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    Kindergarten Observation Guideline

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    Amy Amilin Titamma
    This document provides a checklist for teachers to evaluate their classroom environment and routines. It includes sections on physical features, academic features, seating routines, instruction and feedback, independent work, classroom interaction, attention seeking, materials management, movement, and bathroom routines. The checklist aims to assess whether the classroom is inclusive for all students and their developmental needs.

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    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd

    Kindergarten Observation Guideline

    Uploaded by

    Amy Amilin Titamma
    97 views4 pages
    This document provides a checklist for teachers to evaluate their classroom environment and routines. It includes sections on physical features, academic features, seating routines, instruction and feedback, independent work, classroom interaction, attention seeking, materials management, movement, and bathroom routines. The checklist aims to assess whether the classroom is inclusive for all students and their developmental needs.

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    This document provides a checklist for teachers to evaluate their classroom environment and routines. It includes sections on physical features, academic features, seating routines, instruction and feedback, independent work, classroom interaction, attention seeking, materials management, movement, and bathroom routines. The checklist aims to assess whether the classroom is inclusive for all students and their developmental needs.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    97 views4 pages

    Kindergarten Observation Guideline

    Uploaded by

    Amy Amilin Titamma
    This document provides a checklist for teachers to evaluate their classroom environment and routines. It includes sections on physical features, academic features, seating routines, instruction and feedback, independent work, classroom interaction, attention seeking, materials management, movement, and bathroom routines. The checklist aims to assess whether the classroom is inclusive for all students and their developmental needs.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    Classroom Checklist for Teachers: Circle of Inclusion Project www.circleofinclusion.

    org CLASSROOM CHECKLIST FOR OBSERVATION Teacher & Grade: __________________Date: __________Subject/Session: ______ School: __________________________ Duration Length of session?

    Number of days per week?

    Class Membership Number of children in class?

    Average number of adults interacting with children?

    Teacher-child ratio?

    Physical Features Is the classroom free of hazards? Is the lighting acceptable? Do learning materials and equipment appear to be adequate? Are work and play areas separated to minimize distractions?

    Academic Features Are there minimum competency levels for children in this classroom? Is there a readiness checklist available for this program? Are children taught at their developmental levels, or are all expected to accomplish the same task? Seating Routines Do children ever sit on a rug?

    Classroom Checklist for Teachers: Circle of Inclusion Project www.circleofinclusion.org as a group on the floor? on individual spaces (carpet squares, taped spots) on the floor? in chairs?

    Instruction and Feedback Routines Are children told exactly how and why to perform an upcoming activity, or are they expected to infer the procedure? Is there more praising of appropriate behavior or more correcting of inappropriate behavior by the teacher?

    Independent Work Routines

    Are children expected to follow sequenced directions given at a previous time?

    What instructional terms (circle, draw a line under, skip a space) are children expected to understand in order to work independently?

    What are children expected to do when the assigned task is finished? Classroom Interaction Is there any time when children are allowed to work cooperatively? Are social interactions mostly positive? Does the teacher appear relaxed and confident when interacting with the children? Does the teacher find time for frequent personal comments to individual children during the session? Are there opportunities for children to interact socially?

    Attention-and Assistance-Seeking Routines Do children raise their hand to answer in a group situation? Are children allowed to speak out answers without being called upon?

    Classroom Checklist for Teachers: Circle of Inclusion Project www.circleofinclusion.org Is it acceptable to ask peers for help?

    Materials Management Routines Do children get out or return classroom materials independently? What kinds of self-care tasks are children expected to perform independently? What are the children expected to manage independently during eating times?

    Movement Routines Are any transitions cued by a direction from the teacher to the whole class? How many different instructions are given at one time during group directions? What types of external cues are given for transitions (lights off/on, piano chord, bell)?

    Bathroom Routines Is the restroom within or outside the classroom? Do children go in a group to the restroom? Do children ask permission to use the restroom? Are there any unique bathroom routines? Do boys and girls use the same or different facilities? Adapted from: Bridging Early Services Transition Project, McPherson, KS. (1991).

    Classroom Checklist for Teachers: Circle of Inclusion Project www.circleofinclusion.org Interviewer: _________________________ Interviewed: _________________________ Procedure: 1. Make an appointment with the teacher 2. Introduce yourself: a. A little bit about yourself b. The purpose of this interview c. Interview (refer to guideline Questions-information) d. Thanks the teacher Guideline Questions-information: 1. How long have you been in Early Childhood Education? 2. What is your position/role? 3. What kind of ECE training have you had to prepare you for your job? 4. What do you enjoy the most about your job? 5. What do you least enjoy about your job? 6. What major qualities and characteristics do you believe that ECE professionals/teachers should have? 7. In what ways do you think that the field of ECE has changed over the past decade? 8. What are your suggestions for the ECE improvement? 9. Why communication with parents is importance? 10. What do you do to communicate with parents? 11. What do you think about play as the learning tool for the young children? 12. What are your favorite teaching techniques? 13. How do deal with difficult or misbehaved students? 14. Etc. Date: _____________________ Location: ________________________

    Class/Level Observation 1 Observation 2 Interview

    Name & Signature of teacher

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