Jennili Palermo

ECD105: Indirect Guidance Plan

Miss. Palermos Class

Schedule
6:30-7:30 Arrival; Sign In; Morning Routine
7:30-8:00 Breakfast
8:00-8:15 Bathroom & Wash up
8:15-8:45 Free Reading or Writing
8:45-9:30 Whole Group Activity
9:30-11:30 Centers
11:30-12:15 Lunch
12:15-12:30 Bathroom & Wash Up
12:30-1:45 Outside Recess
1:45-2:00 Wash Up
2:00-2:15 Story Time
2:15-4:00 Nap Time
4:00-4:30 Bathroom & Snack Time
4:30-5:30 Centers
5:30-6:00 Departures

Routines
As the children come in in the morning there
will be a way for the parents to sign them in
and also for the children to sign themselves in.
The parents will sign their name and what time
the child was left off, unless the child was
transported by bus. The child will have their
name on a popsicle stick with their picture on it
and move it from the house display to the
school display meaning they have arrived to
school! They will then unpack and put their
coats and bags away.
Our breakfast routine will be pretty simple. The
children will go to and sit at the whole group
tables and the teachers will bring them their
breakfast, we will say prayers over our food
then the children will eat. There will be food for
each child, sometimes not all children can drink
milk or eat certain things so there will be
option for them.
Every time there is a bathroom break or wash
up time the child can use the bathroom and if
they need assistance they will know and feel
comfortable enough to ask for help. When they
need to wash up they all go one by one to the
sink, and there will be a teacher there to assist
each one up the step latter, washing their

hands and mouths, then down back down and

drying themselves off.
When the children have free reading or writing
time they will both go to the library center or to
the writing center and choose that they want to
do. The children will pick what materials they
want to use at the writing center and bring the
whole tray; pertaining to that activity to the
table, when they are finished they will clean up
and put the tray back where it belongs. The
child also has the option of just grabbing their
journals and write about anything, or they can
ask the teacher what to write about if they cant
come up with an idea. The free reading is
exactly what it says, they pick a book, find a
spot; alone or with a friend, and they read.
When its time for the whole group activities the
children will all get together at the desks or the
circle rug; depending on the activity, and follow
along with the teachers instruction. This gives
the children a little more structure through out
their day since for the most part they are doing
things on their own. Its always nice for a little
bit of following the directions kind of time.
Centers are the time when the children choose
where they want to be and what they want to
be doing. There is a certain amount of children

that can be in each center at one time for

conflict and safety issues. The children know
what the capacities are and obey by it. The
children also know that things go back to
where they found them and where they belong.
They also know when they hear the transition
for clean up that its time to clean up and
centers are about to be over.
Lunchtime, the children will again go to the
whole group tables and either eat their own
lunch from home or what the school has for
them. There will be choices for the children.
Children will wash before and after lunchtime.
When its time for outside recess the children
will be able to explore the safe area we have
set up for them all on their own. There will be
lots to explore and lots for children to do. There
will always be a teacher outside with the
children.
Story time and naptime kind of go together.
The children will set up their beds before I read
them a story and will all be sitting up. As I read
some children may feel tired so they are able
to lie down if they want and go to sleep. Once I
finished the book all children should be asleep.
If not, they can lie there until they do fall
asleep. If a child is really having trouble

sleeping there will always be something for

them to do, only if they really really cant sleep
at all.
During departures children will pack up and be
walked towards the departure doors where
parents will be waiting for them, or buses will
be taking them. Children will sign themselves
out the class just like they signed themselves
in, in the morning!
Adaptations are a big one! The layout of the
classroom is big enough to where a child with a
wheel chair or any adaptations can get around
and get around easily without feeling like a
bother. Things will be easily accessible to them
and there will be plenty of space. Everything
that child needs will be fit in the room, if not
already there. No child will feel left out or out
of place no matter what.
The children will know safety routines and any
other safety security issues necessary. The
storage room will be where the children will go
if anything happens. They will know when a
certain thing is said to go directly to their safe
place, no matter what.

