This document discusses differentiation and creating a positive learning environment in a pre-school classroom. It emphasizes meeting individual student needs through a student-centered approach using centers, play, and exploration. The teacher believes in creating a safe, secure environment that considers student well-being, perspectives, appropriate activities, and encouraging materials. Differentiation focuses on adapting to students' learning needs. Assessments are used as a learning tool to improve instruction and support students. The teacher aims to help students succeed through encouragement and tailored instruction that focuses on interests, strengths, and standards.

1. Welcome to Mrs. Lampton’s pre-school class! I created this website so everyone can
understand how differentiation is a fundamental aspect of my classroom. As an educator, I
believe a student-centered classroom based on well-defined individual needs provides the
appropriate context for differentiation (Smith (2002). Through play and exploration, children
learn how to develop concepts of the world around them. I use center based learning, which
works in stimulating children's interest. Children will have ownership of the classroom and
learning which will bring about high achievement and motivation. Smith (2002), rein orate my
beliefs on a developmentally appropriate classroom, “A classroom environment that supports
differentiation balances student voice and choice with teacher direction, is cooperative rather
than competitive and honors and celebrates student differences instead of hiding or ignoring
them”. Children can explore and learn in the centers help the children explore and learn at their
own pace. Differentiated instruction used in my classroom to meet children where they are. I will
design the classroom environment that distinguishes four major elements (Rui Olds (2000).
1. The wellbeing of those in the classroom (safety)
2. The perspectives of those who will use the environment (culture)
3. How the space accommodates appropriate activities (zoning)

2. 4. How the materials present should encourage learning (set-up)
Define differentiation in your own words including the justification for differentiating in
the classroom environment.

3. Differentiation is the ways in which practices in the classroom focus on meeting the
needs of individual students rather than using a one-size-fits-all strategy (Wardle (2013). I
believe differentiating instruction means adapting curriculum to cater to the “whole child”.
Teachers will encounter children who learn differently therefore, instruction is distinguished for
quality educational experiences. Using differentiation as an essential part of classroom
instruction can accommodate students that learn differently. I understand how students learn
which will aid in my teaching techniques to tailor to the needs of each child. Students physical,
educational, and emotional needs will be meet in the diverse classroom.
Describe how you will create a positive learning environment that is also safe and secure.
Creating a safe, proactive, and positive learning environment aids in students educational
success. A positive learning environment allows children to think creatively, investigate,
collaborate, and problem solve. The design of the classroom allows students to feel comfortable
with warm and inviting colors, materials, and furniture. My multicultural classroom structured

4. for learning to ensure students grow. Building relationships with my students is a vital aspect of
my classroom. This helps me to get to know each child as unique individuals and a channel to
form trust. Children will express their opinions and recognize that they play a role in the
classroom. In addition, a sense of safety in the classroom correlates with learning space,
organization, and the ways teacher displays student-created work (Puckett, 2013).
Describe how you will meet the social and emotional needs of your students including ways
to eliminate student fear of failure.
Students differ in their general motivation—some need encouragement, immediate adult
feedback, and positive reinforcement. Others are more autonomous, they are highly self-
motivated and do not show a need for immediate feedback and reassurance ( Puckett, 2013). I
will meet the social and emotional needs of my students through encouragement to express their
feelings as well as respecting other’s. Building a positive classroom environment is an
alternative way I will meet the social and emotional needs of the students. “This sense of
community is both collective, everyone working together to have a productive learning
environment, as well as individual, where students view themselves as learners. The individual’s
sense of community is fostered by student-centered approaches that encourage students to be
actively involved and to monitor and take responsibility for their learning” (Puckett,
2013). Other ways to meet the social and emotional needs of students is by constructing a safe
environment, seeing students as individuals, form a support system, and build relationships.

5. My students social-emotional needs will be met by helping them develop skills in
resiliency. Resiliency is teaching children how to overcome obstacles and adjust to change. One
of the best ways you can meet the social-emotional needs of children as an educator is to help
them develop the social and emotional skills they need to be resilient (Bouillet, Ivanec, &
Miljević-Ridički (2014). I will help the children learn is oaky to make mistakes because our
mistakes make us stronger. Helping children, overcome obstacles creates emotional stability and
skills for life success.
Discuss your expectations of student work and assignments.
I want all the children to learn at their potential. Learning will be a fun and interactive
experience where student’s success is at the forefront. My children will know I am their support
system. The children will know anything is possible as long as we try. A few of my expectations
include participation, collaboration, creativity, and effort.
Describe how you will provide students opportunities to succeed.
As an educator, I will help my students succeed by tailoring instruction to meet the needs
of the learner. The activities, centers, and materials will focus on the interest, strengths, and
learning standards. I will create opportunities to succeed through encouragement, differentiated
instruction, safe and secure environment.

6. Discuss how you will assess student work.
The main purpose of assessment is to gauge and improve students learning. I believe
assessments are effective depending on how well the information is used. Assessments can do
more than analyze students learning. It is used to support system to improve the structure of
education. Assessments permit me to create student- centered learning environment classroom. It
allows for understanding of my students learning foundation. The values I find in assessments
are effective. Assessing my student’s performance allows me to report their progress throughout
the school year. This system, will allow me to teach and maintain an effective classroom. When
I perform assessments, I try to make them engaging and involve my students in the process. A
teacher’s role in the classroom is to teach and prepare instructions and assessments for the
students to evaluate their learning. Overall, assessment used as a learning tool can bring success,
instead of” judgment that tracks students” (Lopez, 2013).
I will access my students work by using various assessment tools such as anecdotal notes,
running records, portfolios, and using Teaching Strategies Gold (TSG) as an assessment tool. In
my classroom, we used Teaching Strategies Gold (TSG) to assess children in Early Childhood. I
love using TSG as an assessment tool; TSG can be used with any developmental curriculum,
which includes 38 objectives that works towards school success to align with Head Start learning
framework. This assessment tool supports children with special needs, children with advance
skills and knowledge, and bilingual learners.

7. Reference
Bouillet, D., Ivanec, T. P., & Miljević-Ridički, R. (2014). Preschool teachers' resilience and their
readiness for building children's resilience. Health Education (0965-4283), 114(6), 1.
Differentiating Instruction: A Practical Guide by K. Puckett- Puckett, K (2013).
Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA.
Lopez, D. (2013). No excuses university: No excuses university: How six exceptional systems
are revolutionizing our schools (2nd ed.) Turnaround Schools Publications.
Rui Olds, A. (2000). Child care Design guide. McGraw-Hill.
Smith, N. (2002). Managing the differentiated classroom. Dare to differentiate. Retrieved from
http://daretodifferentiate.wikispaces.com/file/view/ManagingtheDifferentiatedClassroom_hando
ut.pdf/61187714/ManagingtheDifferentiatedClassroom_handout.pdf