Creating a Positive Learning Environment That is Also Safe a.docx

Creating a Positive Learning
Environment That is Also Safe and
Secure
Children learn best when they feel safe, loved and valued.
In our classroom, the students will have plenty of time to
choose their own
activities, they will help create our classroom rules, and be
treated with
respect and kindness.
1
Opportunities
to Succeed
All of the activities
in our classroom are
designed for
success with built in
controls for errors
so students will be
able to more easily
self-evaluate their
work. At first, they
will require
guidance in the
process, but as time
goes by, they will be
able to more
independently
evaluate their own

outcomes.
This creates a
positive climate
where fear of failure
is replaced by
learning from
mistakes.
In doing, one knows.
CHOICE
Freedom to chose their
own work gives children
ownership of their
accomplishments.
Wood (2014) stated
“Children should exercise
agency, self-regulation,
ownership, and control,
and to direct their own
learning” (Problematising
free play and free choice.
para. 1).
1
RULES
Students will share their
thoughts and ideas about
appropriate behaviors

while at school. We will
use these brainstorming
sessions to create our list
of classroom rules.
2
RESPECT
To learn respect, it must
be role-modeled by the
adults with which they
interact on a daily basis.
Our students will learn
that they are highly
respected, loved, and
valued.
3
CLASSROOM INTRODUCTION MARCH 12, 2018
Preschool Center
Academic Lessons
Differentiation is when a teacher tailors
lessons to the individual student.
In our classroom lessons will be given in a
variety of ways. Many will be introduced in a
large group setting, and all lessons will be

reinforced with individual lessons using
differentiated strategies tailored to your child’s
particular needs. Afterwards, students will
practice their lessons individually or in small
groups. The groups will have members that
will enhance learning for everyone. This means
that the groups may have an advanced student
to help others better understand the concepts
presented using age-related vocabulary, or that
groups may have a struggling student that will
be mentored by peers. In this way the children
have a chance to become both student and
teacher at various times. This method is a
proven way to advance knowledge, raise self-
esteem, and increase social skills.
Differentiation can be as varied as the students
themselves. Educators must be creative,
innovative, and compassionate to these
differences when planning routines and lessons
for students.
“Flexible groupings gives teachers the means
to balance instructional demands with
student needs” (Puckett, 2013, Flexible
Grouping, para. 1).
Expectations
Recognizing that young children are active with
a need to move and talk while learning leads to
creating activities to teach specific concepts
with this in mind. A variety of open-ended,
self-directed, exploratory activities, balanced
with ones that are teacher-directed, will help to
create a playful classroom. Allowing the

students to freely choose in which area of the
classroom that they work is also very helpful.
The number of students in each area may be
limited, as well as how many times they may be
in any area by the day, week, or month. In this
way, the students experience all areas for
optimum developmental balance. Scaffolding,
or making an activity a bit difficult so students
must rise to a challenge, is a useful tool that the
early childhood educator can use for
differentiating lessons for individual growth
and development. Puckett (2013) stated “The
best instruction should be somewhat difficult
for students, that is, instruction that does not
meet them exactly where they are, but instead
challenges them to grow’ (Teaching Up, para 1).
Students are expected to learn to seek
knowledge by staying engaged in the process,
be kind and charitable to their classmates, seek
help when needed, and follow the ground rules
that will be set during the first week of school.
Krogh (2013) stated “If
expectations are stated
very clearly and simply,
4-year-olds will more
often than not follow
an adult’s requests”
(Behavior in Preschool
Children, para. 5).
2
PRESCHOOL CENTER MARCH 12, 2018

