REQUIREMENTS FOR THE DAILY SCHEDULE September SCHEDULE DEVELOPMENT: CORE HOUR REQUIREMENTS [Adapted from Creative Curriculum, p. 72-82] Begin with a rough draft of your daily schedule. Start with fixed times (arrival and departure, meals and snack, outdoors). Goal: Minimize wait times—maximize learning times. Include all of the below activities Note: The times are approximate, except for indoor and outdoor choice times which are mandatory 5 hours, 40 minutes 3. Once schedule is finalized—before the school year begins: a. Print out a copy and have site manager approve. b. Then post in the same place that the Weekly Plan is posted. c. Develop a daily schedule for children with pictures and words. d. Display children’s schedule in Group Time area where it can be referred to often throughout the day. (Washing hands is part of meals. Clean-up is part of Choice Time. For simplicity, these do not need to be on children’s schedule.) Feel free to make changes to your schedule to meet the need of your classroom. However, repeat this process so that both children and site manager are clear as to the changes. October developmentally appropriate not appropriate Meaningful transitions All education staff are knowledgeable about transitions Before the year begins, teacher, assistant teacher and floaters Children wander aimlessly, meet to go over every transition. Decide what signal and or run around wildly without will occur. teachers guiding them. If children do not seem to know where to go or what to do, any team member can call a to develop additional ‘conference’ strategies. Group time transition Making children sit on the Transitioning children usually begins with the youngest and carpet until quiet or still is those with shortest attention spans. not appropriate. See Group Transitioning children incorporates objectives and topics. Time approach on ways to keep children involved. All transitions (CLASS) Brief and predictable Transitions are too long, too Explicit follow-through, e.g. when children finish cleaning up frequent, and/or inefficient they know where to go next, a place where learning (fun) (CLASS, p. 49) activities (often focusing on what is being studied) will be occurring. Learning opportunities within Morning Group Time structure
REQUIREMENTS FOR THE DAILY SCHEDULE September SCHEDULE DEVELOPMENT: CORE HOUR REQUIREMENTS [Adapted from Creative Curriculum, p. 72-82] Begin with a rough draft of your daily schedule. Start with fixed times (arrival and departure, meals and snack, outdoors). Goal: Minimize wait times—maximize learning times. Include all of the below activities Note: The times are approximate, except for indoor and outdoor choice times which are mandatory 5 hours, 40 minutes 3. Once schedule is finalized—before the school year begins: a. Print out a copy and have site manager approve. b. Then post in the same place that the Weekly Plan is posted. c. Develop a daily schedule for children with pictures and words. d. Display children’s schedule in Group Time area where it can be referred to often throughout the day. (Washing hands is part of meals. Clean-up is part of Choice Time. For simplicity, these do not need to be on children’s schedule.) Feel free to make changes to your schedule to meet the need of your classroom. However, repeat this process so that both children and site manager are clear as to the changes. October developmentally appropriate not appropriate Meaningful transitions All education staff are knowledgeable about transitions Before the year begins, teacher, assistant teacher and floaters meet to go over every transition. Decide what signal and will occur. If children do not seem to know where to go or what to do, any team member can call a ‘conference’ to develop additional strategies. Group time transition Transitioning children usually begins with the youngest and those with shortest attention spans. Transitioning children incorporates objectives and topics. All transitions (CLASS) Brief and predictable Explicit follow-through, e.g. when children finish cleaning up they know where to go next, a place where learning (fun) activities (often focusing on what is being studied) will be occurring. Learning opportunities within Children wander aimlessly, or run around wildly without teachers guiding them. Making children sit on the carpet until quiet or still is not appropriate. See Group Time approach on ways to keep children involved. Transitions are too long, too frequent, and/or inefficient (CLASS, p. 49) Morning Group Time structure
checklist-of-appropriate-practices-for-education-staff-14.docx