper Saddle River, New Jersey:  Pearson Education, Inc. Morrison, G. S. (2009). Early childhood education today (11th ed. ). Upper Saddle River: Pearson. Otto, B. (2010). Language development in early childhood. (3rd ed). Upper Saddle River, NJ:  Pearson Education, Inc. What are the Different Forms of Authentic Assessment. (1997). Retrieved September 20, 2010, from http://www. eduplace. com/rdg/res/litass/forms. html

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