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Kayla Eguen

Alyce Gray

ECE 251

November 13, 2017

Group Time Observation

1. School: Ruby Duncan Elementary

Telephone Number: 702-799-7100

Teacher: Ms. Kelley and Mrs. Richmond

Age/Grade Level: 3-4-years-old/Preschool

2. Beginning Time for Group Time: 9:20 am

Ending Time for Group Time: 10:05 am

3. Number of Adults: Four

Number of Children in Group: 17

4. Nature of Group Time: First the teacher sits in front of the board and asks the children

which they like better breakfast or dinner. The students go up to the board with their

name tags and the teacher asks them individually which food time they like better

breakfast or dinner and puts their name tag under the column breakfast or dinner.

Then she asks each student what type of food is their favorite. Next, she tells them to

tell one of their peers that sits next to them what their favorite food time and favorite

food is. The other teacher sits on the mat with the students who have gone up to share

their favorite food time with the other teacher and asks them to share their answer

with someone next to them or near them.

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Second, the teacher goes over the class rules with the children such as quiet voice,

listening, watching the teacher, keeping their body calm, and sitting crisscross

applesauce. Then she goes over the school rules which are be respectful, safe, and


Third, she asks the children what breakfast things they like. Children raised their

hands and shared what they liked, then she asked the whole group, “if you like

waffles, touch your nose”, “if you like cereal wiggle your ears” etc. Then she did the

same with dinner foods.

Fourth, the teacher asks the children, based off of the names on the board under

breakfast and dinner, which one has more names. Child raised their hand and teacher

called on them and the children said breakfast. Then the teacher has him count with a

pointer to see if he is right and has him write the number of names on the board. The

class sings a song about how to draw 10 to help the student write the number

properly. Then she has another student count how many names are in the dinner

column. After that she asks the students which one has more again, and the a child

raises their hand and say breakfast and that it has 10. The teacher has the students

make the greater than symbol with their hands and asks if their going to “chomp the

door”, which is on the left side of the children, the side that the mouth would be open

to, or “chomp the window”, which is to the right of them, the side that the mouth

would be open to. They say the door, which was correct and the teacher writes on the

board 10 > 7.

Fifth, the teacher has the children sing the days of the week song, and asks them what

letter do they want to make the sound of during the song. The children say “v” for
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vampire. So, they sing “days of the week ‘vv’ ‘vv’, days of the week ‘vv’ ‘vv’” etc.

Then she asks the children what day it is. Next, she has the “weather reporter” (one of

the students) report the weather as the children and the teacher sing the weather song.

Child looks out of the window with his toy camera and then reports to the class what

the weather is.

Sixth, the teacher asks one of the students what they should do 10 of (because 10

people like breakfast) and he said they should do 10 jumping jacks.

Seventh, the teacher gets ready to read a story entitled, “How do Dinosaurs Eat their

Food?” She starts off by singing a song with the students about the different parts of

the book, the front cover, back cover, and spine. Then she calls on children and asks

which part of the book she’s pointing to. Next, she reads the story and has the

children reenact what the dinosaurs are doing on each page. For example, on one page

a dinosaur was flipping his plate of spaghetti in the air, and she asked the children to

show her flipping their spaghetti in the air. She also asked questions about whether it

was nice for the dinosaurs to do things like that, and the other bad manners displayed

in the first part of the story. Then she asked the children to show her where food

should go and to demonstrate good manners.

5. How Appropriate are these activities?

These activities were appropriate because it kept the children engaged throughout the

whole group time, and since there were constantly things going on the students were

less likely to get distracted. It engaged them in different subjects such as math, gross

motor, fine motor, and social skills.

6. How long was group time? Is this appropriate for the age of the children?
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Group time was 45 minutes. Usually whole group time should be 10-15 minutes for

3-4-year-olds until their attention span gets larger; however, I believe that the 45

minutes were appropriate because the teachers did a good job of keep the children

engaged in the learning process, also because school has been in session for a couple

of months now, the students’ attention spans might be growing. The teachers were

able to hold the children’s attention and keep them engaged by constantly having

them participate, the children did not get restless.

7. How appropriate was the space used for group time?

Since the group time was a mixture of learning about one another’s favorite food

times and reading a book, I think that the space was used appropriately. Each student

had their own colored square to sit in on the whole group time mat.

8. How did the teacher bring the children together and begin group time?

Since the children had just come in from outside, each student first washed their

hands. Then they went to find their name on the mat and the teacher called each

student over and asked them which food time was their favorite. Then she had them

put their name tags on the board under the column that they liked and then the

children went and sat down on the mat, where their name tag was. Every student did

this. I think that it may have been a daily routine so the children already knew what to


9. What percentage of the time were children actively vs. passively involved in the

group time? Is this appropriate?

The children were actively involved in group time 80-90 percent of the time and 10

percent of the time passively. This is appropriate because it prevents behavioral issues
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with the children as well as prevents them from getting restless because they are fully

engaged in the group time.

10. How did the children react to the group time?

The children were engaged in group time and enjoyed it.

11. What evidence of flexibility, on the part of the teacher did you observe while she was

conducting group time? Support with examples

The teacher was flexible with group time. When one of the students had a problem

with none of her peers talking to her to share their favorite food times, she told the

teacher and the teacher encouraged her to talk to the new student, although she wasn’t

sitting next to her. Also, when one of the students shared what their favorite food was

without raising their hand, she acknowledged what his favorite food and reminded

him that he needed to raise his hand to share his favorite food.

