The classroom environment incorporates principles of both the High/Scope curriculum and constructivist learning theory.

What does this learning environment express and look like?

• Is welcoming to my students and all children in the school setting
• Provides enough materials for all the students
• Allows the children to find, use, and return materials independently
• Encourages different types of play
• Allows the children to see and easily move through all the areas of the classroom or center
• Is flexible

· Provides materials that reflect the diversity of the student's family lives

In the classroom both students and teachers follow a predictable sequence of events, our daily routine. This routine provides a structured environment were my students can make choices and follow their interests. Each day consists of the following principles:

• Plan-do-review time- these segments consists of (4) 5-20 minute large group times such as Morning meeting (greeting), where we discuss weather, schedule, rules, calendar, and who's in school. Another is Center discussion (Before and After) during which children plan what they want to do during work time (the area to visit, materials to use, and friends to play with) and at the end time for reviewing and recalling with me and the other children what they’ve done and learned. In between “do” and “review,” children clean up by putting away their materials or storing unfinished projects. The fourth segment would be our large group times were we discuss theme-based songs, finger plays and the small group activity planned.

• Center Time- a 45–60, minute work time for carrying out Plan- do -review plans. Centers would include: Housekeeping (dramatic), dress up, art, writing, listening, blocks, books, cutting, science, cars, computers, manipulative, workbench, blocks and chalkboard. They may follow their initial plans, but often, as they become engaged, their plans shift or may even change completely.

• Small-group time- during this time children are placed into groups arbitrarily or if otherwise instructed by developmental domain to increase success. The children would meet with me or and aid to experiment with materials and solve problems focusing on the theme and concept of the week. The activities are chosen to emphasize one or more particular key experiences or skills, and children are free to use the materials in any way they want during this time. The length of the small group varies with the age, interests, and attention span of the children. At the end of the period, children help with cleanup.
  
  

• Large-group time - this segment builds a sense of community. All children participate. We come together at this time for movement, music activities, storytelling, and other shared experiences. Children have many opportunities to make choices and play the role of leader.
  
  
  
• Outside time- The ideal time would be to spend 30 minutes daily outside were the children can enjoy vigorous and often noisy play in the fresh air. Without the constraints of four walls, they are free to make large movements and experiment with the full range of their voices. The children will be allowed to run, climb, swing, roll, jump, yell, and sing with energy. They are given the opportunity to experience the wonders of nature, including collecting, gardening, and examining wildlife. During extreme weather or other unsafe conditions, together with other professionals in the school setting, I will find an alternative indoor location for large-motor activity.
  
  
  
• Transition times- transitions are the minutes between other blocks of the day, as well as arrival and departure times. The goal is to make transitions pass smoothly since they set the stage for the next segment in the day’s schedule. They also provide meaningful learning opportunities themselves, for example potty time. Whenever possible, we give children choices about how to make the transition.
  
  
• Eating and resting times- Meals and snacks allow children to enjoy eating healthy foods in a supportive social setting and an opportunity to explore healthy eating and hygiene (washing hands). Rest is for quiet, solitary activities and/or nap.

How do we help the students resolve conflicts?

Conflict is inevitable during the course of children’s play, whenever they become frustrated or angry. The goal will be to create a caring atmosphere were students know rules and responsibilities and can make choices that unite rather than do harm. Each scenario is different but each conflict will be handled in a predictable manner explained below. These principles are derived from the High/scope curriculum.

1. Approach calmly, stopping any hurtful actions or language immediately—A calm manner reassures children that things are under control and can be worked out to everyone’s satisfaction. If the conflict involves hitting or biting, second priority will be to make sure the child /children hurt physically are inspected and treated accordingly to decrease pain, bleeding, bruising or infection.

2. Acknowledge feelings—Children need to express their feelings ("I" statements) before they can let go of them and think about possible solutions to the problem.

3. Gather information— It will be our responsibility or that of any professional involved not to make assumptions or takes sides. Open-ended questions should be asked to help children describe what happened in their own words.

4. Restate the problem—Using the information provided by the children, we would restate the problem, using clear and simple terms and, if necessary, rephrasing hurtful words.

5. Ask for ideas for solutions and choose one together— The children will be encouraged to suggest solutions, helping to put them in practical and concrete terms and to go over the rules to promote a solution. We will accept their ideas, rather than impose my own, thus giving the children the satisfaction of having solved the problem.

6. Give follow-up support as needed—Supervision of the children involved will take place to ensure they begin to carry out their solution, making sure that no one remains upset. If necessary, we repeat one or more steps until all the children return to their play.

How do we manage "challenging behaviors"?

Often children engage in challenging behaviors (e.g. biting, throwing tantrums, hitting, spitting.etc.) to get attention or avoid certain activities. But nonetheless not all situations are the same and sometimes challenging behaviors are expressed for different reasons all together. One of the roles as a teacher is to be disciplinarian but to also reinforce and promote appropriate actions in a nurturing environment. Below are intervention methods and keys to being successful:

· Maintaining and communicating a consistent routine

· Making sure rules are age appropriate and the child understands their consequences and responsibilities in the classroom

· Making sure the children are actively engaged in appropriate activities with materials and people and that the environment encourages positive actions

· Considering both the form and function of the behavior elicited by doing a functional assessment and following through with an "ABC" analysis.

· Once the function of the behavior is known, my goal is to help the child acquire appropriate behaviors through functional communication interventions to replace and decrease the challenging behavior

· Never force or reprimand a child aggressively; stay clam and approach with firmness but with a desire to help

· Evaluation and reevaluation of strategies to promote mastery of intervention styles or decrease the use of ineffective methods

· Always work as a team with other professionals and families