Floor plan:

Analysis

My indirect guidance plan all together was a

huge thinking process for me. You really have
to think about the needs of the children and
the things you want to intentionally do
throughout the day before you set up a floor
plan or the schedule it self. My plan supports
pro-social behavior because it has lots of free
time for children to do what they want and
make their own choices. Also, theres a chance
for them to be around whom they want and
have conversation with whomever they want.
They can easily interact with their classmates
and do things together. Or, if they wanted to,
they can be to their selves and enjoy their time
alone in a quite area, on a beanbag or on a
chair with a book, alone! In each center there is
something for them to do as a whole group and
for the child to do on their own, by them
selves. If they dont want to work with others,
they dont have to. We shouldnt force them
but definitely set up opportunities where they
can, so maybe when theyre comfortable they
can ease into group activities on their own. The
way everything is laid out the children can
interact with each other and easily access
things on their own without always having to
ask a teacher for help. Sometimes that can get
frustrating so when the child does have power
over something or control over something, they
really dont want to share it or allow other

children to help. When you have things

accessible to the children where they can do
things on their own its more possible they want
to share the power over things because they
already know they can. With everything being
out there for the children to do on their own
they feel freer to be them selves and create or
be whom they want without so many
restrictions and so much more confidence. A
child who feels free and confident is more likely
to share and talk to others and actually have
meaningful conversations. When children start
to have meaningful conversations they start to
see how similar or different everyone is, and
when its with a friend they are a lot more
accepting about things like race, culture and
things like that. When a child becomes more
accepting I feel like they become more open to
learn new things and all together more
interested. They may start asking questions
and even feel more confident to share things
about them selves. When a child feels
accepted I feel like they become way more
confident and when a child is confident in their
own classroom, where they are for most of
their days, around children and teachers that
they are around for again, most of their days, it
becomes so much easier for a child to do
things on their own and feel a lot more at
peace. That comes with a child exploring and

learning more things on their own, without any

worries about doing something wrong and
feeling judged. Theyre not afraid of making
mistakes and trying new things. Which is
something we definitely strive for. I want my
children to feel happy and confident and
relaxed but excited at the same time in my
classroom. I feel like for certain things to
happen, other things need to happen first.
Children need to feel accepted for them to feel
like its okay to share their opinions and have
conversations with others. Being social isnt
always the easiest things for kids, and that can
come be for many reasons. As a teacher
though, I feel like its our job, when we set up
floor plans and schedules and routines that we
take into consideration what the children need,
how much time we should give children and
what are the limits. Allow them to do things on
their own and also give them those limits so
they never take advantage, have structure.
Intentional planning for success with the
childrens happiness and safety is a must for
me.
Conflict may be something a teacher can
never completely stop in their classroom but
its definitely something a teacher can control
and limit. In my classroom there will be a
certain amount of children that can be in a
center at a time. I think that will stop things

like bumping into each other, bumping into

each others projects, buildings, art work, it will
stop things like children bumping into each
other all together. Not completely but definitely
it will bring that conflict down. Not only that,
but I will give each area the amount of space it
needs and deserves. It will be appropriate. The
pathways will also be clearly defined. There
wont be big open areas where children have
the chance to just run all over, but it wont be
crowded where children feel like they cant
move either. Even with areas where there are
conflicts no matter what, maybe monitoring
them and keeping a good eye on whats really
going on and seeing what can be done to stop
it in the future and encourage children to
problem solve on their own and between each
other. My class will feel comfortable and
relaxed and not so loud and crazy where
children get frustrated with just the chaos
going on around them. Children need to feel
like they can have fun but also feel good about
it and not stressed. Having routines in my class
will be a must. The children will get use to their
schedule and things that happen during the
day that they will feel comfortable knowing
whats going to happen next and how its going
to happen. Sometimes a child may feel really
anxious and worried about not knowing whats
going to happen next or what to do at all and

that can cause anger or frustration where they

might take it out on other children and we
dont want that. A clear defined schedule and
well-prepared and appropriate routines are a
definite. The last thing I think is very important
and definitely something that is a big deal in
whether youre trying to attack limiting conflict
or not, are transitions! Children need to have
warnings and heads up and be advised of
timing and whats happening throughout the
day. They cant be told what to do directly, they
need to be eased into new activities, into
different places, and eased back into focus.
Advising children that soon a activity will be
ending will give them enough time to finish up
and clean up. When you tell a child to just stop
what theyre doing and not give them a heads
up will possibly cause lots of anger and
frustration that might stick with the child
throughout the whole day, we need to respect
a childs time and creations. Also, when youre
able to get your childrens attention with
transitions or let them know things are going to
end, or help them ease into the reading area or
writing area or lunch area, the children possibly
gain a little more respect for you as you show
your respect for them. They see you care and
your giving them the heads up and allowing
them to know whats going to happen or things
are happening without rushing them and just

telling them. It gives them that comfort just by

knowing and kills any anxiety or discomfort.
Which leads to putting them in a whole better
mood, which kills the anger, frustration, and
bitterness that they may put out throughout
the day with you or the other children in the
class. It helps a lot. Little things make a big
difference.