12. Was there any individualization to accommodate special needs of children during the

group time? This addresses both children with special needs and the typically

developing child who is exhibiting a need that the other children are not. Support with

observed examples.

Yes, there was some individualization to accommodate special needs of a typically

developing child during group time. One of the children had speech therapy that he

needed to go to so the teacher let him leave for that. Also, another student had trouble

sitting crisscross applesauce in her seat, she was a new student, and so the teacher sat

by her for the whole group time to assist her in sitting in her square and helping her to

adjust to her new setting.

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13. Did one gender tend to engage in inappropriate behaviors more than another gender?

Support with observed examples.

No one gender engaged in inappropriate behavior during group time more than

another gender.

14. Describe inappropriate behaviors that occurred during group time and the behavior

management techniques the teacher uses. Discuss the effectiveness and

appropriateness of the techniques used.

One of the students laid out on the mat, instead of sitting crisscross applesauce, her

feet was touching another student and was in that student’s personal space. So, the

teacher asked her to sit up and sit crisscross applesauce because she could get stepped

on and get hurt. The student stayed stretched out and so the teacher asked her again to

sit crisscross applesauce and helped sit her up and explained to her that she could get

hurt if she stayed stretched out across the floor. She explained that someone could

step on her. Once the student was seated with legs crisscrossed, the teacher thanked

her for sitting up right. This was an effective way to handle the situation. Since the

student was a new student, the teacher understood that she did not know how to sit

appropriately and the rules of the classroom, so she was patient with her and assisted

her in adjusting back into her seat. Also, instead of bringing in the other children,

whose personal space she was in, she focused on explaining the dangers of her laying

stretched out on the floor.

15. Describe how the teacher ended group time.

The teacher ended group time by singing a song about carpet time being all done and

that it was time for centers. Before going to centers she asked the children their
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favorite foods again one by one and wrote them down on a big piece of paper. She

asked them to answer in a complete sentence and once they did she told them to get

their picture and that they could go to group time.

16. What activity followed group time? Is this appropriate? Explain.

Centers followed group time. This was appropriate because the children were sitting

down in group time for 45 minutes, which is a long time for the children. They

needed to move around and explore the classroom or else they would have become



Write an overall evaluation of the group time experience. Include explanations for

conclusions regarding these various elements.

The group time was an effective way of teaching the children. It used affective, cognitive,

language, physical, and social domains to assist the children in their learning. It was affective

and physical because it was focused on the children being self-aware in regard to what foods

they liked and was teaching them fine and gross motor skills as well as teaching them table

manners. It was cognitive because the teachers incorporated math lessons inside of group time—

which column had more students, and had them count and compare each column—as well as

perception, by having the students do the weather, they had to perceive it was sunny, cloudy, or

rainy outside. The teachers also implemented language and social domains by having the

children socialize with each other as well as having them listen and express themselves, as well

as having them write.

The teachers assisted the children in their learning process by encouraging them to

express themselves and to keep both the boys and girls engaged through the pace and variation of
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the activities in group time. They included movement, jumping jacks and reenactment of bad

table manner in the story, to keep both genders engaged, but more so to help the boys not to get

bored. By assigning tasks to both genders the teachers are helping them with their self-esteem

and self-perception which is vital in the first 3 years of the child’s life. They also used different

ways of teaching such as music and movement and socializing for the different types of learners

in the classroom. The routine and pace of the group activities helped keep all of the children

engaged so that they could learn and stay focused for a long period of time.
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Powerful Interaction Observation

Date: November 13, 2017

School: Ruby Duncan Elementary

Teacher: Ms. Kelley and Mrs. Richmond

Age of Child: 4 years old

Time: 10:20-10:27

Setting: It occurred at center time, in the dramatic play area with a four-year-old girl and

a four year old boy.

Interaction: The teacher took a deep breath and went to the dramatic play center, sat

down and asked, “Can I help with anything? Can I help cook anything? Can we clean up? This

place is a mess.” Luke walked up to her and gave her a phone she said, “do you want to talk on

the phone?” Luke nodded up and down. The teacher said “Ring! Ring! Hello, is this Luke?”

Luke said, “yes”, the teacher said, “what are you doing?”, and he said, “eating pizza”, the teacher

asked, “can I have some?” and Luke said, “no”. The teacher then said, “oh ok” and Luke replied,

“I’m going to eat now bye” and the teacher said, “okay good bye”

Then the four-year-old girl said to the teacher “Can we clean up the mess?” and the

teacher said, “What do you want to do?”, the girl said, “start putting stuff away in the box”. So,

the teacher, started to help the students clean up the area. Then the teacher said, “thank you all

for helping us clean up.” The student that had asked to clean up said, “Here’s your sandwich”

and handed her a sandwich, the teacher said, “looks yummy, thank you” and she pretended to eat

the sandwich. The teacher put a table cloth on the table and left the dramatic play center.

PI Characteristics Behaviors observed teacher using. Support each behavior with one

example from observation: The teacher was Present, she took a deep breath to calm down before
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entering the dramatic play area (page 16). She connected with the students by asking them

questions and listening to their responses (pages 33, 46 and 77) and adapted to what the children

wanted to do. The teacher extended Luke’s learning by asking him if he wanted to talk on the

phone because he had given her the cell phone without saying what he wanted her to do with it

(pages 71 and 72). She also inspired imaginative play by pretending to be talking on the phone

with Luke (page 76).

Improvement: The teacher could improve by taking a little bit more time to do a me

check and to really contemplate how to assist the children in extending their learning and to

make the interactions more personal (page 33). Also, she could use mirror talk more as well as

used prior knowledge of the children to learn more about them (page 42).