Assessment
Assessment will take many forms in our
classroom and will be ongoing at all times.
Puckett (2013) stated “Assessment informs
teachers and students on what and how
content is understood. Effective
differentiation is anchored by continual
assessment’ (Continual Assessment, para 1).
A few of the tools that will be utilized are
personal portfolios, anecdotal records, and
checklists. This information will be recorded
in the Teaching Strategies GOLD online
program to be analyzed. The analysis will
be shared with parents during our regular
parent conferences.
3
REFERENCES
Krogh, S. (2013). A bridge to the classroom and early care: ECE
capstone. San Diego, CA: Bridgepoint Education, Inc.
National Association for the Education of Young Children
(NAEYC). (2008). Overview of the NAEYC early childhood
program
standards. Retrieved from
http://www.naeyc.org/files/academy/file/OverviewStandards.pdf
Puckett, K. (2013). Differentiating instruction: A practical
guide. Retrieved from https://content.ashford.edu/
Wood, E. A. (2013). Free choice and free play in early
childhood education: troubling the discourse. Retrieved

from http://eds.a.ebscohost.com.proxy-
library.ashford.edu/eds/pdfviewer/pdfviewer
RESOURCES-
HERE IS SOME INTERESTING READING TO HELP GUIDE
PARENTS AND
OTHER CAREGIVERS IN OUR EDUCATIONAL JOURNEY.
BeginWithTheBrain. (2011, October 7). Classroom
Management in a Differentiated Classroom. [Video file].
Retrieved from http://www.youtube.com/watch?
v=ek9jopHITIM
For the Teachers. (n.d.). Differentiation. Retrieved from
(http://www.fortheteachers.org/differentiation_framework/)
Teaching Strategies (n.d.) My Teaching Strategies. Retrieved
from https://teachingstrategies.com
PRESCHOOL CENTER
MARCH 12, 2018
Social/Emotional Health
Play is an extremely important component to the social and
emotional health of preschool children.
During early childhood, children have a unique set of needs that
must be met so that all of the
necessary developmental framework is viable and available
from which to draw for creative
problem solving, critical thought, and for their social/emotional
well-being. One unique need of
this age group is the intense need to play. Renowned child
psychologist Jean Piaget believed that
young children develop their intellect through exploration.

Vygotsky, another respected theorist in
the field of early childhood, believed that young children
develop their intellect through social
interactions. Piaget, Vygotsky, and Dr. Montessori adhere to
what is known as the constructivist
theory of child development. Constructivists believe that young
children build knowledge through
hands-on experiences. Social interactions and exploration
though hands-on experience is simply
play for this age group. To allow young students opportunities
to play leads them to more
cooperative behaviors, and builds empathy, which is a crucial
component to the social and
emotional health of students within an encouraging, high-
quality classroom.
https://teachingstrategies.com
http://eds.a.ebscohost.com.proxy-
http://library.ashford.edu/eds/
Creating a Positive Learning
Environment That is Also Safe and
Secure
Children learn best when they feel safe, loved and valued.
In our classroom, the students will have plenty of time to
choose their own
activities, they will help create our classroom rules, and be
treated with

respect and kindness.
1
Opportunities
to Succeed
All of the activities
in our classroom are
designed for
success with built in
controls for errors
so students will be
able to more easily
self-evaluate their
work. At first, they
will require
guidance in the
process, but as time
goes by, they will be
able to more
independently
evaluate their own
outcomes.
This creates a
positive climate
where fear of failure
is replaced by
learning from
mistakes.
In doing, one knows.
CHOICE
Freedom to chose their

own work gives children
ownership of their
accomplishments.
Wood (2014) stated
“Children should exercise
agency, self-regulation,
ownership, and control,
and to direct their own
learning” (Problematising
free play and free choice.
para. 1).
1
RULES
Students will share their
thoughts and ideas about
appropriate behaviors
while at school. We will
use these brainstorming
sessions to create our list
of classroom rules.
2
RESPECT
To learn respect, it must
be role-modeled by the
adults with which they

interact on a daily basis.
Our students will learn
that they are highly
respected, loved, and
valued.
3
CLASSROOM INTRODUCTION MARCH 12, 2018
Preschool Center
Academic Lessons
Differentiation is when a teacher tailors
lessons to the individual student.
In our classroom lessons will be given in a
variety of ways. Many will be introduced in a
large group setting, and all lessons will be
reinforced with individual lessons using
differentiated strategies tailored to your child’s
particular needs. Afterwards, students will
practice their lessons individually or in small
groups. The groups will have members that
will enhance learning for everyone. This means
that the groups may have an advanced student
to help others better understand the concepts
presented using age-related vocabulary, or that
groups may have a struggling student that will
be mentored by peers. In this way the children
have a chance to become both student and
teacher at various times. This method is a

