The environment at Siskin is truly remarkable. I observed in Ms. Emma Perkins inclusion preschool classroom at the downtown Siskin location. At the institute, they have adopted principles from Reggio-Emilia. The goal of the classrooms is to be “homey” through the use of florescent lamps and comfortable furniture. In Ms. Emma’s room, there is a camping tent full of pillows, stuffed animals, and blankets. It is my favorite part of the entire classroom. Ms. E teaches from sitting in an oversized comfortable chair. I love the laid back atmosphere and how receptive the children are to this learning environment. Centers are located in the heart of the classroom, and projects are displayed on the walls and in the hallways. While I was observing at Siskin, the students were learning about leaves. There were live plants all around the room as well as a pretend tree made out of paper on the column in the center of the room. Classroom tools used throughout the classroom include: iPad, touch screen computer, overhead projector, chalkboard, and a radio.
Ms. E is a veteran teacher and has a very strong rapport with the children. During my hours of observation, not one child cried coming into the classroom whenever their parents dropped them off. She is so supportive and you can tell that she values establishing a personal relationship with her students as well as the parents. She speaks to each parent as they come in the classroom and it is evident that the parents really trust her. I even observed a parent coming to her for advice on her child’s behavior at home. Ms. E has two to three aides to help her in the classroom. E does the main instruction and the aides are there to help in any way that they can. All of them have a great rapport with the students.
Ms. E’s style of classroom management is very effective in her preschool classroom. Transition times are absolutely phenomenal. Siskin uses a “zone defense” which allows for very little down time to occur in the classroom. This schedule is on the cabinet for all of the classroom teachers to see. Transition times are so crucial in the classroom to keep the students engaged throughout the day. E also uses a windchime to signal directions are on the way. This could signal time for clean up or it could signal that the next set of directions are on the way. Whenever a child is not following directions, E asks them “Is that a good choice?” or “Are you making a good choice?”
Due to confidentiality purposes at the institute, I am only allowed to observe in the observation room. I am also not allowed to receive any specific information regarding the children. These diagnoses are strictly based on my personal observations because I was not given an IEP or information regarding the children.
Through my observations, I believe two students have autism. My first indicator of this was the personal schedules that each of the children have displayed in the classroom. During my PDS time at Normal Park, I observed a child with autism who also had his own individualized daily schedule. The parents at Siskin are welcome to observe in the classroom at any time. Parents are allowed to use headphones and listen to everything going on from the observation room. All the parents have to do is sign in and log the date and time on the sign in sheet. Siskin offers a special library for the families and parents are encouraged to use the library or check out a book at any time. There are books on parenting children with special needs, picture books, etc. Parents are welcome to use the library or check out a book at any time. There is even a table located at the front of the building with materials parents can check out and bring back the next day. Siskin provides an easy way for their parents to find appropriate books for their children without having to go buy a new book or make a trip to the public library. Parents come in each morning, usually engaging in conversation with Ms. E about their child. They tell her what has been going on at home and discuss what she can do in the classroom to help. It is so beneficial that E and the parents bounce ideas back and forth off one another. I hope my future parents trust me as much as these parents trust Ms. E.
The expectations are clearly stated on a poster board in the classroom. (Use nice hands. Be a good listener. Take turns and share.) I love these expectations because they follow the KISS principle. These preschool students can understand these expectations and can be held accountable to follow them.
Ms. E is a veteran teacher and has a very strong rapport with the children. During my hours of observation, not one child cried coming into the classroom whenever their parents dropped them off. She is so supportive and you can tell that she values establishing a personal relationship with her students as well as the parents. She speaks to each parent as they come in the classroom and it is evident that the parents really trust her. I even observed a parent coming to her for advice on her child’s behavior at home. Ms. E has two to three aides to help her in the classroom. E does the main instruction and the aides are there to help in any way that they can. All of them have a great rapport with the students.
Ms. E’s style of classroom management is very effective in her preschool classroom. Transition times are absolutely phenomenal. Siskin uses a “zone defense” which allows for very little down time to occur in the classroom. This schedule is on the cabinet for all of the classroom teachers to see. Transition times are so crucial in the classroom to keep the students engaged throughout the day. E also uses a windchime to signal directions are on the way. This could signal time for clean up or it could signal that the next set of directions are on the way. Whenever a child is not following directions, E asks them “Is that a good choice?” or “Are you making a good choice?”
Due to confidentiality purposes at the institute, I am only allowed to observe in the observation room. I am also not allowed to receive any specific information regarding the children. These diagnoses are strictly based on my personal observations because I was not given an IEP or information regarding the children.
Through my observations, I believe two students have autism. My first indicator of this was the personal schedules that each of the children have displayed in the classroom. During my PDS time at Normal Park, I observed a child with autism who also had his own individualized daily schedule. The parents at Siskin are welcome to observe in the classroom at any time. Parents are allowed to use headphones and listen to everything going on from the observation room. All the parents have to do is sign in and log the date and time on the sign in sheet. Siskin offers a special library for the families and parents are encouraged to use the library or check out a book at any time. There are books on parenting children with special needs, picture books, etc. Parents are welcome to use the library or check out a book at any time. There is even a table located at the front of the building with materials parents can check out and bring back the next day. Siskin provides an easy way for their parents to find appropriate books for their children without having to go buy a new book or make a trip to the public library. Parents come in each morning, usually engaging in conversation with Ms. E about their child. They tell her what has been going on at home and discuss what she can do in the classroom to help. It is so beneficial that E and the parents bounce ideas back and forth off one another. I hope my future parents trust me as much as these parents trust Ms. E.
The expectations are clearly stated on a poster board in the classroom. (Use nice hands. Be a good listener. Take turns and share.) I love these expectations because they follow the KISS principle. These preschool students can understand these expectations and can be held accountable to follow them.