proven way to advance knowledge, raise self-
esteem, and increase social skills.
Differentiation can be as varied as the students
themselves. Educators must be creative,
innovative, and compassionate to these
differences when planning routines and lessons
for students.
“Flexible groupings gives teachers the means
to balance instructional demands with
student needs” (Puckett, 2013, Flexible
Grouping, para. 1).
Expectations
Recognizing that young children are active with
a need to move and talk while learning leads to
creating activities to teach specific concepts
with this in mind. A variety of open-ended,
self-directed, exploratory activities, balanced
with ones that are teacher-directed, will help to
create a playful classroom. Allowing the
students to freely choose in which area of the
classroom that they work is also very helpful.
The number of students in each area may be
limited, as well as how many times they may be
in any area by the day, week, or month. In this
way, the students experience all areas for
optimum developmental balance. Scaffolding,
or making an activity a bit difficult so students
must rise to a challenge, is a useful tool that the
early childhood educator can use for
differentiating lessons for individual growth
and development. Puckett (2013) stated “The
best instruction should be somewhat difficult

for students, that is, instruction that does not
meet them exactly where they are, but instead
challenges them to grow’ (Teaching Up, para 1).
Students are expected to learn to seek
knowledge by staying engaged in the process,
be kind and charitable to their classmates, seek
help when needed, and follow the ground rules
that will be set during the first week of school.
Krogh (2013) stated “If
expectations are stated
very clearly and simply,
4-year-olds will more
often than not follow
an adult’s requests”
(Behavior in Preschool
Children, para. 5).
2
PRESCHOOL CENTER MARCH 12, 2018
Assessment
Assessment will take many forms in our
classroom and will be ongoing at all times.
Puckett (2013) stated “Assessment informs
teachers and students on what and how
content is understood. Effective
differentiation is anchored by continual
assessment’ (Continual Assessment, para 1).
A few of the tools that will be utilized are
personal portfolios, anecdotal records, and
checklists. This information will be recorded

in the Teaching Strategies GOLD online
program to be analyzed. The analysis will
be shared with parents during our regular
parent conferences.
3
REFERENCES
Krogh, S. (2013). A bridge to the classroom and early care: ECE
capstone. San Diego, CA: Bridgepoint Education, Inc.
National Association for the Education of Young Children
(NAEYC). (2008). Overview of the NAEYC early childhood
program
standards. Retrieved from
Wood, E. A. (2013). Free choice and free play in early
childhood education: troubling the discourse. Retrieved
from http://eds.a.ebscohost.com.proxy-
library.ashford.edu/eds/pdfviewer/pdfviewer
RESOURCES-
HERE IS SOME INTERESTING READING TO HELP GUIDE
PARENTS AND
OTHER CAREGIVERS IN OUR EDUCATIONAL JOURNEY.
BeginWithTheBrain. (2011, October 7). Classroom
Management in a Differentiated Classroom. [Video file].
Retrieved from http://www.youtube.com/watch?
v=ek9jopHITIM
For the Teachers. (n.d.). Differentiation. Retrieved from

(http://www.fortheteachers.org/differentiation_framework/)
Teaching Strategies (n.d.) My Teaching Strategies. Retrieved
from https://teachingstrategies.com
PRESCHOOL CENTER
MARCH 12, 2018
Social/Emotional Health
Play is an extremely important component to the social and
emotional health of preschool children.
During early childhood, children have a unique set of needs that
must be met so that all of the
necessary developmental framework is viable and available
from which to draw for creative
problem solving, critical thought, and for their social/emotional
well-being. One unique need of
this age group is the intense need to play. Renowned child
psychologist Jean Piaget believed that
young children develop their intellect through exploration.
Vygotsky, another respected theorist in
the field of early childhood, believed that young children
develop their intellect through social
interactions. Piaget, Vygotsky, and Dr. Montessori adhere to
what is known as the constructivist
theory of child development. Constructivists believe that young
children build knowledge through
hands-on experiences. Social interactions and exploration
though hands-on experience is simply
play for this age group. To allow young students opportunities
to play leads them to more
cooperative behaviors, and builds empathy, which is a crucial
component to the social and

emotional health of students within an encouraging, high-
quality classroom.

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